[Keith posted this last month, and it is being reposted by me - Annie]
Goals of the assessment process:
Students will eagerly anticipate assessment tasks as opportunities to produce something useful - a plan, a portfolio, a report, or results of an investigation.
The assessment process is a means to ... tell us where we are ... develop habits of mind ... set ourselves up for better results in the future ... develop more interesting problems ... develop vocabulary ... tell us how well we are working together. ------------------------------------------------------------------- I. Mathematical Problem Solving, Reasoning & Connections
%I'm using, with increasing confidence, problem-solving approaches to investigate and understand mathematical content. %I'm aware of the strategies I'm using to solve problems. %If necessary, I change or modify my strategy in the middle of my work. %I understand what I'm doing -- I'm not just going through the motions. %I have mastered the material. %I'm making and evaluating mathematical conjectures and arguments. %The work I do reminds me of work I've done before. %I think about whether my answers make sense. %I can give reasons for choosing the strategies I use. %I eventually get most of my work correct. %I am able to explain the rationale for each answer.
II. Mathematical Communication
%I discuss mathematical ideas and make convincing arguments. %I reflect on and clarify my thinking about mathematical ideas. %I understand what is discussed in class. %I can explain my thoughts and strategies in class. %I ask questions for clarification and I ask "What if ... ?" questions. %I participate to the best of my ability.
III. Mathematical Disposition
%I'm developing personal self-confidence and a disposition to seek, evaluate, and use quantitative and spatial information in solving problems and in making decisions. %I'm developing flexibility, perseverance, interest, curiosity, and inventiveness. %I feel like I'm doing well in class. %I'm better now at solving math problems than I was in September. %I work hard to solve math problems. %I try more than one idea before I give up on hard problems. %I seek out differences of opinion. %I make sure others mastered the material. %I avoid interrupting. %I avoid put-downs. %I actively listen.
IV. Small Group
%We establish effective procedures for accomplishing our work. %Everyone understands the purpose of our tasks. %Everyone stays on task. %Everyone works together on the same problem. %Each question is understood by everyone. %Each person contributes her or his ideas. %Everyone understands and takes a turn explaining. %We actively listen to each other. %We seek out differences of opinion. %We encourage each other to participate. %We express support and acceptance of each other. %We have fun!
%TIME CONSIDERATIONS %Are you on time each day? %Are others in the class on time each day? %Does class start promptly? %Is class time being used effectively? %PREPARATION FOR CLASS %Are you prepared for class each day? %Are others prepared for class each day? %ACTIVE LISTENING %Are you listening to the other members of the class? %Do you feel heard by the other members when you speak? %PARTICIPATION %Are you participating in group problem solving discussions? %Are other members participating in group problem solving discussions? %UNDERSTANDING %Do you understand the class discussions? %Does every member of the class understand the discussions? %RESPECT %Do you respect your own behavior and attitude? %Do you feel your contributions are respected? %Do you respect the contributions of others?