Proficiency-Based

Assessment:

Implications for

our PracticeNicole Rigelman

Portland State University

Teachers of Teachers Mathematics

Conference

September 7, 2013

Sess

ion

Over

view

Our Grading Practices Policy Influencing

Oregon Schools Implementation Examples Affordances Challenges Implications for Our

Practice as We Prepare Future Mathematics Educators

Criti

cal

Ques

tions On what basis do you

determine grades in your courses? For what purpose?

http://goo.gl/QJCI5x

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B 22

20 Determine the student’s progress toward achieving the academic content standards (align instruction to standards).

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20 Show, at least annually, the student and parents whether the student’s progress to standards meets or exceeds grade-level standards expectations.

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20

Assure that a student’s academic grades reflect his/her academic proficiency.

Grading

Elements

Major exams

Performance

assessments

Reports or

projects

Student

portfolios

Exit tickets or

tasks

Students’

notebooks or

journals

Classroom

observations

Oral presentations

Homework

completion

Homework

quality

Class participation

Work habits and

neatness

Class attendance

Punctuality of

assignments

Class behavior or

attitude

Progress made

Class participation

Work habits and

neatness

Effort put forth

Resp

onse

from

Di

stric

ts Align instruction to standards Assure grades reflect

academic proficiency

What the assessment research tells us…

Grading IS NOT essential in the

teaching and learning process.Feedback IS!!!

Asse

ssm

ent f

or

Lear

ning

Clarifying, understanding, and

sharing learning intentions.

Engineering effective classroom discussions, tasks

and activities that elicit evidence of learning.

Providing feedback that moves learners forward.

Activating students as learning resources for one

another. Activating students as owners

of their own learning.- Black and Wiliam, 1998, 2009

Asse

ssm

ent f

or

Lear

ning

Clarifying, understanding, and

sharing learning intentions.

Engineering effective classroom discussions, tasks

and activities that elicit evidence of learning.

Providing feedback that moves learners forward.

Activating students as learning resources for one

another. Activating students as owners

of their own learning.- Black and Wiliam, 1998, 2009

Clarifying, understanding, and sharing learning intentions.

Engineering effective classroom discussions, tasks

and activities that elicit evidence of learning.

Examining Student Thinking: Geometric patterning tasks

Two 3rd grade tasks and associated student work samples

Questions to consider: What mathematical ideas do these tasks draw

out? What do you notice? What do you wonder? What surprises you? What are the implications for your practice?

A Typical Algebra Task

How many squares will be in the 25th arrangement?

Figure Number 1 2 3Total Number of Squares 5 7 9

A Revised Version of The Algebra Task

Investigate and report all you can about this pattern.

Figure Number 1 2 3Total Number of Squares 5 7 9

You may want to consider including things like: observations about

the pattern a rough sketch or

picture of some larger figures in this pattern

some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)

Which figure has 120 tiles? How did you decide? What is another way to determine this?

How would you convince somebody else that you are right?

Figure Number 1 2 3Total Number of Tile 3 8 15

Investigate and report all you can about the following growing pattern.

1 2 3 4 5 6 7 8 9 100

20

40

60

80

100

120

Figure Number

Tota

l Num

ber

of T

ile

Figure Number

1 2 3 4 5 6 7 8 9 10Total Number of Tile

3 8 15

You may want to consider including things like: observations about the

pattern a rough sketch or picture

of some larger figures in this pattern

some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)

Which figure has 120 tiles? How did you decide? What is another way to determine this?

How would you convince somebody else that you are right?

Figure Number 1 2 3Total Number of Tile 3 8 15

Investigate and report all you can about the following growing pattern.

Providing feedback that moves learners forward.

3 Ma

jor

Ques

tions

Where am I going (the goals)? = feedup How am I going? =

feedback Where to next? Feedforward

Hattie and Timperley, 2007

Activating students as owners of their own learning.

Think Thank Thunk

• Click above to access his page, video of

his TEDx Presentation on the right sidebar.

•BlueHarvest Feedback is his grading

program

Big

idea

s

Differentiate by posing a good task and interacting

with groups/individuals based on observed needs.

Specify learning targets met as revealed in the student work and press for additional possibilities… with

feedback (feedforward) that presses students to consider next steps/questions.

ImplicationsWhat are the implications for

our practice as we prepare

future mathematics educators?