Facilitated discussions about formative assessment and approaches that allow teachers to embed it into their math lesson.

1. JACOB MARTENS
M A T H C O O R D I N A T O R
Assessment & Math

2. I came expecting…
steenjones.blogspot.ca ( 2012/09)

3. Hopes & Fears
I hope you:
 leave with more than you expected
 have helpful conversations with your colleagues
I fear that:
 there is nothing new for you in what is shared
 there was either too much or too little detail

4. Guiding Principles for Change
“If you are going to start doing something new,
you need to stop doing something old.”
Faye Brownlie
“Change should be good for students,
and manageable for teachers.”
Damien Cooper

5. Most things are good for kids
John Hattie – Visible Learning (2008)

6. Agenda
 Formative Assessment Review
 Assessment Strategies
 Questions we ask ourselves
 Questions we ask students
 Five ways of representing learning
 Gr 3 Addition
 Gr 6 Fractions

7. Assessment

8. Formative Assessment Is…..
On your 11x17 paper complete the following stem:
Formative Assessment is…

9. Post-it Note Math
https://www.youtube.com/watch?v=usJnehrXInc

10. Post-it Note Math Video
How was formative assessment demonstrated by the
classroom in the video?
Do 5 “pen high fives” and share what you’ve written
with the fifth person.
Repeat.

11. Formative Assessment
from Embedded Formative Assessment (2011)
using “evidence” to make informed “decisions”

12. using “evidence” to make informed “decisions”

13. using “evidence” to make informed “decisions”

14. using “evidence” to make informed “decisions”
© repairtrust.com

15. Formative Assessment
using “evidence” to make informed “decisions”
“An assessment functions formatively to the extent that
evidence about student achievement is elicited, interpreted,
and used by teachers, learners, or their peers to make
decisions about the next steps in instruction that are likely to
be better, or better founded, than the decisions they would
have made in the absence of that evidence.”
Wiliam (2011)

16. Feedback
“The most powerful single influence enhancing
achievement is feedback” – Dylan Wiliam
 Quality feedback is needed, not just more feedback
 Students with a Growth Mindset welcome
feedback and are more likely to use it to improve
their performance
 Oral feedback is much more effective than written
 The most powerful feedback is provided from the
student to the teacher.
from Faye Brownlie

17. Reading Break
Article “Assessment” by Dylan Wiliam
Read the article and highlight 2-3 items
that catch your attention.

18. First Turn Last Turn
Determine who will initiate the sharing.
The initiator takes the First Turn and reads a highlighted item
but DOES NOT ELABORATE.
Moving around the circle, each group member comments on the
shared item. Cross-talk is NOT permitted.
Finally the rotation returns to the initiator, who gets the Last
Turn, sharing his or her thinking about the the highlighted item.
Repeat with a new initiator.

19. How Our Culture Views Math

25. Evidence of Learning in Math

26. How to Assess
Defined by Function not Form

27. The Power of Observation
“questions we ask ourselves”
There is a Book for That

28. Tell me more…
Questions that check for understanding
 Questions to Prompt (BCAMT)
 The Art of Questioning in Mathematics (NCTM)

29. Questioning Exercise
Your topic is FRACTIONS
You need to form groups of three.
1. One person will be the student.
2. Another person will be the teachers.
3. The third person will be the recorder.

30. Five Ways of Representing
Drawing
© Carole Fullerton
Numbers
Words Real life
connections
Concretely
(with manipulatives)

31. Grade 3 Math

32. Adding Left to Right
© Carole Fullerton

33. Spin it! A game of chance
© Carole Fullerton

34. Plot it! The Sum Game

35. The Bigger Sum Game
© Carole Fullerton

36. Cuisenaire Rods

37. Feedback
Please provide feedback by adding the following to
your cue card:
 I got…
 Advice:
 Next steps:

38. Thank You