2. Making assessment an integral part of daily mathematics is a
challenge. It requires planning specific ways to use assignments and
discussions to discover what students do and do not understand. It
also requires teachers to be prepared to deal with students’
responses. Merely spotting when students are incorrect is relatively
easy compared to understanding the reasons behind their errors.
The latter demands careful attention and deep knowledge of the
mathematic concepts and principles that students are learning…
The insights we gain by making assessment a regular part of
instruction enable us to meet the needs of students who are eager
for more challenges and to provide intervention for those who are
Burns 2005, p.31
3. After reading that passage:
Jot down the challenges that you face making
assessment a part of daily mathematics
What are two ways that would help you
overcome these challenges?
5. Formative Assessment:
Assessment and teaching should be integrated
into a whole
Ongoing assessment allows teachers to monitor
students on a daily basis and modify teaching
based on what students need to be successful
Improves our teaching practices
Provides students with timely feedback that they
need to make adjustments to their learning.
7. P3.1 Demonstrate understanding of increasing and decreasing patterns
observing and describing
creating patterns using manipulatives, pictures, sounds, and actions.
N3.1 Demonstrate understanding of whole numbers to 1000 (concretely,
pictorially, physically, orally, in writing, and symbolically) including:
representing (including place value)
estimating with referents
comparing two numbers
ordering three or more numbers.
8. What will the children do to know that the
learning has occurred?
What should children do to demonstrate the
understanding of the mathematical concepts,
skills, and big ideas?
What assessment tools will be the most
suitable to provide evidence of student
How can I document the children’s learning?
9. Anecdotal Notes
3 Point Rubric for:
of and as learning
10. What learning opportunities and experiences
should I provide to promote the learning
What will the learning environment look like?
What strategies do children use to access
prior knowledge and continually
communicate and represent understanding?
What teaching strategies and resources will I
12. What conclusions can be made from
How effective have instructional strategies
What are the next steps for instruction?
How will the gaps in the development of
understanding be addressed?
How will the children extend their learning?
13. Develops and supports student’s
Self assessment/Peer Assessment
Make sense of information and make
connections to own self
Helps students set learning goals
14. What are the specific outcomes in the task?
Begin by describing the Acceptable Level then
use Bloom’s Taxonomy to identify
differentiating criteria as you move up the
scale. The criteria should not go on beyond
the original performance task but reflect
higher order thinking that students could
15. The more precise the descriptors the words
are for each scale, the more reliable the tool.
Measures such as frequency (always, usually,
sometimes and never) are better than
descriptors such as quality (fair, good,
16. Refer back to:
Jot down the challenges that you face making assessment a part of daily mathematics instruction?
What are two ways that would help you overcome these challenges?
What are some new tools that you
learned today that would help you
with your challenges?
What do you still need?
17. Rethinking Classroom Assessment with
Purpose in Mind WNCP
Learn Alberta (Assessment)
Mathematics Assessment a Practical
Handbook for grades K-2 NCTM
50 Tools and Techniques for Classroom
Assessment by Karen Hume
Notas do Editor
Take a moment to read the passage through once and then one more time, thinking more deeply about the words.
Over the next hour, we will look at two of the three components of assessment. Assessment for learning and assessment as learning.
You will have a chance to look at a few samples of assessment, as well you will be creating your own assessment tools.
In this assessment pyramid you will notice the traditional method was mainly assessment of leaning, the unit tests. It has been flipped on it’s head with the bulk of the assessment being assessment as learing with the next being assessment for learning.
We will first take a look at assessment for learing.
This type of assessment is ongoing and occurs throughout the student’s learning process. It is designed to make the student’s understanding visible, so teachers can decide what they can do to help students progress.
In assessment for learning, teachers use assessment as a tool to find out what students can do, and what confusions, perceptions or gaps they might have.
How do I do this?
This is what takes place in the first steps of the planning process.
Show teachers some of the tools that I have prepared for the lesson.