Miss Younger's Math Musings
Please see the attached document for my theory of action working towards the goal of increasing number sense in my K-5 school. Is there something that you could see working in your school or classroom? What would you find difficult to implement? What would you not want to be part of?
“Classroom assessments that serve as meaningful sources of information don’t surprise students.” (Guskey, 2003) This quote immediately jumped out to me as both a teacher and a learner. As a learner not knowing what would be on an assessment or not knowing how I would be assessed frequently added to the stress of exams and…
References Caines, J., L. Bridglall, B., & Chatterji, M. (2014). Understanding validity and fairness issues in high-stakes individual testing situations. Quality assurance in education. Hubley, A. M., & Zumbo, B. D. (1996). A Dialectic on Validity: Where We Have Been and Where We Are Going. The Journal of general psychology.
After viewing the course materials for this section I chose 5 characteristics of good assessment to create an infographic. My 5 characteristics combine information from multiple sources including reading classmate’s discussion board posts to create my own overview. One of the ideas that keeps coming back to me in this module is are we assessing…
https://www.edutopia.org/article/making-assessments-equitable-multilingual-students One of my biggest challenges I find each year when completing our FSA tests is to make it equitable for my ELL students who have the skills and knowledge but not the vocabulary. After reading the linked article form July 2023 I found several strategies that test writers could easily implement when creating LSAs…
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The first thing that comes to mind for me is anxiety, I was a very anxious test taker through my undergraduate degree despite having the skills and knowledge to do well on the test and sufficient preparation for exams. When connecting with students about their test anxiety and helping them develop strategies to adapt and…
Read More “Factors Affecting Student Success on Large Scale Assessments” »
Like many teachers I think I have several miss understandings when discussing large scale assessments (LSAs), we are given minimal training on them and how they are developed unless we seek the knowledge ourselves and are also given very minimal training on how to administer them and interpret the results. If we are even given…
“The most traditional purpose of assessment involves teachers gathering evidence to draw inferences about students’ learning to establish grades and prepare reports,” (Earl, 2010) this sentence resonated with me instantly, our assessment is an inference. If we look at how we teach inferencing in reading we teach students that what they read combined with their…
The SNAP Math assessment created by the Chilliwack school district provides a framework for assessing discrete math concepts and includes a one-page number sense assessment for each grade level with an accompanying overarching rubric for assessing in k-7. The rubric provides a good framework that is tied to the BC provincial performance standards in math…
“WE ARE SURROUNDED by numbers. Etched on credit cards or engraved on coins, printed on pay checks or aligned on computerized spread sheets, numbers rule our lives. Indeed, they lie at the heart of our technology. Without numbers, we could not send rockets roaming the solar system, nor could we build bridges, exchange goods, or…
