Weekly Blog 6
Assessment of Learning and Math as a Whole
Welcome
back everyone to our last and final week of my math blog. This weeks focus we
were looking at assessment of learning where are four main focuses looked at:
- purpose and principals of assessment
- focus on assessment of learning
- triangulation to report progress
- descriptive feedback
Assessment is an essential aspect of ay work
done. The primary focus of an assessment is to improve student learning. The
summary of assessment is used to make judgements about the quality of student
learning and to communicate information about achievement. In order to assess
students, we use the achievement chart as a framework which is displayed below:
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| Link to Curriculum |
When we assess, we use the 4 levels of
achievement whether it if for a rubric, comment or descriptive feedback. The 4
levels are:
Level 1- Limited
Level 2- Some
Level 3- Considerable
Level 4- A High Degree or Thorough
Below is a video that goes through what assessment for learning is for mathematics.
Below is a video that goes through what assessment for learning is for mathematics.
When we are collecting evidence for assessment,
we are doing so through three different sources. Those sources are:
- observation
- conversations, and
- student products
By using multiple sources of evidence to be
able to assess, we are ensuring that we are increasing the reliability and validity
of the evaluation of learning.
In my opinion at this stage in my learning, I
feel that descriptive feedback is the most beneficial assessment for students.
Descriptive feedback should be given during
when leaning is occurring so that students are able to practice and have time
to improve. Feedback enables students the material to learn how to learn. They
are able to discover areas that they need t work on and be able to find tools
to help them with it. It provides a higher order of thinking and moves students
one step further. Providing descriptive feedback can promote positive learning
and shows students that they are capable of doing the work in a positive
manner. They can indeed be ‘math people’ with the help and assistance of the
teacher. Below is a vide that provides examples of formative assessment in the classroom.
Throughout this term I have learned a lot of skills and strategies that I can implement in my own classroom. I want to be able to leave my students with the impression that math is fun and useful. I have to make math meaningful and a subject that students will find useful and not dread having to do. By providing material that students can see themselves using outside of the classroom, we can make math real for them. We can engage our students with real work problems and concepts that are important to them. We have to remind students that math is fun, that math is for everyone, and that we can all do math.
