ramblings from the 3rd institute at the Shanghai American School
Kick-off: What’s worth celebrating & sharing?
Themes for the Weekend
- “Assessment is a process of gathering and using evidence of learning to improve teaching & learning.”
- Formative assessment is a critical part of learning. If it’s “graded”, it ain’t formative.
- Effective assessment balances DOK (Depth of Knowledge) levels 1-3. [Level 4 = projects]
- What & how we assess drives what & how we teach.
What is our primary focus? Teaching Mathematics – therefore, where is the curriculum & assessment coming from. Our job should not be to create curriculum & assessment. So, where should we find these great items?
How are assessment questions aligned with instructional practice?
Characteristics of high quality assessment
- Justification / explanations
- Multiple strategies
- Models can be used to support
- Reasoning / critiquing
- Aligned to standards
- Limits complexity of language
DOK – what is the cognitive complexity?
- Content is assessed @ DOK 1 & 2
- Problem Solving – DOK 2 & 3
- Communicating & Reasoning – DOK 2 & 3 (with some 4)
- Modeling & Data Analysis – DOK 1-4
DOK does not equal level of achievement of student.
DOK Levels (What kind of thinking is needed to respond?)
- Recall & Reproduction
- Basic Skills & Concepts
- Mental processing beyond recall is necessary.
- Strategic Thinking & Reasoning
- Extended Thinking
Excel vs Exceed – does a shift to “excel” have more meaning
- Evidence of complete understanding
- Evidence of reasonable understanding
- Evidence of inadequate understanding
- No Evidence
Rigor – the pursuit of
- conceptual understanding
- procedural skill & fluency
with equal intensity
Standards Based drivers
- What should my students be able to do?
- How will we know when my students are successful?
- What will I do if they “got it”?
- What will I do if they did not “get it”?
- something that we do with (not to) a student.
- integrated with the learning.
- DOK level of instruction should be above the level of assessment
- What you are teaching – the standards
- When you are teaching – scope & sequence
- How you are teaching – teacher instruction
Students must benefit from formative assessment.
Comparing Tasks – how do we improve existing tasks / assessments ?
Justification & the Frayer Model – how do the mathematics and model justify each other?