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MC 116 - Module 2

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17 views23 pages

MC 116 - Module 2

Uploaded by

Sclavi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Module 2

ASSESSING IMPORTANT
MATHEMATICAL
CONTENT
Assessing important
mathematical content requires
careful consideration of the key
concepts, skills, and processes
that students need to master.
Here's a framework for assessing
important mathematical
content effectively:
1. Identify Key Mathematical Content
Curriculum Standards: Review curriculum
standards or learning objectives to identify the
essential mathematical content that students are
expected to learn.
Critical Concepts: Identify the fundamental
mathematical concepts, principles, and
procedures that serve as building blocks for more
advanced learning.
Problem-Solving Skills: Consider the
problem-solving strategies and mathematical
reasoning skills that students should develop to
apply mathematical concepts in various contexts.
2. Design Assessment Tasks
Variety of Tasks: Develop a range of assessment
tasks that align with the identified mathematical
content, including problems, projects,
performance tasks, and real-world applications.
Differentiation: Offer assessment tasks at varying
levels of complexity to accommodate different
student readiness levels and learning styles.
Authenticity: Create assessment tasks that
reflect authentic mathematical situations and
require students to apply their knowledge and skills
to solve meaningful problems.
3. Assess Understanding and Application
Conceptual Understanding: Include questions or
tasks that assess students' conceptual
understanding of mathematical content, probing
their ability to explain key concepts and
connections.
Procedural Fluency: Assess students' fluency in
applying mathematical procedures and algorithms
accurately and efficiently.
Problem-Solving Skills: Evaluate students' ability
to apply mathematical reasoning and
problem-solving strategies to solve novel and
non-routine problems.
4. Incorporate Multiple Assessment Methods
Formative Assessment: Use formative assessment
strategies, such as quizzes, exit tickets, and
classroom discussions, to monitor student progress
and provide timely feedback.
Summative Assessment: Administer summative
assessments, such as tests or projects, to evaluate
students' overall mastery of important
mathematical content.
Performance Assessment: Implement
performance-based assessments that require
students to demonstrate their mathematical skills
and understanding in authentic contexts.
5. Utilize Technology and Tools
Digital Platforms: Leverage technology-enhanced
assessment tools and platforms to administer
assessments, provide interactive questions, and analyze
student responses.
Manipulatives and Visual Aids: Incorporate
manipulatives, diagrams, and visual aids to support
students' understanding of abstract mathematical
concepts and processes.
Online Resources: Integrate online resources,
simulations, and interactive tutorials to supplement
assessment activities and provide additional learning
opportunities.
6. Provide Constructive Feedback
Timely Feedback: Provide students with timely
and constructive feedback on their assessment
performance, highlighting strengths and areas for
improvement.
Feedback Loops: Encourage students to reflect
on their assessment results and use feedback to set
learning goals and make revisions to their work.
Peer Feedback: Incorporate opportunities for
peer assessment and collaboration, allowing
students to learn from each other and provide
feedback on their peers' work.
7. Ensure Fairness and Equity
Bias Awareness: Be mindful of potential biases in
assessment tasks and ensure that assessments are fair,
culturally responsive, and accessible to all students.
Accommodations: Provide accommodations and
supports for students with diverse learning needs,
including English language learners, students with
disabilities, and students from underrepresented
backgrounds.
Multiple Measures: Use multiple measures of
assessment to capture a comprehensive understanding
of students' mathematical abilities, minimizing the
impact of any single assessment on students' overall
grades or outcomes.
Lesson 1.
Designing New Assessment
Frameworks
Beyond Topic-By-Process Formats
Assessment developers need
characterizations of the important
mathematical knowledge to be assessed that
reflect both the necessary coverage of
content and the interconnectedness of topics
and process. Interesting assessment tasks that
do not elicit important mathematical thinking
and problem solving are of no use. To avoid
this, efforts have been made on several fronts
to seek new ways to characterize the learning
domain and the corresponding assessment.
The seven main dimensions of the
framework are sketched below:
1. content (which is very broadly construed
to include concepts, senses, procedures
and techniques, representations, and
connections)

