Nate Franz Supervisor of Mathematics December 17, 2013 Mathematics Leadership Academy.
Mathematics Leadership 25-10-07
Transcript of Mathematics Leadership 25-10-07
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Mathematics and
Assessment
25th October 2007
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Overview
1. Assessment Strategies2. Mathematics Developmental
Continuum
3. 2007 AIM Data
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Things we need to consider when considering schoolimprovement in Mathematics:
What kinds of assessment practices do we use across theschool?
What do we do with the assessment data gathered?
How do we identify and monitor the needs of low attaining/ andmore able students?
How do we identify and track the value added from one year tothe next using SINE data or other assessment data?
How do we use assessment data to identify strengths and areasof focus for professional development?
What targets or goals do we want to set for the next 6 months,12 months, 2 years?
Assessment in Mathematics
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Assessment in Mathematics
Intended outcome:
That assessment will inform the development ofthe P-6 Mathematics program.
It is assessment which helps usdistinguish between what has been
taught and what has been learnt.
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Assessment in Mathematics
Work Samples Survey QuestionnaireOral
QuestioningChecklist
PhotographsStudent
Journal
PortfolioFormative
assessment
Annotated
classlist
InterviewDiagnostic
taskDiscussion
Open-endedquestion
Self-assessment
Peerassessment
Practical task InvestigationAuthentic
assessmentObjective
assessment
AIM Written test ObservationRich assessment
taskPerformance
Individualreport
Anecdotalnotes
Group reportSummativeassessment
Subjectiveassessment
Teacher: _______________________________
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Mathematic Assessment Tasks Baseline Data
0
5
10
15
20
25
30
Worksamples
Survey
Questionnaire
OralQuestioning
Checklist
Photographs
StudentJournal
Portfolio
AnnotatedClasslist
Interview
DiagnosticTask
Discussion
Open-endedQuestion
SelfAssessment
PeerAssessment
PracticalTask
Investigation
AIM
WrittenTest
Observation
RichAssessmentTask
Performance
IndividualReport
AnecdotalNotes
GroupReport
Most Frequent Less Frequent
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Assessment in Mathematics
How well do we know our students in Mathematics?
Mathematical Content
Students understandings and knowledge of the content addressed in the task/s
for the day.Mathematical Processes
Problem-Solving: Selection from variety of strategies to problem solve.
Communication: Communicate mathematics both verbally and in written form.
Reasoning: Make, test and evaluate arguments (independent variablesassociated with the function and determining the value of the function) and
conjectures(unproven mathematical theorem). Connections: Link between mathematical topics and mathematical activity andreal-world application.
Mathematical Disposition
Students thinking, beliefs, understandings, enjoyment, confidence, learningenvironment preference, perseverance about and in mathematics.
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Assessment in Mathematics
Task 2 - Partner Interview
Select the last student from your class roll and find apartner to interview.
Use the following to interview your partner:1. Tell me about the mathematics that the student
knows (content).
2. Which mathematical processes are his/her
particular strengths? (eg. Reasoning,communication, problem solving, connections)
3. Tell me about the students mathematicaldisposition (eg. Attitudes, persistence,confidence, cooperation skills).
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Assessment in Mathematics
What to look for when observing students in Mathematics:
Mathematical Skills
Use of Problem Solving Strategies
Use of generalisation Explaining their thinking
Nature and quality of written work
Use of materials/diagrams
Organisation
Persistence Engagement
Interaction with others
Use of time
Confidence
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Assessment in MathematicsCharacteristics of Rich Assessment Tasks:
Connect naturally with what has been taught;
Address a range of outcomes in one task
Are time efficient and manageable
All all students to make a start
Engage the learner
Can be successfully undertaken using a range of methods or approaches
Provide a measure of choice or openness
Encourage students to disclose their own understanding of what they have learned
Are themselves worthwhile activities for students learning
Provide a range of student responses, including a chance for students to show all theyknow about relevant content
Draw the attention of teachers and students to important aspects of mathematical activity
Help teachers to decide what specific help students require in the relevant content areas
Authentically represent the ways in which knowledge and skills will be used in the future
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Baseline Data & Targets
76.9
62.2
80
51.5
32.6
60
0
20
40
60
80
Percentage
ofstudents
atorabove
standard
Yr 3 Like
Schools
(LBOTE)
Yr 3 St.
James
Yr 5 Like
Schools
(LBOTE)
Yr 5 St.
James
2006 AIM Number
Cohort Performance School Target
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Baseline Data & Targets
63.1
46.3
80
50.6
34.8
60
020
40
60
80
Pe
rcentage
of
stu
dents
ator
above
standard
Yr 3 Like
Schools (LBOTE)
Yr 5 Like
Schools(LBOTE)
2006 AIM Mathematics
Cohort Performance School Target
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Baseline Data & Targets
0
20
40
60
80
100
Percentage
of
stu
dents
ator
abo
ve
standard
Prep Yr1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6
VELS Number Standard
Mid Year Target
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Assessment in Mathematics
Between Session Activity - Classroom Teachers
Professional Reading - Valuing What We See,Doug Clarke and Linda Wilson
You will be required to trial one of the RichAssessment Tasks within your classroom andobserve and record one of the following:
Mathematical Content/Skills
Mathematical Processes - ProblemSolving, Communication,Reasoning, Connections
Mathematical Disposition
For the next whole staff meeting on Moderation 1stNovember, you will be required to bringstudents mathematical work and your
observation records from the RichAssessment Task.
Between Session Activity - Mathematics LeadershipTeam
Attend Session 3 Mathematics Leadership PD 17/10
Develop online Mathematics Survey for years 3-6
Collect Term 4 Mathematics Overviews
Design and trial Rich Assessment Tasks for Term 4Content Areas within specific year level.
Purchase resources for Mathematics
Collate numeracy data to prepare for school closureday in 10th December
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Assessment in MathematicsThe Mathematics Developmental Continuum P -10 provides evidence
based indicators of progress, linked to powerful teaching strategies,
aligned to the progression points and the standards for the
Mathematics Domain of the Victorian Essential Learning Standards.
Indicators of progress are points on the learning continuum that
highlight critical understandings required by students in order toprogress through the standards.
The Mathematics Developmental Continuum P -10 will assist teachers:
Deepen understandings of the Mathematics domain
Enhance teaching skills to enable purposeful teaching
To identify the range of student learning levels within their Mathematics
classes
Monitor individual student progress towards achievement of the
Victorian Essential Learning Standards in Mathematics
Develop a shared language to describe and discuss student progress
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscon
tinuum/default.htm
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