When we hear the word "assessment," so many things pop into our heads. This statement on pg 51 was powerful: "Balanced assessment means that we continually look at the whole student in a variety of ways." With the focus being on the whole child, it is important to have a variety of assessment tools.

In this chapter, Dr. Nicki Newton makes reference to the five elements of mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and mathematical disposition. (pg 52) I definitely want to work on creating a better balance of these five elements in future assessments. I picked one question as a trigger for each element using the list from pg 53.

CONCEPTUAL UNDERSTANDING: Does the student understand this concept?

PROCEDURAL FLUENCY: Can the student do the math?

STRATEGIC COMPETENCE: Does the student use

*different*and

*efficient*strategies when solving problems?

ADAPTIVE REASONING: Can the student talk about the concept?

MATHEMATICAL DISPOSITION: Does the student monitor his/her own learning?

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The chapter then focuses on pre-assessment, ongoing assessment, and evaluative assessment.

__Pre-assessment:__

I really liked the way Dr. Nicki Newton flipped the way she launched the lesson on division. As a whole-group pre-assessment, Dr. Newton probed the students to get a pulse of where the students were at by asking the following questions (pg 55):

- What is division?

- Who can give me some examples of when we use it?

- What are the tricky parts?

__Ongoing Assessment:__

Ongoing assessment helps keep a pulse on where students are at so we can take them where they need to go (pg 9).

Observations, graphic organizers, and conferences are a few of the suggestions from Dr. Nicki Newton to use for ongoing assessment. In using these, adjustments can be made to the instructional plan for students when needed. I really like the idea to use a Teacher Observation Sheet to use when monitoring and keeping anecdotal notes from guided math sessions (pg 61). The parts that I want to add to my observations during the coming school year are:

- What does the talk sound like?

- What are key words and phrases being used?

- Who is not talking? (This is important to notice and track so I can help these students be more comfortable in taking an active role during guided math sessions.)

__Evaluative Assessment:__

The key takeaway from this section is to go over the results from an evaluative assessment with the class and individual students. Assessments should be more than a grade; students need to look deeper at their performance beyond the grade they received. I like how Dr. Nicki Newton talks about helping students to concretize their learning before going onto the next concept by having them express what they learned, understand, and still need clarification on (pg 64).

I would like to incorporate more performance assessments. I feel they are more comprehensive and help students see how to apply math. Due to time and finding quality performance tasks, this is not always easy. But it doesn't hurt to set a goal, right?!

The next post will be on Sunday, July 27, for Chapter 6: A Framework for Guided Math Lessons.

Yes - assessment should be more than a grade. I think the educational system as a whole has gotten into a rut with that being the case though. I do think that is changing - thank goodness, but many of our parents still see this as the case.

ReplyDeleteI too loved the division lesson. How much better was that opening than following the teacher's manual? I would love to know what the classroom teacher thought about what happened.