2. thinking processes (conjecturing,


organizing, explaining, proving, etc.),
The seven main dimensions of the
framework are sketched below:
3. products (plans, models, reports, etc.),

4. mathematical point of view (real-world


modeling, for example),

5. diversity (accessibility, sensitivity to


language and culture, etc.),
The seven main dimensions of the
framework are sketched below:

6. circumstances of performance
(amount of time allowed, whether the task
is to be done individually or in groups, etc.),
and

7. pedagogics-aesthetics (the extent to


which a task or assessment is believable,
engaging, etc.).
Lesson 2. Developing New
Assessment Tasks
Tasks Reflecting Mathematical Connections
Current mathematics education reform
literature emphasizes the importance of the
interconnections among mathematical topics
and the connections of mathematics to other
domains and disciplines. Much assessment
tradition is based, however, on an atomistic
approach that in practice, if not in theory,
hides the connections among aspects of
mathematics and between mathematics and
other domains.
Tasks Reflecting Mathematical Connections
Current mathematics education reform
literature emphasizes the importance of the
interconnections among mathematical topics
and the connections of mathematics to other
domains and disciplines. Much assessment
tradition is based, however, on an atomistic
approach that in practice, if not in theory,
hides the connections among aspects of
mathematics and between mathematics and
other domains.
Here's a step-by-step guide for creating effective
assessment tasks:

1. Identify Learning Objectives:


Clarify the specific mathematical concepts, skills,
and processes you want to assess. Ensure alignment with
curriculum standards or learning objectives.
2. Determine Task Formats:
Choose appropriate task formats based on learning
objectives and student needs (e.g., multiple-choice,
short-answer, extended response, performance-based).
Consider the variety of tasks needed to assess different
aspects of learning (e.g., conceptual understanding,
procedural fluency, problem-solving skills).
3. Design Task Prompts:
Develop clear and concise prompts that
communicate the task expectations and requirements.
Use language that is accessible to students and free
from ambiguity or bias. Include contextual information
or real-world scenarios to enhance relevance and
engagement.
4. Scaffold Complexity:
Scaffold tasks to accommodate different levels of
difficulty and cognitive demand. Start with simpler tasks
to assess foundational knowledge and gradually
increase complexity to challenge higher-order thinking
skills. Provide support or hints as needed to scaffold
students' understanding and problem-solving process.
5. Incorporate Real-World Contexts:
Embed tasks in authentic or relevant
contexts that reflect real-world applications of
mathematical concepts. Use examples from
students' everyday experiences, professions, or
areas of interest to increase engagement and
motivation.
6. Consider Multiple Perspectives:
Design tasks that allow for multiple solution
pathways and perspectives. Encourage
students to approach problems creatively and
explore different problem-solving strategies.
7. Ensure Accessibility:
Provide accommodations and supports for diverse
learners, including English language learners, students
with disabilities, and students from diverse cultural
backgrounds. Use clear formatting, visuals, and
language to support comprehension and accessibility.
8. Pilot and Revise:
Pilot the assessment tasks with a small group of
students to identify any issues or challenges. Gather
feedback from students, colleagues, or experts in
mathematics education. Revise the tasks based on
feedback and refine as needed to improve clarity,
validity, and reliability.
9. Establish Scoring Rubrics:
Develop clear and transparent scoring rubrics or
criteria for evaluating student responses. Align
rubrics with learning objectives and task
expectations. Provide exemplars or anchor papers
to illustrate different levels of performance.
10. Train Assessors:
Provide training for teachers or assessors on how
to use the scoring rubrics consistently and
accurately. Clarify expectations and standards for
assessing student work. Foster inter-rater reliability
through calibration exercises and collaborative
scoring sessions.
11. Pilot Test Administration Procedures:
Pilot test the administration procedures to ensure
smooth implementation and identify any logistical issues.
Clarify instructions, timing, and procedures for students.
Anticipate and address any potential challenges or
accommodations needed for diverse learners.
12. Analyze Results and Reflect:
Analyze student responses to identify patterns,
misconceptions, and areas for improvement. Reflect on
the effectiveness of assessment tasks in measuring
intended learning outcomes. Use assessment data to
inform instructional decisions and improve future
assessment practices.

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