creating a data collection culture together! mathematics leadership alliance september 2009
TRANSCRIPT
CREATING A DATA COLLECTION
CULTURETOGETHER!
Mathematics Leadership AllianceSeptember 2009
Themes
1)A Conversation About Data Collection
2)Formative Assessment3) Formative
Assessment & the Cycle of Learning
PART ONE
A CONVERSATION ABOUT DATA COLLECTION
Unless you have “data”
it is only your opinion.
Dr. Robin Angotti
NWEA
WCAPMSP HSP
Formative Assessment(Tracking System)
TriangulatedData
Collection
PART TWO
FORMATIVE ASSESSMENT
Definition
Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing.
W. James Popham
Definition
“A PLANNED PROCESS”
Role in the Learning Cycle
Allows for tracking the learning at a
“finer grain”
Role in the Learning Cycle
Allows for teacher instructional adjustments
Role in the Learning Cycle
Allows for students to make tactical adjustments in their learning
Role in the Learning Cycle
Formative Assessment is a “natural” component of teaching and
learning.
Students & Formative Assessment
The research of
Dylan Wiliam
Different Types
Informal to Formal
Reflection
Take a moment to reflect on your definition of
formative assessment.Make any revisions or
additions to your definition.
PART THREEFORMATIVE ASSESSMENT
&THE LEARNING
CYCLE
Models of Cycles of Learning
Mathematics Leadership Alliance
Plan
Act Do
Study
NCESD 171
A Learning Progression (LP)
EnablingKnowledge
A
SkillsSubset
B
EnablingKnowledge
C
LearningTarget
DEvidence
Feedback Evaluate
Evidence
Feedback Evaluate
Evidence
Feedback Evaluate
Evidence
Feedback Evaluate
Solicit Student
Evidence
**Provide Student with Rich
Standards-Based Feedback
EvaluateStudent
Understanding
Trigger Form. Asst Process
Based on the work of Popham, Stiggins, & Heritage
A – Enabling Knowledge
Necessary vocabulary, background or supporting
knowledge needed to begin to build
understanding of the mathematics concept to
be taught.
B- Skills Subset
Students learn and practice the necessary skills needed to do the
task.
C – Enabling Knowledge
Students are able to practice using the newly learned skills in problem solving situations or experiences that help students develop a deeper meaning of the concept.
D – Acquisition of the Learning Target
The student becomes proficient in
demonstrating their mastery of the learning target (State PE) and
recognizes the concept in a variety of settings.
The Mathematics Leadership AllianceLearning Progression
Supplements
Regional Project
Learning Progression Supplements
Core Content
Performance Expectation
What I need to know:
What skills I must show:
What does this look like:
Student feedback:
Learning Progressions Supplement
Learning Progression Supplement
Learning Progression Supplement
Learning Progression Supplement
1) Defines skills subsets
2) Defines vocabulary
3) Reflects the enabling knowledge
Learning Progression Supplement
4) Suggests formative assessment points
5) Offers sample formative assessments
6) Includes a student feedback component
Learning Progression Supplement
FUTURE ADDITIONS7) Student error analysis component
8) Re-engagement component
The Circle WithinTrigger Formative Assessment
Process
Solicit StudentEvidence
**Provide Student with Rich
Standards-Based Feedback
EvaluateStudent
Understanding
Trigger Form. Asst Process
Reflect on these 2 questions
1) How is student learning tracked in your math class?
2) How do students in your class track their own learning?
State Marzano Project
Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve.
Robert Marzano
My Learning RecordName: Date:
SCORE
4
3
2
1
0A B C D
Formative Assessment
Students & Formative Assessments
1)Student opportunity to adjust learning tactic
2)Empowering students in raising their own academic achievement
Tips for Getting Started
1)Reflect & evaluate what you are already doing
2)Start small & script yourself
3)At every opportunity make your students a “partner” in the process
ASSIGNMENT FOR NOVEMBER
Please bring an exampleof a formative
assessmentitem that you will beusing with your math
students later this year.
ASSIGNMENT FOR NOVEMBER
Be sure to identify what “skill subset” and/or
Performance Expectation that you are testing for. You will need to bring 6 copies of your example.
