In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the...DreamBox Learning
Even when we believe we’re thinking “outside the box,” we’re often limited in our capacity to envision new school models that are more personalized, leverage technology effectively, and ultimately improve learning. When designing schools and classrooms, we often don’t realize how heavily our ideas are influenced by the assumptions and mental models we have about learning and education. In this this webinar, Dr. Tim Hudson will explore some of these hidden assumptions and help us imagine the full implications of blended learning that ensures high achievement for all students.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the...DreamBox Learning
Even when we believe we’re thinking “outside the box,” we’re often limited in our capacity to envision new school models that are more personalized, leverage technology effectively, and ultimately improve learning. When designing schools and classrooms, we often don’t realize how heavily our ideas are influenced by the assumptions and mental models we have about learning and education. In this this webinar, Dr. Tim Hudson will explore some of these hidden assumptions and help us imagine the full implications of blended learning that ensures high achievement for all students.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Closing Math Learning Gaps With Data & Formative AssessmentDreamBox Learning
When combining digital curriculum that provides formative assessment data with everyday instructional practices, educators are equipped to address math learning gaps in real-time. Join Kristine Tipton, Innovation Coach at DeKalb County Central United School District, Ind., as she shares how she’s been able to use digital curriculum like DreamBox Learning® Math to support deeper learning at her schools.
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
A teacher's workshop was held at Independent Medical College, Faisalabad on 11th June, 2010. It was excellent workshop for teachers to improve regular class activities for effective teaching focusing on objective learning.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
Closing Math Learning Gaps With Data & Formative AssessmentDreamBox Learning
When combining digital curriculum that provides formative assessment data with everyday instructional practices, educators are equipped to address math learning gaps in real-time. Join Kristine Tipton, Innovation Coach at DeKalb County Central United School District, Ind., as she shares how she’s been able to use digital curriculum like DreamBox Learning® Math to support deeper learning at her schools.
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
A teacher's workshop was held at Independent Medical College, Faisalabad on 11th June, 2010. It was excellent workshop for teachers to improve regular class activities for effective teaching focusing on objective learning.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
Personalized Learning in Project-Based Math ClassroomsDreamBox Learning
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.—and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, dive into the implications for mathematics in project-based learning.
Math Mindset Comes First: Closing the Achievement GapDreamBox Learning
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Join National Council of Supervisors of Mathematics (NCSM) President Valerie Mills, renowned educator and author Cathy Fosnot, and past NCTM and AMTE President Francis (Skip) Fennell for a conversation about the future of mathematics education. Everyone interested in the success of all students in learning mathematics—educators and community members—will gain valuable insights from these leaders.
Topics will include:
• Formative assessment
• Meeting the diverse needs of all students
• Common Core State Standards
• Digital learning technologies
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Types of Evaluation prior to Instructional Actitspetacular
Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
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6. Here’s what we will do today!
Consider the intentional, regular use of
particular classroom-based formative
assessment (CBFA) techniques, and
recognize how they can truly guide
planning, teaching, and learning AND
discuss bridging toward summative
assessments.
8. NCTM Research Brief: Formative Assessment
a) Clarifying, sharing, and understanding goals for
learning and criteria for success with learners;
pathfinder
b) Engineering effective classroom discussions,
questions, activities, and tasks that elicit evidence
of students’ learning;
c) Providing feedback that moves learning forward;
d) Activating students as owners of their own learning;
e) Activating students as learning resources for one
another.
NCTM “Key Strategies” for Effective Formative Assessment.
9. • Linking assessment to planning and
instruction is used to inform teaching and
learning.
• Thus, formative assessment is very much
connected to how one teaches, it’s good
pedagogy!
11. • The term formative assessment has been with
us for close to 50 years (e.g., Sueltz et al,
1946; Weaver, 1955)….
• Regular use of classroom formative
assessment would raise student achievement
by 0.4 to 0.7 standard deviations – enough to
raise the U.S. into the top five countries in the
international rankings for mathematics
(Natriello, 1987; Crooks, 1998; Black and
Wiliam, 1998).
12. But…
• Evidence suggests that actual day-to-
day use of formative assessment is not
as prevalent in classrooms as one might
expect (Stiggins, 2013).
• November 9, 2015: Formative
assessment is one of the most widely
used—but poorly understood—
instructional techniques.
13.
14. So, let’s get started!
Here is what we have done…
• First, we recognized:
– a need to emphasize and enhance the use of classroom-
based formative assessments – to guide teaching and
learning.
