Part 1 Essay - Formative and summative assessment in the mathematics classroom.

Part 1 Essay - Formative and summative assessment in the mathematics classroom.

Assessment is done to provide information about the learning of students. There are several different forms of evaluation, whether they be exams, quizzes, standardised tests. For example, the National Assessment Program of Literacy and Numeracy (NAPLAN) is a form of standardises testing. It is a national test which students in years 3, 5, 7 and 9 take to assess their literacy and numeracy levels which gives feedback to their school/s.

Assessments are beneficial in the classroom, as the teacher will determine the success, progress and interest of the student. In this essay, we address two distinct types of assessment: assessment for learning and assessment of knowledge. Assessment for learning is additionally known as formative assessment, and evaluation of learning is called summative assessment.-192228831817500 Formative sssessment for learning is the process of seeking and interpreting evidence for use by the learners and their teachers to decide of the learners with their understanding. From this, they can determine where they need to go and what level they need to be working at and also the best way to achieve optimal learning. Assessment of education refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their programs. It can also be useful to identify and certify the proficient and make decisions about students future progression in programs or placements. Formative assessment is ongoing, flexible and more informal assessment method for informing teaching and learning. (Gillum, 2014). Summative assessment is more systematic, standardised and mostly used to consistent results for analysis and comparison. Sometimes assessment can be both formative and summative where the data is used to report on achievement and also to shape the teaching and learning. Using summative and formative assessment separately is more ideal because formative gives teachers instant feedback on the childs learning. In contrast, summative is for writing reports and formative is for planning teaching a rubric and curriculum (Reys, 2012). Formative assessment can be utilised in the classroom by teachers marking a collection of work to see if the students are learning. Whilst summative assessments can be applied in the mathematics classroom by a teacher giving a unit of work over a week and then have a test at the end of the week to determine whether the students have learnt what they need to learn to meet the curriculum requirements.

3028315570230Figure 1: Ferguson, 2014, p.19.

0Figure 1: Ferguson, 2014, p.19.

In figure one, the work sample I have used is formative assessment. In the mathematical classroom, this example can be used as an exit pass to leave the classroom. I will give each student this worksheet to fill out 5 minutes before the class ends, and once they have completed it, they hand it over to the teacher. I began by preparing the task about fractions. After my students completed this task, I gathered their responses and interpreted them. Finally, I used the information I had collected to plan another assignment for my students.

2349795183264Figure 2: Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid & Bennett, 2012.

00Figure 2: Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid & Bennett, 2012.

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In figure 2, the worksheet I have used is a summative assessment. In the mathematical classroom, this worksheet can be used for a pre and post-test to see the students growth. At the beginning of the fraction unit, I would hand the kids this worksheet for them to complete without speaking about it to see how much they know. Once they have completed the worksheet, I will analysis their work and see if there is a common factor on what the students know or dont know. Once we have completed the unit, I will give them the same worksheet to meet again to see how far the students have come and what they have learnt throughout the company.

Part 2 Exploring Assessment Response to a mathematic work sample.

Analysis

Brittany Scott, the teacher taking the grade 1 mathematics class, has some great strategies you see throughout the video. Mrs Scott has her students explore the techniques and methods used in previous lessons to overcome word problems in partners and small groups. (1-5minutes). Mrs Scott uses variety in the way the students think, represent, and solve methods to reinforce comprehension of the students. (38.33-39.31minutes).

Links to Curriculum

During this video, we were focusing on two students named Ellie and Nick, who are in grade one. Ellie is the girl in the white shirt and white ribbon, and Nick is the boy with blond hair and a redshirt. Ellie is at the level where she can represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (VCMNA089). You can see Ellie is at this level with the worksheet she has completed, how she has used a ten frame to work out how many candles there were on the birthday cake for question one. Although Ellie used the ten frames, she added numbers to each square, then crossed them out as she counted them, which is how she came up with the equation 3+2+1=6. Nick is at the level where he can represent practical situations that model sharing (VCMNA090). The worksheet Nick completed involved goldfish, he had to work out how many fewer goldfish Will had compared to Ella.? Nick worked this out by illustrating eight bubbles for Will and 14 crosses for Ella. He subtracted the rest from Ellie then the missing number he got was 5. Nick had a few misconceptions with addition and subtraction on his worksheet. Nick did not have a range of strategies.

Feedback to parents or carers

Ella has contributed to our class discussions, sharing her insights into and lesson on what she has learned. Ella can overcome fundamental problems of addition and subtraction. Ella is now working on various patterns created by skip counting and object patterns (VCMNA093) and will benefit from practising these abilities at home. The way Ella can practice is to have her family in circle, sit or stand. One member of the family starts at a random number and makes Ella miss counting before she goes around the process from that number.

Nick has contributed to some class discussion but can be distracted very easily from other class members. Nick can work out situations that model sharing. Nick is now working towards recognising repetition and solving problems (VCMNA094) and will benefit from practising these skills at home. The way Nick can practice at home is when his mum is cooking dinner. His family love eating carrots. She has six carrots to share between them. How many carrots will each person have?

Next Level of Learning

Ellie is working towards investigating and describing number patterns formed by skip counting and patterns with objects (VCMNA093). The learning activity I would suggest for Ellie is called Number trains; skip counting. You use the carriages to build a train. Skip count to make a train of four carriages. Each carriage must be two numbers bigger than the one before it. Once you have completed making one carriage you can continue with the game until you feel confident. The next activity you need to skip count by five. Each carriage must be five numbers bugger than the one before it.

