gabriellott — 2024-11-19 00:52:32 UTC

1. Peer Feedback
Peer feedback can be highly effective in a mathematics classroom, particularly during problem-solving activities. After completing tasks, students exchange their work to review and provide constructive feedback to each other. This process allows them to explore different approaches, identify errors, and learn collaboratively, fostering accountability and teamwork.

2. Clear Objectives and Criteria
Ensuring students understand the objectives and criteria for assessments is essential. Using rubrics or checklists to outline expectations provides clarity, helping students focus on key areas and aligning their efforts with the desired outcomes.

3. Evidence-Based Feedback
Providing evidence-based feedback supports student learning by highlighting specific strengths and areas for improvement. For example, pinpointing the exact step where an error occurs and suggesting corrective actions helps students address misconceptions and refine their skills effectively.

Formative and Summative Feedback

2024-11-19 01:26:40 UTC

A few quick things come to mind for formative assessment as I believe it is an underpinning of how I currently teach in order to improve my students knowledge and understanding of mathematical concepts.
1. Exit Tickets: get students to spend the last few minutes of the session completing a problem on the topic of focus for that class, I correct these and provide feedback to them the following session. I also do a larger version of this toward the end of each topic with an extended response question they have the weekend to complete and bring back for feedback.

2. Quizzes: Use quick quizzes or to check for understanding during lessons. I often use Microsoft forms to do a quick quiz that can give them instant feedback

3. Starter Questions: This is one thing I have started doing as of this academic year and it has made a huge difference to my student’s readiness for exams/assessments. I am currently teaching in a program called VCE (Victorian Certificate of Education) and the math subject I teach is similar in scope to IB AA. What I have been doing is starting the lesson with a question that should only take 2 – 3 minutes to complete, it is projected up on the board and while I am doing administrative tasks like marking attendance and setting up the lesson students attempt the question. We then go through the solution before the actual lesson starts and I make sure to point out the small pitfalls students could get themselves into within the questions. Importantly the questions themselves are all past exam paper questions for this subject and I feel it has been exceptionally effective for students exam preparation.

For more summative style feedback, the following are things I see as important in a math class:
1. Unit Tests: Conduct tests at the end of each unit to assess overall understanding and retention of key concepts. This can inform future teaching and help students get an understanding of their current mathematical knowledge.

2. Projects and Presentations: Assign projects that require students to apply mathematical concepts to real-world problems. Presentations can also help assess their ability to communicate their understanding.

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Group 6 - informed by assessment (formative and summative) by Gabriel Marques Lott

Formative and Summative Feedback