Powerpoint from the "Assessment for Learning in an Elementary Math Classroom"

1. Presented by Tanya Braybrook, B.Ed.
Email: tanya@mathprofile.com
Follow on Twitter: @MathProfile
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2. Workshop Objectives
General Learner Expectation:
The learner will be prepared to try one new assessment
strategy in their math class within the next four weeks.
Specific Learner Expectations:
1. The learner will discuss what assessment for
learning is and is not.
2. The learner will understand the conclusions
coming from research.
3. The learner will explore a variety of
assessment tasks.
4. The learner will view a variety of rubrics for
specific math tasks.
5. The learner will view different ways of record
keeping.

3. Research
Black, Paul and Dylan Wiliam. “Inside the Black Box: Raising
Standards Through Classroom Assessment.” Phi Delta Kappan
(October 1998): 139-148.
Stiggins, Richard. “Assessment, Student Confidence, and School
Success.” Phi Delta Kappan (November 1999): 191-198.
Glanfield, Florence, William S. Bush, Jean Kerr Stenmark.
Mathematics Assessment: A Practical Handbook for Grades K-2.
Reston, Va.: National Council of Teachers of Mathematics, 2003.
Huinker, DeAnn. Mathematics Assessment Sampler:
Prekindergarten-Grade 2. Reston, Va.: National Council of
Teachers of Mathematics, 2006.
Alberta Education. Rethinking Classroom Assessment with
Purpose in Mind: Assessment for Learning, Assessment as
Learning, Assessment of Learning. Edmonton, AB: Alberta
Education, 2006.

4. The picture
shows the 2nd
edition which
was published
in 2011.
Stiggins, Richard, Judith A. Arter, Jan Chappius and Stephen
Chappius. Classroom Assessment for Student Learning: Doing it
Right—Using it Well. Portland, Oregon: Assessment Training
Institute, 2004.
Assessment Training Institute
http://www.assessmentinst.com

5. Three Big Questions / Seven Strategies
(from Stiggins, Arter, J. Chappius & S. Chappius: Classroom Assessment for Student Learning)
WHERE AM I GOING?
Strategy 1: Provide a clear and understandable vision of the learning target.
Strategy 2: Use examples and models of strong and weak work.
WHERE AM I NOW?
Strategy 3: Offer regular, descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
HOW CAN I CLOSE THE GAP?
Strategy 5: Design lessons to focus on one aspect of quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection and let them keep track of and
share their learning.

6. Strategy 1:
Provide a clear and understandable vision of the learning target.
We are learning…
our classmates’ names.
We are learning...
to predict covered words.
We are learning...
to write the date correctly.
We are learning…
to count on when adding.
We are learning...
how to tell if a number
is odd or even.
We are learning...
how to find the area of
a shape.

7. Math Routines I can...
√ solve problems using a calendar
√ skip count by:2’s, 3’s, 4’s, 5’s, 10’s, 25’s and 100’s
√ show a number
-using tallies -with materials -using pictures
-using numbers -in many different ways
√ read 3-digit numbers
√ read number words
√ represent a number as different equations
√ compare numbers
√ put numbers in order
√ find mistakes in numbers that are in order
√ estimate
√ discuss information from a bar graph

9. Gr. 2 Sample Essential Questions
What numbers can we use to talk about position?
What are the numbers used to skip count by:
-2’s -5’s -10’s?
What are different ways 2 digit numbers can be represented?
How can 2 digit numbers be compared and ordered?
How can we estimate the number of objects?
How do days relate to weeks and months?

10. We are learning to name the months of the year.
We are learning to relate the number of months to a year.
1. Write the month that comes AFTER.
March September
2. Write the month that comes BEFORE.
June August
3. Write the month that comes BETWEEN.
October December May July
4. What position is each month in? (1st, 2nd, 3rd, 4th, …)
September February
5. Write that month that is in each position.
4th 8th
6. How many months are in a year?
7. If this is the month of October and my birthday is in April, how many more months until my birthday?
8. What month comes 3 months after March?
9. What month comes 6 months before January?
10. If your little sister is two and a half years old, how many months is that?

