UKAssessWeb12-05[1]

UKAssessWeb12-05[1] - The New CIA: Curriculum, Instruction...

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Unformatted text preview: The New CIA: Curriculum, Instruction and Assessment in Mathematics Education for the 21 st Century Mathematics Education Colloquia University of Kentucky December 6, 2005 Linda Jensen Sheffield Regents Professor Northern Kentucky University [email protected] http://www.nku.edu/mathed Linda Sheffield 2 What we assess defines what we value. What do we value most in mathematics teaching and learning? Linda Sheffield 3 Attitude, Aptitude, and Achievement Attitude Efficacy Usefulness Enjoyment Aptitude ACT SAT Achievement CATS/KCCT NAEP TIMSS PISA Linda Sheffield 4 What is the purpose of assessment? Pre or Post? To prove or to improve? Summative or Formative? Linda Sheffield 5 What is formative assessment? Assessment to inform instruction Assessment becomes formative "when the evidence is actually used to adapt the teaching to meet student needs" (Black & Wiliam, 1998) In fact, research shows that formative assessment has one of the biggest effects on learning, even equal to the effect of parental influence. It is critical that assessment is diverse and divergent and develops through many pathways rather than from a single source. Gilbert Valdez Linda Sheffield 6 Uses of Formative Assessment For the student Choose Learn Qualify For the teacher Place Monitor Report Linda Sheffield 7 Ten Principles of Assessment Foertsch (1999) 1 Clearly define what you will assess. What do you expect your students to be able to do? 2 Define the purpose of your assessment. Are you intending to conduct placement, formative, diagnostic, or summative assessment? 3 Select or develop assessment procedures that closely match targeted learning goals or abilities. 4 Know the limitations of assessment procedures used. Does the way the test is developed, administered, or interpreted present any limitations? 5 Use a variety of assessment procedures. Is your assessment comprehensive (e.g., do you make use of observations, class work, professional judgment, student and parent input?) 6 Evaluate the assessment or test you develop or use. Are they valid and reliable? 7 Communicate assessment results clearly to all users. Do the students, parents, teachers, and other stakeholders understand the results? 8 Consider and address personal implications. Are your biases influencing your professional judgment? 9 Strengthen the link between assessment and learning. Is assessment helping improve instruction and learning? 10 Assessment should serve a useful purpose and not be an end in itself. Are tests an integral part of your instruction and are they helping you guide instruction? Linda Sheffield 8 What is summative assessment?...
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This note was uploaded on 11/11/2011 for the course MATH 220 taught by Professor Kearn during the Fall '11 term at BYU.

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UKAssessWeb12-05[1] - The New CIA: Curriculum, Instruction...

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