MSIS #3: Assessment

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
  • Fair
  • 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?)

  1. Recall & Reproduction
  2. Basic Skills & Concepts
    1. Mental processing beyond recall is necessary.
  3. Strategic Thinking & Reasoning
  4. 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
  • application

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”?

Assessment –

  • something that we do with (not to) a student.
  • integrated with the learning.
  • DOK level of instruction should be above the level of assessment

Curriculum

  • 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?

 

 

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2 thoughts on “MSIS #3: Assessment

    • Thanks, Mark. We’re just starting to get the year going again over here. As I work in an international school that is following Common Core, there are more similarities than differences. I – unfortunately – am not too familiar with local school and their processes. At the same time, following CC lets me tap into the awesome MTBoS!

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