14. Strategy 2:
Use examples and models of strong and weak work.

16. Give examples and non-examples of: even numbers
EXAMPLES NON-EXAMPLES
Student A: 2, 4, 6, 8, 10 1, 3, 5, 7, 9
Student B: 743, 321, 568, 75 904, 772, 547, 329
Student C: 6 824 3 265
Other possible assignments 
triangles, certain events, acute angles, ABCC repeating pattern

17. “Visual Rubric” (Anne Davies)

18. Strategy 3:
Offer regular, descriptive feedback
Alberta Education. Rethinking Classroom Assessment with Purpose in Mind:
Assessment for Learning, Assessment as Learning, Assessment of Learning.
Edmonton, Alberta: Alberta Education, 2006.

19. Categories for the Math Profile Assessment Tool by Grade Level
GRADE 1—9 categories
Represent Numbers Place Value Counting
Estimation Add & Subtract Patterns
Equalities Measurement Geometry
GRADE 2—12 categories
Represent Numbers Place Value Counting
Estimation Add & Subtract Patterns
Equalities Measurement Geometry
Calendar Graphing & Data Analysis
Problem Solving
GRADE 3—15 categories
Represent Numbers Place Value Counting
Estimation Add & Subtract Multiply & Divide
Fractions Patterns Equations
Time Calendar Measurement
Geometry Graphing & Data Analysis Problem Solving

20. GRADE 4—14 categories
Represent Numbers Place Value Add & Subtract
Multiply & Divide Fractions Decimals
Patterns Equations Time
Calendar Measurement Geometry
Graphing & Data Analysis Problem Solving
GRADE 5—12 categories
Represent Numbers Estimation Multiply & Divide
Fractions Decimals Patterns
Equations Measurement Geometry
Graphing & Data Analysis Chance & Uncertainty Problem Solving
GRADE 6—13 categories
Represent Numbers Estimation Whole Number Operations
Fractions, Ratios & Percents Decimals
Patterns Equations Measurement
Geometry Transformations Graphing & Data Analysis
Chance & Uncertainty Problem Solving

25. Reading & Interpreting the Profile Graph

27. Rubrics
Van de Walle, John A. and LouAnn H.
Lovin. Teaching Student-Centered
Mathematics: Grades K-3.
Boston, Massachusetts: Pearson
Education, Inc., 2006.

35. Show and Share Project

47. Strategy 4:
Teach students to self-assess and set goals.
Elk Island Catholic School Division
Grade Two Created by Carrie
Anaka, Michelle Buysen and Jenna
deVries

48. Strategy 5:
Design lessons to focus on one aspect of quality at a time.
~ problem solving  teach different strategies and/or ways
of recording answer one at a time
~ basic facts using the Power of Ten philosophy/method
(teach strategies such as doubles & doubles plus one;
visualization; -9, then -8)
~ performance tasks

49. Strategy 6:
Teach students focused revision.

55. Possible topics include:
-2-digit numbers
(73 and 93)
-shapes (square and
triangle)
-operations
(multiplication and
division)
-units of measurement
(kilogram and gram)

56. Strategy 7:
Engage students in self-reflection and let them keep track and
share their learning.
Basic Facts Graph Name:
This graph shows that I…
List 2 strategies you have used to get better at mad minutes.
1.
2.
Write a sentence comparing your scores using the word “more”.
Write a sentence comparing your scores using the word “less”.

57. Other ideas for self-reflection and sharing the learning…
Learning logs/math journals
Exit cards
Pictures of manipulative work
Student-led conference

58. Portfolios

59. Recording and Reporting

66. In a small group, discuss…
How will what you have seen and heard
in this session impact your teaching?

67. Learning Chains
Could use “I can…” or “I learned…”
Could be used to measure individual or class progress

68. General Learner Expectation:
The learner will be prepared to try one new assessment
strategy in their math class within the next four weeks.
Final Thought…