Cailen Langille (Inquiry-Based Learning Lead Teacher at Tri-County Regional Centre for Education, NS)
Kelly Legere (Math and Science teacher at Yarmouth Consolidated Memorial High School, NS)
"Cailen and Kelly will share their journey from only using traditional, product-based math assessments to
learning the value of more varied assessment methods. They will share the province’s shift towards
more equitable assessment practices, classroom examples and their continued work/research towards
increasing equity in mathematics assessment."
learning the value of more varied assessment methods. They will share the province’s shift towards
more equitable assessment practices, classroom examples and their continued work/research towards
increasing equity in mathematics assessment."
How to Assess Student Learning in ways other than Testing
Moving Towards more Equitable Practices
Key Considerations
- Shifting Perspectives - recognizing our own shortcomings and growing our practice
- Being mindful - how do our assessment practices shape what learners think is important?
- Establishing a supportive environment - valuing mistakes, ownership of learning, collaboration
- Equitable assessment - valuing the learning process (conversations, observations, products)
- Aligning assessments with curriculum outcomes
- Organizing my gradebook to emphasize learning, not tasks
- Cultivating student engagement
- Valuing growth in achievement
Questions to Consider:
- As a teacher, how do you calculate student grades? How do you decide which assessment scores to include in grade calculations?
- Knowing that most students will experience growth over time, how could your grading practices reflect this?
- What makes assessment learning focused?
Curiosity Piquing:
- Group assessments for rigorous problem-solving -- assessing on boards/in class allows for the ability to leave these off of the unit tests
- Math Learning Journal -- based on content, but also curricular competencies; gives students the change to explore anything related to mathematics; talk about what those topics might look like; applications (sports, economics, art, biographies, Indigenous learning, gambling, cards) -- helps to generate a ton of interest in math
- Math Labs - hands-on, clinometers, Desmos
- Have students design a question that shows what they know, then give some kind of answer to demonstrate knowledge -- do this ahead of time, post around the classroom, during the test students go to the paper on the wall and read it, then go write the answer on their paper (Ex: 6 questions, have to answer 3, only one person allowed looking each paper at a time)
- Sequences & Series: Fractals, hands-on creation of things, inquiry learning -- as students do activities, collect pictures and reflections from along the way, create a website from this; final piece is a 15 minute interview with teacher to talk through deeper learning
- Financial Literacy -- tithing (how does it change as your life/career progresses?)
- "PreCalc 12 Shared Wisdom" Doc -- everyone collaborates, preparing for something and everyone gives pieces of advice regarding the learning of the topic (deep understanding, thoughtful topics, etc)
- Don't call them "tests", call them "cranium challenge"
Questions I have:
- How do we shift students' attitudes so instead of "I can't answer this because I've never seen a question like this before." to "This is something new; I'm going to try to answer it."?
https://nsmathematics.weebly.com/
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