Nick is working towards recognising the importance of repetition of a process in solving problems (VCMNA094). The learning activity I would suggest for Nick is called Frog Jump. Your aim is to make all the stones jump on the frog, but dont leave him stranded. Move the frog with the keyboard arrows horizontally or vertically and remember that after the frog has jumped off them, the stones will disappear. Think hard on how to solve the puzzles, find a solution for each of the 10 stages.

References:

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2015). Teaching primary mathematics. Pearson Higher Education AU.

Ferguson, S. (2014). Ways to differentiate mathematics. Prime Number, 29(1), 18.

Gillum, J. (2014). Assessment with children who experience difficulty in mathematics.

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping children learning mathematics.

Victorian Curriculum and Assessment Authority. (n.d). Victorian curriculum: Mathematics. Learning in mathematics. https://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/learning-in-mathematicsNational Assessment Program of Literacy and Numeracy.

https://www.nap.edu.au

Assessment Task 1 Assessing learningDue Friday 9th September 2022Rationale:This task requires students to examine assessment and how it relates to the mathematics classroom.This task relates to the objectives, K2, K3, S3, S5, A3, & A4 and AITSL standards 2.1 & 5.1This task aims to assist students to understand the use of classroom assessment strategies.

Part 1 - Essay - Exploring Assessment. 1100-1300 words not including reference.Essay Title: Diagnostic and formative assessment in Primary MathematicsYour essay will:

Be written as a fully referenced academic essay.

Explain what diagnostic, formative and summative assessment are.

Highlight the ways that diagnostic, formative and summative assessment can be used in primary mathematics classrooms.

Give two specific mathematical examples of howassessment can be used in mathematics classrooms, especially relating to identifying specific mathematical misconceptions.

Be in the range of 1100-1300 words long

Contain a minimum of 4 peer-reviewed journal articles which pertain directly to mathematics education. Booker et al., (2015) or Reys et al., (2014)textbooks couldalso be used.

Use APA 7th referencing style

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2020). Teaching primary mathematics. Pearson Higher Education AU.

Reys, R., Lindquist, M., Lambdin, D. V., & Smith, N. L. (2022). Helping children learn mathematics. John Wiley & Sons.

Part 2- Exploring Assessment - Response to a mathematics work sample.

700-900 words equivalent.A video of a class and a work sample of a student within the class will be made available. You must correct, analyse and give feedback on the work sample and write a response that addresses the following points:

The Victorian Curriculum F-10 level that the work relates to.

Justification of why you believe the work fits with the chosen Victorian Curriculum F-10 level.

Feedback that you would write on a school report to parents about the work samples.

Details of the next learning activity that these children should undertake based on their responses.

The following Rubric will be used to give feedback on assessment task 1.

Assessment Task 1 Assessing learning Rubric 50 marks.

Criteria Very Low (1-2) Low (3-4) Medium (5-6) High (7-8) Very High (9-10)

Essay Content including use of mathematical examples (10) Little of the content was relevant to the topic. A partial explanation of the topic was included in this essay. Some interesting and relevant content was included in this essay.

Mathematical examples where used. The content was well chosen and relevant and gave a good explanation of the topic.

Mathematical examples where used. The content was well-chosen, relevant and organised in a way that demonstrated a detailed understanding of the topic.

Mathematical examples were used extremely well.

Essay Clarity, (10) An essay that was very hard to follow due to the structure used. Some parts of the essay were clear while others were not. Most parts of the essay were clear and easy to follow. A few minor clarity issues were evident in this essay. The material presented flowed logically. A clear and concise essay that was easy to follow. The structure used ensured the essay flowed extremely well.

Criteria Very Low (1) Low (2) Medium (3) High (4) Very High (5)

Essay References & Referencing (5) APA referencing was rarely followed. Non journal articles were chosen. Referencing was inconsistent and did not always follow APA conventions. Few journal articles were chosen. APA referencing was followed. Journal articles were chosen. Few minor issues around APA referencing were evident. Journal articles chosen were generally appropriate. Accurate APA referencing. Appropriate journal articles were chosen and used well.

Essay Spelling & Grammar (5) Spelling and grammar was poor throughout the assessment task. Major errors in spelling and grammar were made in this task. Some significant errors in spelling and grammar were evident. A few minor errors in spelling and grammar were evident. No spelling or grammar errors were evident.

Work Sample Analysis (5) Analysis was brief & did not identify all of the misconceptions & skills demonstrated. The analysis identified some of the misconceptions & skills demonstrated. The analysis presented identified many of the skills & misconceptions demonstrated. The analysis identified most of the misconceptions & skills demonstrated. A detailed analysis that clearly identified all of the skills & misconceptions demonstrated.

Work Sample Links to Curriculum (5) Some incorrect references were made to the Victorian Curriculum F-10. Major errors were made in linking the sample to the Victorian Curriculum F-10. Some errors were made in linking the sample to the Victorian Curriculum F-10. Minor errors were made in linking the sample to the Victorian Curriculum F-10. Complete, accurate references to the Victorian Curriculum were included.

Work Sample Feedback to parents or carers (5) Feedback did not accurately report on the sample. Some of the feedback given was accurate while other sections were misleading. Most of the feedback given described what the student had demonstrated. Feedback correctly described the level that the student had demonstrated. Detailed, appropriate and accurate feedback was shown in this analysis.

Work Sample

Next Level of Learning (5) The next level of learning was discussed but would not lead to further learning. The next level of learning would assist the students to move forward slightly. The next learning activity suggested would move the students forward. The next learning activity was accurate, detailed, creative and would support the students to move forward in their learning. The suggested next learning activity was accurate, detailed, creative and would support the students to move forward in their learning, while catering for a range of children.

TOTAL /50