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![Page 1: GROWTH-BASED ASSESSMENT IN MATHEMATICS JUNE 12, 2012 Matthew Grupp Lakeview Elementary School Meadow Lake, SK.](https://reader035.fdocuments.net/reader035/viewer/2022062309/56649ea85503460f94babeaa/html5/thumbnails/1.jpg)
GROWTH-BASED ASSESSMENT IN MATHEMATICS
JUNE 12, 2012
Matthew GruppLakeview Elementary SchoolMeadow Lake, SK
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OUTCOMES
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OUTCOMES • Share a curriculum-based formative assessment framework for mathematics
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OUTCOMES • Share a curriculum-based formative assessment framework for mathematics
• Outline applications of this
tool for RTI
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OUTCOMES • Share a curriculum-based formative assessment framework for mathematics
• Outline applications of this tool
for RTI• Identify benefits of the
assessment tool at the school- and system-level
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CONTEXT
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CONTEXT • French Immersion Integrated Program of Study
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CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model
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CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model
– Results in asynchronous learning
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CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model
– Results in asynchronous learning• Radical Integration
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CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model
– Results in asynchronous learning• Radical Integration
– Requires specific attention to basic skills
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PROFESSIONAL INQUIRY QUESTIONS
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PROFESSIONAL INQUIRY QUESTIONS
1. How do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?
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PROFESSIONAL INQUIRY QUESTIONS
1. How do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?
2. How do we ensure basic skills are being appropriately addressed in an integrated, holistic program?
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PROFESSIONAL INQUIRY QUESTIONS
1. How do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?
2. How do we ensure basic skills are being appropriately addressed in an integrated, holistic program?
3. When learning is asynchronous, how do we ensure that assessment is timely?
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THEORETICAL MODEL
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THEORETICAL MODEL
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THEORETICAL MODEL
Global learning requires a solid foundation
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THEORETICAL MODEL
Qualitative
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THEORETICAL MODEL
Qualitative
• Portfolio
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e• Discussion
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e• Discussion• Reflection
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e• Discussion• Reflection
Quantitative
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e• Discussion• Reflection
Quantitative
• Short Answer
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e• Discussion• Reflection
Quantitative
• Short Answer
• True/False
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THEORETICAL MODEL
Qualitative
• Portfolio• Observation
al• Performanc
e• Discussion• Reflection
Quantitative
• Short Answer
• True/False• Multiple-
Choice
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THEORETICAL MODEL
Qualitative
• Individualized
Quantitative
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THEORETICAL MODEL
Qualitative
• Individualized
• Subjective
Quantitative
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THEORETICAL MODEL
Qualitative
• Individualized
• Subjective
Quantitative
• Common
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THEORETICAL MODEL
Qualitative
• Individualized
• Subjective
Quantitative
• Common• Objective
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PROPOSED SOLUTION
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PROPOSED SOLUTION
Develop an assessment framework that is:
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PROPOSED SOLUTION
Develop an assessment framework that is:
– Quantitative
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PROPOSED SOLUTION
Develop an assessment framework that is:
– Quantitative– Common
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PROPOSED SOLUTION
Develop an assessment framework that is:
– Quantitative– Common– Outcome-based
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PROPOSED SOLUTION
Develop an assessment framework that is:
– Quantitative– Common– Outcome-based– Longitudinal
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DEVELOPMENTPROCESS
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DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
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DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
2. Review NWSD Common Rubrics
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DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
2. Review NWSD Common Rubrics3. Select “guaranteed must-learn
indicators” for each outcome (40 in total)
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DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
2. Review NWSD Common Rubrics3. Select “guaranteed must-learn
indicators” for each outcome (40 in total)
4. Generate four multiple-choice questions per indicator selected
![Page 44: GROWTH-BASED ASSESSMENT IN MATHEMATICS JUNE 12, 2012 Matthew Grupp Lakeview Elementary School Meadow Lake, SK.](https://reader035.fdocuments.net/reader035/viewer/2022062309/56649ea85503460f94babeaa/html5/thumbnails/44.jpg)
DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
2. Review NWSD Common Rubrics3. Select “guaranteed must-learn
indicators” for each outcome (40 in total)
4. Generate four multiple-choice questions per indicator selected
5. Randomize question set
![Page 45: GROWTH-BASED ASSESSMENT IN MATHEMATICS JUNE 12, 2012 Matthew Grupp Lakeview Elementary School Meadow Lake, SK.](https://reader035.fdocuments.net/reader035/viewer/2022062309/56649ea85503460f94babeaa/html5/thumbnails/45.jpg)
DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
2. Review NWSD Common Rubrics3. Select “guaranteed must-learn
indicators” for each outcome (40 in total)