– an overload of publications, published assessments and
services promising the quick formative assessment fix.
• So, we:
– Distilled seemingly endless suggestions and strategies to
a small pallet of formative assessment techniques.
16. Observations
“We know it is more informative to observe a
student during a mathematical activity than to
grade his papers.”
Freudenthal, 1973, p. 84
Note: Many teachers indicate that observing is
something they have always done, but have not
seen it as a formative assessment technique, or
they needed support to use observations to
explicitly guide and inform their instructional
decisions.
17. Observations
2.G.A.2
Paige received a large cookie
for a prize. She wanted to
share it with her two
friends. How much of the
cookie would Paige and her
friends have to eat? [Use a
circular or rectangular
region to represent your
solution]. (2.G.A.2)
5.NF.B.7+
Chase had ¾ of large cookie
that he wanted to share
with his two friends. How
much of the cookie would
Chas and and his friends
have to eat? [Use a circular
or rectangular region to
represent your solution].
(5.NF.B.7+)
18. Observations
• What would you hope to observe?
• How would you know it if you saw it?
• How might you record/note the observation?
• What misconceptions might you observe?
20. Observations
Observe students as you ask them to
decide how many hops of 3 ¼ on a
number line are closest to but < 9.
Then observe students as they decide
how many 3 ¼ number line hops are
closest to but < 15.
22. Interviews
• Long history of use in mathematics and special
education (Weaver, 1955; Ginsburg, 1997;
Fennell, 1972, 1998) .
• Extends the observation.
• Takes time – focused; 1-on-1 or small group
• Allows you to dig deeper
• Not deficit-based
• Provides a glimpse of what a child is thinking
23. Observation/Interview Recommendations
from a while ago!
• Observation, discussion, and interviews serve better
than paper-pencil tests in evaluating a pupil’s ability to
understand the principles he/she uses (Sueltz, Boynton,
& Sauble, 1946, p. 145).
• Observation of the pupil’s oral and written work is a very
important assessment procedure and should be
encouraged. Closely associated with the use of
observations is the interview with the pupil regarding
his/her daily work or his solution or attempted solutions
of items of a test (Spitzer, 1951, p. 191).
25. Interviews
• What would make you decide to work 1:1 with a
student or small group?
• What questions might you ask? How might the
questions be different?
• What will you anticipate from students? (Consider
understandings AND possible misconceptions.)
• What follow-up questions might you ask?
26. Let’s hear from you…
• Think of your work with fractions – what are
some areas of concern, where you just might
want to interview students about their thinking?
– Share your ideas here: (type them in!)
• How does this impact your planning?
– Consider ANY aspect of your work with fractions (and
this could include those non a/b fractions –
decimals).
27. Interview Prompt
Adapted from Larson, Fennell, Adams, Dixon, Kobett, Wray,
2012 as cited in Fennell, Kobett & Wray, 2015, p. 55
28. Show Me
• A performance-based response to what a
teacher observes.
• Combines elements of the observation and
interview.
• A stop-and-drop activity where a student,
small group of students or perhaps the entire
class might be asked to show how something
works, a problem solved, or a particular
representation used.
29. Show Me
1. Think about a show me prompt that you might use
for the following: Compare two fractions with
different numerators and denominators (e.g. 3/4 and
5/6) by creating common denominators or
numerators or comparing them to the fraction
benchmark ½. (4.NF.A.2)
2. What might you want a student or students to say as
they describe their show me response?
3. How is this (the show me CBFA technique) different
from an interview or observation?
4. When might YOU use a show me in your own setting?
30. Show Me examples
• Show at least three equivalent fractions for ¼
using a number line.
• Compare the fractions 3/4 , 5/6 and 7/8 using
whatever representation you like.
31. Summing Up…
• Observations – Paying attention, monitoring
• Interviewing – specifics, “I want to know more
about what I just observed.”
• Show Me – This is an explicit performance of
what I would like to see demonstrated.
32. Hinge Questions
• Hinge questions provide a check for
understanding/proficiency at a ‘hinge-
point’ in a lesson, or stated differently,
success of the lesson hinges on responses
to such questions as they provide an
indication of whether the teacher can
move from one important
idea/concept/skill to the another (or not).
Such responses impact both planning and
instruction.
33. Hinge Question
I walked 2 ¾ miles on Monday, Tuesday,
and Wednesday. Have I walked more or
less than 10 miles? How do you know?
How far did I walk?
35. Hinge or Not?
• Is 7/8 > 3/4?
• Can you name a fraction that is > 3/4?
