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Questioning: is an informal way of a teacher asking students questions through out the lesson to get a better idea of

Interviewing: is a more formal and personal way of pulling aside a student after a lesson to gage where they are with the concept they are learning.

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Make distinction between scoring and grading:
Scoring - compares students' work by established criteria set in advanced - many times collected by a rubric
Grading - summarizing a students' performance through the accumulation of a variety of scores and data about their understanding of important concepts and skills

Exit Ticket Idea(s)
- Worksheet
- Group Presentation

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Manipulatives are a form of an assessment tool. A teacher can use manipulatives for the students to use to show their understanding of the topic. A teacher can ask a student to show their comprehension of the topic by using their manipulative to show an answer to the problem. Some examples of Assessment manipulatives in a place value lesson are:

wooden place value blocks (have students explain understanding using blocks)

Place value mat, charts

note cards to assess by using student drawings and illustrations

"giant journal" where students  can write and illustrate what they learned

such as "Today in math I learned how to use Place Value"

Supporting the mathematical concept

Wooden place value blocks, students illustrate and explain by using the blocks

Drawings can help students illustrate concepts on worksheets and tests

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Questioning - Probing students into student thinking through the use of questions can provide helpful data and more insights to inform instruction

Ex from book:

What can you tell me about place-value? How can you explain place-value in your own words?

How did you decide what to do? What have you done that helps you with place-value

How did you decide your answer was right?

Exit Ticket/Self Reflection (Student Self Assessment) - When students assess their own progress and growth they are developing an important life-long learning skill.

Method one: Ask an open ended writing prompt

How well do you think you understand the work we have been doing on fractions during the last few days? What are you still struggling with?

Method two: use some form of questionnaire to which students respond. These can have open ended questions, response choices (e.g. seldom, sometimes, often, disagree, etc.), concept maps, drawings, and so on.

Interviewing- The teacher pulls students aside after the one-on-one lesson. Ask them question regarding place value and have the students show how they solved the problem. After the problem has been answered, probe the student for their understanding and ask them how they knew the place value for each number.

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Assessment is a very important and crucial part of teaching. There are many different forms of assessment, which are all beneficial to students and teachers in many ways. Assessment is a good way to check to see what your students know. Our group feels as though walking around the room and asking questions is a strong way to grasp what the students do or do not know as opposed to a handing out an exit ticket. If teachers wait to assess their students until the end of the lesson, they could have lost their students' interest half way through without even knowing. This is why it is important to ask questions throughout the lesson because if a student does not understand the concept being taught, teachers can quickly review it before moving on. For some students, a more formal assessment like interviewing can be more beneficial because it allows the student to ask questions without the stress or anxiety of their peers witnessing.

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Chapter 5, Creating Assessments for Learning, enlightens readers about the different methods of assessing students’ learning in addition to the different types of assessments teachers can implement into their teaching practices. Assessment for learning targets improving students’ “gaps” in their learning as opposed to assessing to discover what students do not know. Assessment is defined in the NCTM Assessment Standards as “a way to collect evidence about students’ content knowledge, flexibility in applying that knowledge, and disposition or attitudes towards mathematics.”

Formative & Summative Assessing:

Three key processes:

1. Identify where learners are

2. Identify the goal for the learners

3. Identify a path to reach the goal

What Should Be Assessed?

Concepts and Procedures

Competence and Reasoning

Problem Solving

Reasoning and justification

Communication and explaining ideas using words, pictures or graphs, etc

Connections between math and real contexts

Representations such as drawings, graphs, models that help solve problems

Assessment Methods:

Observation

Includes listening to them

Can be added to other data later for beneficial use

Includes Anecdotal Notes

Short notes either during or immediately after the lesson

Checklists

Should have several specific processes, practices and objectives for every student

Questioning

Questions can probe students to think through the question and provide more helpful insights

Have questions set and ready to go for each lesson

Interviews

One-on-one with students

These are assessment opportunities not teaching opportunities

Be prepared with these questions prior to interviewing students

Wait for student to give an answer

Students do not need to know if it’s the right or wrong answer

Let students share their thinking without interruption

Tasks

Includes a variety of written products including journal entries, student self-assessment & reflection, problem-based tasks, and tests

Rubrics

Make a distinction between scoring and grading

Scoring compares students’ work by establishing a criteria

Grading is summarizing a student’s performance through many different scores and data

Performance indicators are set in the rubric to set the benchmark for levels

Writing as an Assessment

Writing in journals, exit slips will provide a unique way for students to share their ideas  and knowledge

They can form summarizations of what they know on paper

Works well with those reluctant to talk

Student Self-Assessment

Teachers can pre assess their students

Ask an open-ended question to prompt students’ written reflections

Create a questionnaire

Students can indicate their level of understanding (i.e. with a 1, 2, or 3 (3=complete understanding, 2=little understanding, 1=no understanding))

Tests

Should match the goals of your instruction

Consideration: quizzes done with a peer.  They can help students work out more complex problems by talking it out.

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» Asking questions is essential to prompting and probing students' thinking...
The teacher should circulate around the classroom to observe and evaluate the students understanding of a lesson & its contents.

» Questions to ask while moving about the classroom:
• What can you tell me about [today's topic]?
• How can you put this problem in your own words?
• Does this problem remind you of another problem we have done?
• How did you decide what to do for this problem?
• Can you solve this problem using a model or sketch?

» It is important to be consistent with teacher questioning, to help students become accustomed to responding to them
» Students should become familiar with asking questions about their peers' thinking, as well as their own thinking
» Becoming familiar with questioning will better prepare students for more formal questioning scenarios such as interviews