Math Assessment

Tomorrow we are having our first math quiz on comparing fractions.

Before we do the quiz, I wanted students to understand how math is being assessed...and consequently, how one can obtain a level 3 (expected level) or higher in math.

Today's lesson thus focused on how math is assessed. We looked at specific student examples and assessed them according to the criteria explained below.

In the past, math has been assessed primarily based on one's knowledge and understanding: i.e. did you get the answer right? But in real life, there is so much more to our use of math than just the 'right answer'.

Often, we must communicate our methodology for achieving that answer (think of the example Ms. Abernethy provided the other day to the class: "Mrs. Johnson, how did you get that percent for my mark on the report card?" I better be able to explain my reasoning!).

Often, we must apply our math knowledge to different contexts. Often, we must creatively problem solve.

Math is thus assessed according to four criteria:

• ·      Knowledge & Understanding: demonstrates knowledge of content and concepts
• ·      Thinking: uses planning and problem solving processes
• ·      Application: applies and transfers knowledge and skills in different contexts; makes connections
• ·      Communication: expresses & organizes math thinking; uses proper terms and conventions

These are clearly outlined in the Math Curriculum document provided by the Ministry of Education. Here is the link to that document. The rubric and levels are on page 22-23.

Students were given a copy of this rubric and we used it to assess some of our previous math responses that we have done in pairs in class. Some scored a level 1 in one area (such as communication); a level 4 in another (such as application).

This is the sample we decided was the closest to a level 3 in all areas. It is now posted in our room, along with a few others I selected. Now I'm hoping students will look at these samples, look at their own work, know what to look for, and shout BINGO! I got it!

Sample 1

Sample 2

Sample 3

After school today, I added this feedback to the samples, which notes the areas of success...and includes some suggestions for improvement. Students, tomorrow I'd like you to take a 'gallery walk' and see what I observed about them!

We will continue to do this kind of self/peer assessment through out the year and will continue to refine our understanding of level 3 and also start to better understand level 4 work.

You'll notice these samples share common characteristics and I think as a class we need to look more closely at what those shared attributes are...we will do this another day.

Students were informed that questions on tomorrow's quiz will be clearly associated with at least one of the four math criteria  (the criteria will be noted in the margins)  and levelled accordingly.

One's total math mark on the report card in January takes into consideration these levels and also progress made over time.

Once any quizzes/tests  have been marked, it will be sent home for your review and signature (and please return to class so they can be placed in the in-class student portfolio.)

Please do not hesitate to contact me if you have any questions about this assessment process! My email is jujohnson@mail1.scdsb.on.ca.