Examining and Exploring Assessment and Evaluation Within a Problem-Based and Spiralling Framework

Resources Used

Books

Open Questions by Marian Small

Good Questions for Teaching Math by Peter Sullivan and Pat Lilburn

Visible Learning for Mathematics, Grades K-12 by John Hattie

Teaching Student-Centred Mathematics by John A. Van De Walle, Jennifer M. Bay-Williams and Louann H. Lovin

Well Played 6-8, Building Mathematical Thinking Through Number and Algebraic Games and Puzzles by Linda Dacey, Karen Gartland and Jayne Bamford Lynch

Teaching Mathematics Visually and Actively by Tandi Clausen-May

Mathematics Formative Assessment by Page Keeley

Advancing Formative Assessment in Every Classroom by Connie Moss

Which One Doesn’t Belong

http://wodb.ca/

Edugains

http://www.edugains.ca/newsite/math/index.html

Estimation 180

http://www.estimation180.com/

Resources Created

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MathProgram – Term2 – Unit5Geometry

The daily plan was created to centrally locate resources and guide the teacher in meeting instruction based learning goals. It aided in staying focused and using assessment as learning to make any modifications needed in real time. Upon reflection, one addition to the document for next time will be to incorporate modifications or accommodations to address IEP and ESL students.

GeometryLearningMap – StudentCopy

Learning maps were developed to encourage students to refer to each learning goals as well as the success criteria to help provide them with the tools to ensure they were successful. Each learning goal was split with specific success criteria to help students meet expectations. Three columns were developed "Approaching Standard," "Standard" and "Exceeding Standard." Once a student completes a task (e.g., Exit Ticket), they would refer to their learning map and the feedback provided from the exit ticket and mark where they felt they were within each learning goal.

ExitTicket6Modified

At intervals throughout the unit, exit tickets were used for assessment as learning. The example below was used earlier in the unit and identified success criteria on the page. Later examples removed success criteria in order to redirect students to the learning goals and success criteria in their individual learning map. In lieu of grades, descriptive feedback was provided for students to self-assess their learning. Conferences with teachers were used to guide students in their reflection. This provided students with guidance to co-create next steps to become successful with each concept.

TLC Survey Results

Presentation of the results from our action research

Learning Goal Student Reflective Survey

Student survey questions to see the clarity of our learning goals

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