A Math “Test” Worth Taking!

I just created the first version of my formative design project, and I can safely say I have NEVER been more excited about any assessment in my life!

I’m pumped about this assessment for several reason:

1. It’s going to help my students work on explaining their thinking in math. That’s literally the skill being assessed. This is always a huge challenge or barrier and we struggle with it all year long. I’ve taught lessons about how to explain thinking before, but I’ve never assessed it.
2. This gives students three rounds of feedback on this one skill. It’s going to take longer than a traditional assessment, but the feedback pay-out will be well worth it! The learning gains from feedback are no joke! (Hattie & Timperley, 2007) We can also work on it over time, to allow learning to take place.
3. Further, the feedback schedule is one that feels comfortable and manageable to me. First round = written feedback using a rubric
   Second round = peer feedback using (the same) rubric
   Third round = video feedback of me speaking
4. The type of feedback students will receive will maximally beneficial: feedback about how to do this skill that will extend across their entire mathematical lives!

Without further ado, here’s my thinking! If you’re not a member of #cep813 and are more interested in the assessment than the rationale, that starts on p. 8.

p.s. I updated my sharing settings so that anyone can comment. If you have a thought, please leave a comment on the doc!

Rubric 3.0

Here is the 3rd iteration of my rubric to assess assessment.

A roadmap to the latest changes I’ve made:

1. Rewording of criterion #4 for clarity and accuracy of purpose
2. Addition of evidence near justification for each criterion
3. Addition of criterion #8
4. Further support in the literature for criteria #1, #2, #3, #4, and #7

Can you help me?

I’m still in need of 2 more criteria! What ideas seem to be missing?

Rubric 3.0

 

 

 

How do Running Records fare as assessments?

Running Records represent an incredibly common genre of reading assessment in elementary grades. Through the lens of Understanding by Design (McTighe & Wiggins, 2005) and Classroom Assessment & Grading that Work (Marzano, 2006), as well as the 2nd iteration of a rubric I’m creating to assess assessments, I found that this assessment staple seems to have earned its unanimity and frequency of use.

In short: my professional recommendation to educators was to continue using Running Records as assessments of reading ability!

Read my full analysis here.

Rubric 2.0

This is my first attempt to embed a google doc in my blog, so I hope it works!

Here is my updated rubric, including four new criteria and evidence aligned to each criterion.