Formative Assessment- Week 9

This week was all about Formative Assessment! In our textbook, Making Math Meaningful to Canadian Students, K-8 Assessment is defined as, "the gathering of data about student knowledge and or skills, either informally or formally". (page 36) As well, there are three different versions of assessment that we have been learning about in all of our classes, these include: Assessment for Learning, Assessment as Learning, and Assessment of Learning.

Below are two cute and informative videos about formative and summative assessment.



Assessment for Learning, is formative not summative. It can be defined as, "designed primarily to help the teacher tailor instruction to the needs of the needs of the student." (page 36)  This type of assessment is designed to give teachers information so that they can modify and differentiate teaching and learning activities. Teachers must provide feedback so students can advance their learning. Assessment for learning is done all the time through LISTENING!

Assessment as Learning, is a form of assessment for learning. It can be defined as, "focuses on the importance of students thinking about their own performance and learning from it." (page 36) This type of assessment involves metacognition for students. The assessment is the learning and allowing students to improve their learning when the teacher provides examples.

Assessment of Learning, has more than one purpose. It can be defined as, "designed to inform a variety of stakeholders about what a student's knowledge and skills are at a particular point in time." (page 36) Assessment of learning provides the basis of what is reported to parents and school officials. This type of assessment does not have to be only at the end of the course. Assessment of learning is used to confirm what students know and if they have achieved the curriculum expectations.

Chapter three of our math textbook is filled with information about assessment and evaluation, different ways in which we can assess and evaluate our students, different tools to use, strategies, plans and examples for how a teacher should assess students in regards to math. Pat taught us some key ideas about assessment this week that are vital for any teacher.

As we walked into math class this week Pat let each student pick a popsicle stick. We were asked to get into groups of six with students who had popsicle sticks numbered 1-6. Therefore, this activity allowed us to have some choice to pick our groups but not total control over our groups because we had to find students who had popsicle sticks numbered 1-6. I like this idea for creating groups because it allows students to go outside their normal comfort zones/groups that they always choose.

The objective of this activity was to move around with your group of 6 from station to station and complete the activities. At each table groups were tasked with completing the different math activities by using the clues provided. Each student had their own clue and therefore everyone was needed and had a part to play in order to work together and solve the problem. Thus, no matter how students feel about participation and math every student has to provide their clue. We were allowed to share the clue verbally but could not give it to our group members.

Furthermore, each activity center had different manipulatives that our groups had to use to solve the problem. For example, one center had toothpicks, one had a hundred chart, and one had linking cubes. Below are pictures that I took from the different activity centers.

Courtney Helt, 2016

Courtney Helt, 2016

Courtney Helt, 2016

As well, in class we did a clapping activity to show the importance of discussing learning goals, success criteria and climate. Students need to know what is expected of them. For example, the first person clapped and there was no criteria as to how the student should clap or what expectations the teacher had. As each person clapped they received more feedback and criteria and therefore they did better. Thus, it is important that we involve our students in their own formative assessment. It is proven that there will be greater positive results when students take part in their own goal setting.

ASK QUESTIONS STUDENTS CAN ANSWER!!

The Fundamental Purpose of Assessment & Evaluation in math class is to IMPROVE STUDENT LEARNING!

The Keys to Student Success for Assessments:
1. Give students feedback all the time!
2. Monitor progress- gather evidence in a variety of forms to illustrate student's learning & growth
3. Teach in a cyclical way
4. Encourage students to take responsibility for their learning
5. Keep assessment simple = small # of learning goals

As well, we discussed the importance that Descriptive Feedback has for students. Below is a picture of  what is Descriptive Feedback and how it can help students to improve and move a student one step further. There are three things to keep in mind when it comes to providing effective descriptive feedback. 1. List the strengths/assets of the solution. 2. Wonderings- I wonder why you did this? I wonder if you can go further? 3. Challenges/ Fragile Concepts - Next steps- SPECIFICALLY what they need to focus on.

Courtney Helt, 2016

In conclusion, the main idea I took away from this week is that students can be assessed in a variety of ways, for a variety of activities, constantly. The reason for Assessment is to IMPROVE STUDENT LEARNING! To make Assessment successful for students, BE CLEAR ABOUT THE PURPOSE OF EACH ASSESSMENT ACTIVITY!

Cheers, Courtney!