Ideas for assessment:
1. Informal
assessment: While teaching slope and/or
transformations of functions I ask my class to move according to the function
given. For example, “show me the slope
of this function.” The entire class holds
up their arms according the slope of the provided line equation. In this way I can see who is not getting
negative vs. positive slope, quickly, and I can quickly correct it and/or the
students will quickly self-correct.
2. Norm-referenced
assessment: One example of this is the
Algebra 1 End of Course test that all algebra 1 students take in the state of
TN.
3. Teacher developed
assessment: Today in my Pre-calculus
class I administered a mid-unit assessment that I created based on the topics
covered from the beginning of the year up until this point. This assessment was my guide for lessons I
taught up until this point and has the intention of showing evidence of student
learning on the topics. In addition, it
will show me student learning gaps on the topics covered.
4. Performance-based
assessment: This is something I do very
little of within my math classes.
However, I think it would be interesting to have students tell me the
steps or processes to solving various problems.
For example, I could give them a topic to teach and they submit their
teaching presentations to be evaluated.
However, I am thinking I would have to a strict rubric for grading so as
to grade based on content knowledge and understanding versus on their actual
teaching ability.
5. Authentic
assessment: One example of my use of
authentic assessment is when I ask students to analyze a given function or
problem using some sort of function, but I do not ask them to simply solve
it. For example, testing their knowledge
of quadratic functions based on application – “will the ball reach 10 ft? Explain,.”,
rather than asking them to simply tell me the maximum height that the ball
would reach.
As far as norm referenced versus criterion reference assessment,
to me, criterion referenced is more valuable.
I am always looking for individual progress. Of course I compare scores across classes and
use scores to create heterogeneous groups within my classes, but for improving
student learning and learning outcomes I am much more interested in individual
student learning rather than how students compare to one another. Of course, there are advantages and
disadvantages of both. Norm-referenced
can give me a picture of a large cohort of students and their knowledge. Such data is certainly valuable for planning
and comparing across school years.
Criterion referenced can help me to focus on specific skills for
specific students and improving their knowledge and understanding.
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