Tag: assessment

I hadn’t taught MFM1P for a long time – about 9 years. As I began planning this semester I had flashbacks to the last time I taught MFM1P in Moosonee. I vividly remember making great gains in implementing new instructional strategies to support a variety of students with learning disabilities. We used manipulatives regularly and completed more projects and tasks then tests. Unfortunately, I also remember my attempt to shift assessment failing miserably.

I tried to assess based on the overall expectations in a portfolio-like manner. Each student had 20 file folders and would put their favorite work for each learning goal into the corresponding folder. At the end of the semester they reflected and self-assessed. It was a logistical and paper chaos nightmare. It was poorly executed (by me) and one of my first major educational fails.

Thank goodness for technology. Nine or 10 years later, I am able to revisit this method of assessment and am making it work much better. We have 22 learning goals for our class. We have in-class activities and assessments that cover these learning goals in a variety of creative, fun ways. One project might tap into three learning goals, or maybe only one. As a class we set out what makes a level 1, 2, 3 or 4 for each learning goal. Here is a snapshot of how our learning goals are organized.

We use Activegrade to track and record our assessment. Students and parents can log in and see their grades for each learning goal. This first student killed pythagorean. He missed a group activity in class where we investigated finding the area and perimeter of 2D composite shapes. He didn’t quite get caught up before the in-class assessments for that goal.

Because he wants to do better, he’s been working on improving that concept. He has a few ways to do that. He has videos he can watch. He has an online program (Knoweldgehook). It contains video lessons and EQAO-like questions to help practice. He also has a printable, paper package I created to help him review the concept, practice and assess.

This next student has a learning disability. I was still learning how to best support his learning at the beginning of the semester. I think we are getting better at supporting his needs. He will take longer to get the concepts involved in solving problems using area and perimeter of composite 2D shapes. And that is just fine. Using Activegrade, each time I add a new assessment for a learning goal, it pushes all previous assessments for that goal into 25% of the total for that learning goal. The new one counts for 75%. I can also (and often do) just delete the previous assessment when a student really struggled and it truly doesn’t reflect their understanding. As long as the assessments used for a goal collectively cover all of the achievement categories (knowledge and understanding, application, thinking and inquiry and communication), all is well. This allows different students to demonstrate their understanding in different ways if they choose. If they want to make up their own example and create a short video describing how to solve a problem – great. If they want to do paper and pen practice and then come and explain to me how they did two of the questions – great. If they want to take me into Minecraft and explain how they solve for the unknown in a ratio to figure out the length of a wall in “blocks” – great. HOW they demonstrate their understanding is inconsequential.

This way of assessment has worked great so far this semester. Students only get to see their overall marks at reporting periods. This means we aren’t focused on their “grade”, but spend most of the semester focused on “what area do you need to level-up?”.

These are a few reasons this way has worked for us:

• it has empowered students to take ownership and responsibility for their learning. They see the direct correlation to working on a specific area and their achievement.
• it allows us to add in quick, on-the-fly assessments for a specific student (example: grab a video of a student during a group problem explaining a concept to the rest of his group)
• it provides a couple of in-class assessments for each learning goals. Those who are not as engaged in assessment and just want to participate in class and not think about it are set.
• it allows for all the accommodations we integrate to be effective (extra time, multiple methods of assessment, etc.)
• accommodations are no longer viewed as “cheats”. Everyone could make use of extra time, different methods of assessment. It values different ways of learning without appearing “unfair”
• it lets STUDENTS take ownership for differentiating ways that work for them

I started off the semester thinking that I would have multiple online, digital versions of “levelling up” each learning goal. We have Knoweldgehook, which is an awesome tool for this. However, I quickly realized that I also needed a paper and pen version of levelling up each learning goal for a few reasons;

• MANY of our students do not have internet access at home
• paper versions help students attending our program for lengthy suspensions
• paper versions work for students who are catching up in alternative learning environments such as the resource room, student success or credit save days when a device is not always available
• paper versions can be done in the hospital, on the bus, on the train, on a plane, etc.
• to differentiate – some students truly prefer paper and pen

I am always shocked at how many times in one semester I am asked to “send work” for a student. Fifteen-twenty times each semester I am asked to hand over a hard copy of what a student will or has missed in class. When you teach through problem solving, assess with tasks more than tests and use technology regularly this is actually very difficult. Class is no longer a teacher directed lesson followed by practice. Handing over a Minecraft task or ClassFlow interactive activity is actually quite difficult. Having paper versions of each learning goal, has let me focus on keeping those interactive activities the base of our course while meeting the varied needs of students throughout the semester.