4. Generate four multiple-choice questions per indicator selected
5. Randomize question set6. Divide questions into daily
quizzes of five questions each
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DEVELOPMENTPROCESS
1. Select scope for pilot project (Gr. 3 Math)
2. Review NWSD Common Rubrics3. Select “guaranteed must-learn
indicators” for each outcome (40 in total)
4. Generate four multiple-choice questions per indicator selected
5. Randomize question set6. Divide questions into daily quizzes
of five questions each7. Design an easy-to-use data
entry and analysis tool using Excel
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THE ASSESSMENT TOOLKIT
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PILOT IMPLEMENTATION(MARCH – JUNE, 2012)
0 10 20 30 40 50 600
10
20
30
40
50
60
70
80
90
100
Daily Raw Mean Scores
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BENEFITS
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BENEFITS 1. Helps organize data by indicator
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BENEFITS 1. Helps organize data by indicator
2. Compatible with Outcomes-based reporting
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BENEFITS 1. Helps organize data by indicator
2. Compatible with Outcomes-based reporting
3. Based on Saskatchewan Curriculum
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BENEFITS 1. Helps organize data by indicator
2. Compatible with Outcomes-based reporting
3. Based on Saskatchewan Curriculum
4. Provides a framework for Math RTI
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BENEFITS 1. Helps organize data by indicator
2. Compatible with Outcomes-based reporting
3. Based on Saskatchewan Curriculum
4. Provides a framework for Math RTI
5. Addresses Assessment for Learning, Assessment of Learning, and Assessment as Learning
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BENEFITS 1. Helps organize data by indicator
2. Compatible with Outcomes-based reporting
3. Based on Saskatchewan Curriculum
4. Provides a framework for Math RTI
5. Addresses Assessment for Learning, Assessment of Learning, and Assessment as Learning
6. Reduces redundancy in assessment development
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BENEFITS 1. Helps organize data by indicator
2. Compatible with Outcomes-based reporting
3. Based on Saskatchewan Curriculum
4. Provides a framework for Math RTI
5. Addresses Assessment for Learning, Assessment of Learning, and Assessment as Learning
6. Reduces redundancy in assessment development
7. Facilitates teachers in refocussing assessment development on qualitative tools directed to higher-level thinking skills
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BENEFITS 1. Comprehensive
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BENEFITS 1. Comprehensive2. Efficient
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BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use
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BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular
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BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy
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BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy6. Consistent with Best
Practise
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BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy6. Consistent with Best
Practise7. Supports Accountability
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BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy6. Consistent with Best
Practise7. Supports Accountability8. Supports Professional
Discourse
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BENEFITS Student
Classroom/PLC
School
System Level
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BENEFITS Student
Classroom/PLC
School
System Level
• Ongoing Practice• Immediate
Feedback
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BENEFITS Student
Classroom/PLC
School
System Level
• Ongoing Practice• Immediate
Feedback
• Growth Monitoring• Long-Range
Planning
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BENEFITS Student
Classroom/PLC
School
System Level
• Ongoing Practice• Immediate
Feedback
• Growth Monitoring• Long-Range
Planning
• RTI/Intervention Planning
• Teacher Supervision
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BENEFITS Student
Classroom/PLC
School
System Level
• Ongoing Practice• Immediate
Feedback
• Growth Monitoring• Long-Range
Planning
• RTI/Intervention Planning
• Teacher Supervision
• In-Service Planning • External
Accountability
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RESPONSE TO INTERVENTION
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NEXT STEPS
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NEXT STEPS 1. Revise Grade 3 Question Database
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NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for
Grades 2-6
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NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades
2-63. Develop Question Database for
other rubric levels
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NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades
2-63. Develop Question Database for other
rubric levels4. Extend the structure to other
domains
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NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades
2-63. Develop Question Database for other
rubric levels4. Extend the structure to other domains
• Core factual knowlege in content subjects
![Page 77: GROWTH-BASED ASSESSMENT IN MATHEMATICS JUNE 12, 2012 Matthew Grupp Lakeview Elementary School Meadow Lake, SK.](https://reader035.fdocuments.net/reader035/viewer/2022062309/56649ea85503460f94babeaa/html5/thumbnails/77.jpg)
NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades
2-63. Develop Question Database for other
rubric levels4. Extend the structure to other domains
• Core factual knowlege in content subjects
• Vocabulary & Syntactic Awareness
![Page 78: GROWTH-BASED ASSESSMENT IN MATHEMATICS JUNE 12, 2012 Matthew Grupp Lakeview Elementary School Meadow Lake, SK.](https://reader035.fdocuments.net/reader035/viewer/2022062309/56649ea85503460f94babeaa/html5/thumbnails/78.jpg)
NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades
2-63. Develop Question Database for other
rubric levels4. Extend the structure to other domains
• Core factual knowlege in content subjects
• Vocabulary & Syntactic Awareness5. Incorporate self-assessment
component
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QUESTIONS & FEEDBACK
Global learning requires a solid foundation