ASSESSMENT

OF STUDENTS’
LEARNING

Applications on edTPA Portfolio

Purpose •The focus on assessment is to obtain
information about students’ learning so
that one can make changes and
improvements in curriculum and
instruction to support students’ learning.
•Analysis of the assessment task
The Nature of • Assessment is inextricably linked to
planning and instruction
Assessment – Creating assessments that assess for
content, skills, and language
– Creating assessments and rubrics that
align to objectives
• What is the purpose of assessment?
– Monitor and evaluate student learning
prior to, during, and after instruction
 Techniques of • (1) observations,
assessment that can • (2) writing,
be used to obtain
information about • (3) portfolios,
students’ learning • (4) interviews,
• (5) demonstration/performance tasks,
and
• (6) written tests and quizzes.
Writing Writing in mathematics is an excellent way
to obtain assessment information about
students’ learning
Assessment of students’ writing helps to
make inferences about students’
(1)use of vocabulary and definitions,
(2)understandings of relationships
between concepts, and
(3)expressions of visualizations
 Ex.: Write about and with geometry
1. Assign a shape or solid to each student. The student is to take on the identity of the
shape or solid and write a poem or a short story related to that identity.
2. Ask students to write the directions to their home using geometrical terminology to
describe landmarks (e.g., signs, buildings). They can also produce a map of the route
to accompany the directions that includes outlines of various landmarks.
3. Ask students to develop “Who am I?” riddles and exchange them with each other (e.g.,
I am a shape with only three sides and two of my sides have the same length. Who am
I?)
4. After studying geometrical concepts and skills, give each student a blank index card.
Ask each student to respond to various prompts (e.g., Today, I learned that . . . , I wish
I knew what . . .)
5. Students can develop a geometry encyclopedia for the classroom. Each student can
research a geometry concept and add their drawings (or photographs) and descriptions
to the classroom encyclopedia.
 Geometric Portfolio
• Drawings and models of two-dimensional shapes Results of geometry problem solving explorations
• Models of three-dimensional solids (process & product)
• Descriptions of shapes and solids • Data collection on geometry in the environment
(e.g., sidewalk cut-outs in the form of squares,
• Report of in-class and out-of-class investigations and
explorations refrigerators are prisms)
• List of geometry terms and definitions learned and • Hands-on geometry proofs (e.g., 180 degrees in
evidence of accurate application
all triangles by cutting off angles and making a
•
• Questions still unanswered by instruction
straight line of 180 degrees)
• One or more items chosen by the student to
represent /his her best work • Geometry quiz or exam (previously taken) with
corrections made fo inaccurate responses
• Evidence to show exploration of relationships between
shapes, between solids, and between shapes
and solids (e.g., concept map)
• Evidence of explorations with formulas (e.g.,
relationship between area and perimeter of a shape –how
changes in one affect the other)
Pre-Assessing Using Graphic Organizers

Frayer Model
Definition in your own words Facts/characteristics

Word
Examples Nonexamples
 Written Tests and Quizzes

Match (draw connecting lines) the following solids with the

proper characteristic:
Sphere Has eight edges
Square-based Pyramid Has no sides
Cube Opposite sides are parallel
 Informal vs. formal assessments
Informal Formal
 Pre-assessment  Tests/quizzes
 Checking for  Authentic
understanding assessments:
 Questioning strategies o Performance
 Observation checklists assessments
o Portfolios
 Exit cards
o Projects
• 2-3 question quiz at
the end of the period o Lab report
OR write down what o Word problem
you learned today) o Essay
 Example: Perimeter
Name:

1.Define “perimeter”
2. How do you find the perimeter of a polygon?

3. How much fencing would you need to put a fence around the yard in
the picture?

40 feet
160 feet
4. What is the length of a side of an equilateral triangle with a
perimeter of 18cm? Write 2-3 sentences describing how you would
solve this.
 EXIT CARD

Group 1 Group 2

Students who are

Students with
struggling with the
some understanding
concept or
of concept or skill
skill

Group 3

Students who
understand the
Readiness Groups concept or skill
 Post- • Post-assessment
• Rubric (how you will score post-
Assessment assessment)

