Mathematics Content

Assessment

Monday, June 10, 2019

Goals

Students will:

1. recognize the importance of eliciting student thinking

through pre-assessment
2. be exposed to a variety of low-prep strategies for pre-
assessing students
3. consider how to use pre-assessment data to inform
instruction
Introductions and Shared
Experiences

- Greatest success story from Year 1?

- Introduce yourself and what you teach

- Biggest challenge from Year 1?

- What are you most looking forward to

improving in Summer 2?
Assessment Monday Schedule

Date Topic
6/10 Intro & Pre-Assessment
6/17 Formative Assessment
6/24 Performance Assessments
7/1 Traditional Tests
7/8 Analyzing Video
7/15 Summer Planning Defenses (No Class)
7/22 Data Analysis & Case Study

Bring your “most” complete unit -

Test, PA, and Unit Cover Page
Critical Thinking: Why is it so hard
to teach?

A treasure hunter is going to explore a cave up on a

hill near a beach. He suspected there might be many
paths inside the cave so he was afraid he might get
lost. Obviously, he did not have a map of the cave; all
he had with him were some common items such as a
flashlight and a bag. What could he do to make sure
he did not get lost trying to get back out of the cave
later?
Willingham, D. (2007). Critical Thinking: Why is it so hard to teach? American Educator
In a village by a river, the chief of a tribe had the responsibility of taking
care of the tribe's sacred stone statue. It was the chief's custom every year
to go down river to the next village to collect taxes. To assess the amount
of taxes, the chief would ask for the statue's weight in gold coins. His
method of measuring this amount was to put the statue in a large tub at
one end of a hanging balance scale and hook the other end of the scale to
another large tub. This second tub was filled with gold coins until the scale
balanced the weight of the statue. During a recent trip to collect taxes, the
chief forgot to bring his balance scale. Now the chief has a problem: How
can he figure out how much gold to take to match the statue's weight
without the benefit of a balance scale, a pulley system, or a conventional
scale?
Long ago in China, there lived a powerful emperor. Every year, the rulers of
the surrounding countries had to give him jewelry, gold, cloth materials, and
animals as presents. One day, a ruler of a southern country presented him
with an elephant as a gift. The emperor was delighted to see the elephant
and asked the ruler what the weight of the elephant was. The ruler was
embarrassed because even the biggest scale he owned was too small to
weigh the huge elephant. The emperor's youngest son, named Chao Chong,
came up with an idea: "You could find a boat, put the elephant in it, and mark
the new water level on the boat. Then, you could take the elephant out of the
boat and put smaller stones into the boat until the water level reaches the
same mark. Then, you could weigh those stones separately with a small scale.
When you add up all the weights, you would know how heavy the elephant
is." Everyone was surprised and impressed by the boy's solution.
Debrief

1. How was this thought experiment related to teaching?

2. In what ways does this link to assessment?
3. What are the implications for your planning?
Standards:
1. Define, evaluate and compare functions
2. Use functions to model relationships between quantities.
Understandings: The students will understand
that…
•A function can model both linear and non-
linear relationships between two quantities.
•Functions can be represented in different
ways and maintain value and meaning.
•Slope helps to define the behavior of a
function.
Procedural Knowledge (Skills)
•Determine rate of change of a given function
•Determine if a relation is a function
•Describe qualitatively the functional
relationship between two quantities
Declarative Knowledge
•A function represents a relationship
in which one quantity is assigned to
another unique quantity (input to
output).
•Linear functions have a constant rate
of change.
Essential Questions
1. How are sets of numbers related to
each other?
2. How can we express and analyze
functions in everyday living
situations?
3. How are patterns of change related
to the behavior of functions?
4. What do different types of slope
look like and why?
Pre-assessment Card Sort

•Informal Conversations and Observations

•Journal Entries/Writing Prompts
•Constructed Response
•Frayer Diagram
•Show and Tell
•Concept Map
•Exit Ticket
•Selected Response
•Response Cards
•Systematic Observations/Interviews
•Graphic Organizers
•People Graph
•Data on Display
Framing Pre-Assessment
Five quality indicators for pre-assessments:
1. The pre-assessment targets the most important KUDs for students to
develop and are aligned with current KUDs for beginning the planning of
the instructional sequence.
2. The pre-assessment uses a method that is appropriate for collecting the
information the teacher is seeking to gather.
3. The pre-assessment recognizes time constraints.
4. Pre-assessment items should be ordered or arranged in a way that
requires a minimum amount of time for the teacher to make sense of
exactly where students are relative to the KUDs being assessed.
5. The information gathered from the pre-assessment is used for the sole
purpose of guiding instruction and is not used for grading or judging
students.
Reflection
1. What were some of the reasons for your choices?

1. How are the pre-assessment formats similar and different

from pre-assessments you have seen or used in the past?

1. Which assessment formats could you imagine implementing

in your classroom immediately? Why?

1. How might implementing pre-assessments (such as these)

change your instruction?
Application

1. Choose one standard, task, lesson, or unit that could use

a pre-assessment.

1. Design a short, low-prep pre-assessment that will

provide you with information you can use to inform your
planning.

1. Imagine, after administering the pre-assessment, you

received a variety of responses. What would you do with
this information? How would this inform your planning
and instruction?
Goal Setting

Please take a few minutes to individually reflect on your past

year of teaching.

What were your greatest successes?

What were some challenges?

Please list 1-2 personal growth goals you would like to focus
on this summer and carry on into the upcoming academic
year.