Process of Assessment-Intermediate Mathematics
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- Teacher provides a math problem for students to solve on the board. Teacher reads problem to class.
- Problem:A construction worker can lay the tile floor of a rectangular room in 8hours. What is the unit rate of square feet per hour? What formulas do you need to use? Show your work.
- How to answer a math problem?Criteria/Descriptors
- Let's take a look at the math question on the board together.
- Teacher refers to pre-established co-criteria on how to solve a math problem.
- How to answer a math problem?Criteria/Descriptors1-Understanding the problem: read it, visualize it, reword it, ask questions, find important information.2-Make a plan: draw out plan, chose a strategy, solve equation3-Solve the problem: apply strategies, trial and error, use notes and formulas4-Verify your answer: check with a classmate, use a different strategy, verify if the answer makes sense according to the question.
- Teacher circulates while students are solving math problem and questions students, gives feedback and provides coaching
- What information do you need to answer the question? What is missing from the question? Can you find a second solution ? What factor changes the answer?
- I forgot to verify my answer.
- How to answer a math problem?Criteria/Descriptors
- I need to decide the width and length of the floor. I then need to find the area of the floor.
- What if I tried....?
- The math problem is open ended to allow all students the ability to answer. This differentiated teaching approach makes the lesson accessible to all learners and will allow students the ability to feel confident in math.
- Students share their work
- Clark, Can you repeat Anissa's strategy in your own words? Who used a similar strategy with different results?
- I found the area of the floor and then I divided it by 8 hours to find out how many square feet could be laid per hour.
- The teacher provides a visual chart for established criteria so that students can understand what they have to do in order to solve the math problem. This gives students a way to develop the capacity to be independant and autonomous learners. It is an assessment for and as learning that allows the teacher to question students on their thought process.
- Encouraging students to self evaluate and peer evaluation
- In this scene, the teacher is questioning students to help them develop their thinking skills but also to monitor their progress. She may need to guide students that need more assistance but is also challenging stronger students to find a second solution. This is Assessment for and as learning. It provides students the ability to develop deeper thinking.
- Evaluation
- In this scene, students share their work in front of the class to show others their different strategies and how they found a solution to the word problem. The teacher questions during and after presentations to evaluate other students understanding and levels of comprehension.
- She found the unit rate by dividing the whole area by the number of hours it took to complete the job.
- In this scene we see the students giving self assessment and peer assessment (as learning). This allows students to take charge of their learning but also receive feedback from their peers in a positive way. a welcoming, safe and positive class atmosphere is essential for peer assessment so students feel safe and ready for feedback from their fellow classmates.
- Using our criteria, identify a personal strength of yours. Afterwards, find a partner and ask them to give you your next step. Remember to be positive in your feedback and respectful of everyones efforts.
- After you feel assured your students have understood the material, it is time to evaluate them using a format that replicates what they have already done in the classroom. This is assessment of learning to show what they have learned after a unit of a particular expectation. It is important to practice often so students have many opportunities to practice a new concept and grow in their learning. It is also important to keep providing students with criteria they helped establish.
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