Components • Summary of student learning chart and

analysis of class set of work
• Samples of student work (focus
students)
• Give feedback (written or oral) – write
directly on student work or type in
commentary
• Next steps for instruction based upon
what students did/not learn
Grading • A scale that accountants for various
components of assessment data and
Using their value according to standards and
Rubrics expectations for student learning.
• Rubrics represent holistic grading, that
is grading that gives attention to
process as well as product and to the
bigger picture of what students are able
to do and do know although the final
outcome might not be the perfect,
right, or exact answer
 How to Create A Rubric

1. What do you want students to learn from these

lessons?
– Determine standard/objective

2. How will the students show that they learned it?

– Create activity/worksheet/assessment

3. What does a “passing score” look like?

– Determine specific elements (criteria) student work must have in order to
“pass”.
 Creating Criteria for your Rubric
Rubric should have a balance of CONTENT (big ideas) and PROCESS
(skills) criteria. Note: Language and Process can be identical.

CONTENT PROCESS Language Function

Conceptual Procedural fluency (Solve, Compare/contrast
understanding (Knows calculate, convert, add, Conjecture, Describe,
when to use a certain multiply) Explain, Prove
algorithm: factoring vs. Mathematical reasoning,
quadratic formula) problem solving skills
 Examples

 Math
 Content: Students will know the purpose behind solving a system of
equations.
 Process: Student can solve a system of equations.
 Language: Students will write the process of solving the problem using
sequencing words: first, next, then, last in explanation
 Rubric Practice

• Look at your activity/worksheet

• What are the key concepts your students need to know? (CONTENT)
• How will they demonstrate it? (PROCESS)
• How will they use language to demonstrate their learning? (Language
function). Again, language and process can be identical criteria.

4 3 2 0
Exceeds Meets Does not meet Does not meet
Content criteria

Process criteria

Language
function
 Assessment results chart

Student Content Process Language

1 2 2 1
2 4 4 2
3 4 4 2
4 3 3 3
5…
 Looking for patterns

Who knows it?

Who knows some of it?
Who knows nothing?
Who has misconceptions? Such as?
Focus students
1
2
3
Implications for future instruction
To whom did I teach?
• Ordered students by
pre-test

• Divided them into

groups by pre-score

Pre and Post tests

(one way of assessing
student learning)
Especially useful for
Math tasks
 PRE and POST gains per group

Pre (blue)
Post (red)

High Medium Low

 What did I teach? Scores by category
PRE and POST Average Scores by Category

Concept Procedure Lang Function

(purpose of (solving (explain how you
proportions) proportion) solved)
 Explaining The Data: 2 possible reasons for poor results
1. Assessment problem: Question did not allow
students to tell me what they knew about concept

2. Lesson Problem: Concept not adequately

addressed in the lesson.
Pitfall to • Assessment does not include
opportunities for students to
watch for demonstrate content, process/language
function.
Ex:
• Assessment only focuses on procedural
fluency
• (no opportunities for students to
practice language function)
Student Sample
Student Sample
Sample use of  Describe how students will use
feedback to revise current work:
feedback  Ex: “If you redo and turn back into
me then I will give you higher points”
 Ideal teacher response on lesson on
maps/diagrams:
“Need to label this better because that
is what
scientists/historians/mathematicians
do.”
  Do not addressee only the
Analyze vocabulary
 Provide evidence that students
Students’ demonstrated syntax or
discourse
Language Use  Make sure that it is consistent
with what you have identified
as language function initially:
analyze, explain, justify with
evidence
 Higher level: talk about
patterns (including discussion
of subgroups
 Assessment should provide
students opportunities to
demonstrate conceptual
understanding and procedural
fluency or mathematical
reasoning/problem solving
Pitfalls to • Teachers only focus on vocabulary
instruction
watch for • Language function mentioned in the
regarding lesson plan is not consistently taught in
lessons
Academic • Language function is not assessed in
Language formal and/or informal assessments
 Assessing Students’ learning
 Stage 1: Analyzing student work:
▪ Teach a learning segment of 3-5 hours of math instruction
▪ Develop or adapt a formative assessment
▪ Define evaluation criteria
▪ Collect and analyze student work
▪ Submit 3 student work samples that demonstrate an area of struggle
and analyze errors or misconceptions related to struggle
 Stage 2: Reengaging students in learning math:
▪ Identify learning target based on student work analysis from stage 2.
▪ Design and teach re-engagement lesson
▪ Submit 3 student work samples
▪ Evaluate effectiveness of the re-engagement lesson