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Methods course documentation
Exploring implications for assessment (D5.3)
Logistics and scheduling information (by Raffaella Borasi)
(For Implementation D)
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Choice of scope and format for this activity:
After trying with mixed success various
activities to address issues about assessment in Implementations A-C of
the Methods course, for Implementation D I have planned a combinations of
the following experiences:
- assigning a preliminary reading assignment
on assessment issues -- including the Clarke, Clarke & Lovitt [1990]
article on "Changes in mathematics teaching: Call for assessment alternatives",
and the Introduction to the NCTM Assessment Standards (see Facilitator's
plan for more detail on the rationale for this choice of readings);
- an "experience as learners"
where the participants "take" an item from the new New York State
8th grade math test, share their responses and discuss how these responses
could be scored (see Facilitator's plan for more information);
- a follow-up discussion on assessment in
relation to school mathematics reform, and teaching mathematics through
inquiry more specifically, based on both this experience and the readings.
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Scheduling of this activity within the
program:
All of the activities described above will
take place as part of the participants' readings and discussion on an inquiry
approach after the complition of their "experiences as learners"
with Area. The section of the schedule for Implementation D of the Methods
course reproduced below provides more detail about the scheduling of specific
components of this activity (highlighted in boldface) in relation with other
readings and discussions on an inquiry approach (highlighted in italics):
Lesson 6:
- Area inquiry experience II:
- Star presentations
- Rethinking the math of area
- "Walk down memory lane" (begins)
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Hw. 6:
- "Walk down memory lane" on Area experience (notes only)
- written reflection on "What have I learned"
- follow-up reading on math of area
- readings from the NCTM Standard (geometry and measurement)
- preliminary Tessellation assignment
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Lesson 7:
- "Walk down memory lane" and "What have I learned"
discussion on Area experience
- Reflections on participants' learning differences
- View video of a tessellation inquiry unit in a 6th grade classroom
- Follow-up discussion of the video
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Hw. 7:
- written reflections on the video
- reading stories of inquiry math classes
- readings on assessment
- ideas about assessing learning in an area inquiry unit
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Lesson 8:
- Follow-up discussion on stories of inquiry math classes read and video
- First identification of characteristics of an inquiry approach
- Assessment activity (taking an item of new NYS exams) + discussion
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Hw. 8:
- Readings on an inquiry approach
- MIDTERM take-home exam (i.e, Analyze in writing a classroom vignette
from an inquiry perspective)
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Materials/equipment needed to implement
this activity:
- copies of the readings will be made available
to the participants
- enough copies of the test item for each
participant -- a photocopy-ready version of the vignette we used in this
activity can be found in the Instructional materials
- a display copy of the New York State booklet
reporting rubrics for scoring the pilot tests
- newsprint, markers and tape -- to record
the results of the large group discussion
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