• Is 1/2 = 2/4?
• Represent 1/2 at least 3 different ways – using
equivalent fractions.
36. Turn these into Hinge Questions
• Compare two fractions with the same
numerator or the same denominator.
(3.NF.A.3d)
• Comparing the size of a product to the size of
one factor on the basis of the size of the other
factor, without performing the indicated
multiplication (e.g. ¾ x ½). (5.NF.B.5a)
37. Types of Hinge Questions
Note the differences – both regarding responses and creation and use.
38. Exit Tasks
• The exit task is designed to provide a capstone
problem or exercise that captures the major
focus of the lesson of the day. This is a class
assessment tool, and like the hinge question,
student responses to the exit task help in
identifying needs and in the planning for the
next day’s lesson.
• Exit tasks can be a bridge to summative-like
performance tasks.
39. Exit Task
Bree’s Pizza Palace has to load boxes of
cheese. Each box weighs 5 ¾ pounds.
There were 4 boxes. Was the total weight
< or > 25 lbs.? Write a response to show
how you know.
40. ESSA – Think About
• State Authority: Under the new law,
the job of holding schools
accountable largely shifts from the
federal government to the states.
41. ESSA – Summative Assessments
• States still have to test students in reading and
math once a year in grades 3 through 8, as well
as once in high school.
• States will now have flexibility in how and when
they administer the tests (e.g. a single annual
assessment can be broken down into a series of
smaller tests). There's also an emphasis on
finding different kinds of tests that more
accurately measure what students are learning.
43. Formative assessment is:
• Students and teachers,
• Using evidence of learning,
• To adapt teaching and learning,
• To meet immediate learning needs,
• Minute-to-minute and day-by-day.
Thompson and William, 2007
Love this…
44. Assessment Resources…
• Illustrative Math Project -
http://illustrativemathematics.org
• Institute for Mathematics and Education – University
of Arizona; Bill McCallum - ime.math.arizona.edu
• Dana Center and Agile Mind: Common Core Tool Box
- http://ccsstoolbox.org
• PARCC Educator Leader Cadre Portal -
www.parcc.nms.org
• SMARTER Balanced Scientific Sample Pilot Test Portal
- www.sbac.portal.airast.org
46. YOUR Timeline – Right Now!
• Connecting Classroom-Based Formative
Assessments to summative assessments,
particularly performance-enhanced tasks.
• Considering the adaptation of SMARTER
Balanced/PARCC and other state-based
summative items for regular formative
assessment use.
47. ESSA – and there’s much more
• Accountability: The new law is much more specific about
which schools need intervention but much less specific on
what those interventions should be. Schools at the bottom 5%
of assessment scores (as defined by the state), high schools
that graduate less than 67% of students, or schools where
subgroups are consistently underperforming would be
considered failing and could be subject to state takeover -
although the law doesn't say what the state needs to do.
• ESSA and Assessment: Start asking questions NOW. When
will assessments be administered? What types of
assessments? Intervention plans? Spend time actually
considering questions you might have.
48. ESSA and CCSS-M
• Common Core: ESSA allows states to adopt the CCSS-M but
does not require it. In fact, it requires the Education
Department to remain neutral: "The Secretary shall not
attempt to influence, incentivize, or coerce State adoption of
the Common Core State Standards developed under the
Common Core State Standards Initiative or any other
academic standards common to a significant number of
States, or assessments tied to such standard.”
• Reality Check: For most states this is done/implemented; for
some the language related to how standards are discussed is
different (e.g. College and Career Readiness Standards).
53. Next week we are headed to Austin!
Catch us at @DreamBox_Learn
Seeing is believing!
www.DreamBox.com/request-a-demo
54. We value your feedback!
Let us know how we’re doing:
https://www.surveymonkey.com/r/HYHJ6LS
Editor's Notes
What might you expect to see?
What mistakes or misconceptions might creep up? How and when would you address these misconceptions?
learning trajectories
Jon. Add APME (2015)
DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements
1) Mathematics- CCSSM & Standards for Mathematical Practice- unlike other programs that provide drill and practice DreamBox builds both conceptual understanding and procedural fluency
2) Motivating (persist and progress)
3) Powerful intelligent adaptive learning engine providing millions of personalized learning paths—each one—tailored to a student’s unique needs.
Notes: DreamBox curriculum aligns with these Common Core Standards: Counting and Cardinality, Comparing, Operations and Algebraic Thinking, Number and Operations in Base Ten, and Number and Operations in Fractions.