The curious part of assessing this way is that at midterm I ended up with no students in the Level 1 range. Other than some special cases of non-attending students, we have a couple students in the level 2 range and the rest are in the level three or four range. I am way happier when students “level up” their assessment and show me a good solid understanding of a concept instead of simply leaving a student with a poor understanding of a concept and moving on. They are way better prepared for the next grade. The few students in the level two range are there because they simply need more time with the content. If we can find that time within our 110 hour credit-based semester system, I am convinced they will move into the level three range as well.

My one concern with assessing this way is the potential to turn my class into a simple drill-and-kill, mastery class. I highly value the creative and critical thinking aspect of math. The FIRST assessments for all learning goals are always interactive, creative, problem solving activities in class. Levelling up with videos and practice is only for when that didn’t work. For example, we assessed student ability to set up and solve ratios through Educreation videos made after creating scale models in Minecraft or 3D printing. It is almost impossible for a student who missed this in-class activity to catch-up on it. The structure of 75-minute periods in high school don’t make catching up on interactive class activities easy. The videos and alternative assessments are great to ensure that this student doesn’t get left behind. Not the best learning option – but a great alternative.

In the future we plan on improving this system by:

• creating and collecting better “level up” resources (videos, assessments, tutorials, etc.)
• creating a rubric for each of the 22 learning goals with examples and explicit details on what makes a level 1, level 2, etc.

I have decided that my assessment is effective if it motivates and empowers students to actually improve their understanding. How do you use assessment to motivate students?

Yesterday a student asked me a question that made me stop and think. After squelching my initial reaction, I gave it some thought.

The students’ question was “do I really have to do all these practice questions? I know how to solve two and three-step equations with like terms on each side of the equation”. The old teacher in me would have stressed the importance of practice. I would have thought that I knew best and that all students should do the work that I chose and assigned. After some thought, I realized that this students’ question is an indicator of great things happening in our math class.

We are assessing by standards in our math class. This means that we have broken up the course into 22 learning goals and we measure student ability to do these things instead of measuring achievement on “stuff” (assignments, tests, tasks, etc.). At the end of the day, I need to know if a student can add and subtract polynomials. If they show me this through a task, a test or a video is inconsequential. I just need to know if they can do it.

I have assessed like this for years and remember the excitement when my science students finally understood how the assessment was working and began to advocate for themselves and what they needed to meet learning goals. I always worry that in math, I may not be able to ensure students fully understand how they are being assessed. I stress about how to empower them to come up with ways to demonstrate understanding that works for them. I’m more confident in science assessment.

So, after catching myself and thinking through this students request I responded to him by telling him to “archive your learning and move on”. We can archive our learning in our math class using the Sesame Snap app (thank you Min Min for sharing this tool with me). Each student has a digital math portfolio. We often roam class with our phones and take pictures, videos or notes of student work. These can be used in our assessment.

This students’ question ended up making my day because it showed me that he understood how he was being assessed. He knew that he was not being marked on “stuff”, but that he was being marked on his ability to solve a multi-step equation with like terms on both sides of the equation. He knew that he could better use his time revisiting the concept of multiplying polynomials, because he wanted to improve his mark on that learning goal.

A few of the boys in our class have “gamified” our math class. They have decided that they want to continuously improve and do better on the learning goals, so they are motivated to figure out how to get better and better at the concepts. A couple of these guys have learning disabilities and the ability to show a concept in a different way than the bulk of students have, or the ability to take some more time and reassess it later has really helped with engagement and of course achievement.

I’d love to hear more about how other math teachers view and manage assessment.