tag:blogger.com,1999:blog-5473916205424933781.post5978275313038915889..comments2024-02-06T05:26:29.877-05:00Comments on M^3 (Making Math Meaningful): Rethinking TestsMary Bourassahttp://www.blogger.com/profile/12427568524129802618noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5473916205424933781.post-2631702055143082002016-03-22T14:03:12.613-04:002016-03-22T14:03:12.613-04:00This comment comes well after this post was made, ...This comment comes well after this post was made, but here it goes anyway:<br /><br />I value what you say about doing what feels right and valuing what you are "supposed" to do less. I found that as I was teaching Grade 9 Applied Math more and more, I cared less about what they could do in a certain amount of time and more about what they could do. Period.<br /><br />I have similar questions about tests and making assessments authentic and meaningful when teaching strategies change to be more problem-based rather than procedural.<br /><br />But I also have questions about how to record and track conversations and observations. You share a great anecdote of a conversation with a student who didn't do well on a portion of a test. What do you do to "record" or track that conversation so that informs your judgement of their achievement? I'm interested in finding meaningful ways of questioning and then tracking interactions with students so that assessment is not only based on a product-based test.Anonymoushttps://www.blogger.com/profile/09140784372989251647noreply@blogger.comtag:blogger.com,1999:blog-5473916205424933781.post-83965354665227255842014-11-02T19:41:16.407-05:002014-11-02T19:41:16.407-05:00Great post Mary. So here's my 2 cents. I thi...Great post Mary. So here's my 2 cents. I think you're right on the money when you say that assessment of learning is a snapshot of that moment. We (kids, teachers, parents) can all relate to the fact that some days produce better snapshots than others. A quick look in any yearbook can confirm this. So that's why spiralling is such a genius approach. You can take many snapshots. I think your kids are getting that message when you tell them that you value learning more than what they got on a test. You're telling them: You "looked" like this in today's photo and let's look at using a bit of photoshop to change that`.<br />Should we support kids in taking "selfies"? As you know, I'm not in classroom right now but I think that's where I'd invest time. Defining what success looks like as you are solving problems and using some kind of portfolio (electronic, pictures, color codes, proof card ???). Show me you know. If Ss can recognize in their work evidence of learning that's what I'd assess. Easily said from where I sit, I know. Thanks for letting me think along with you.Anonymoushttps://www.blogger.com/profile/03695241780903756946noreply@blogger.comtag:blogger.com,1999:blog-5473916205424933781.post-6903111811222323342014-11-02T11:56:38.410-05:002014-11-02T11:56:38.410-05:00Mary - I hear you. I have a similar situation in ...Mary - I hear you. I have a similar situation in Algebra 2; I can see that a little one-on-one time with each kid who struggles makes an enormous difference, but there isn't time each day, sometimes even each week, to do that in a large class. So test grades suffer. I did retakes of portions of one of my exams this year - students had to get their tests sign, and give me a specific explanation of how they prepared to do better the second time around. Many earned over 10 points back on tests, which was encouraging - my tip of the hat to SBG which I cannot do in my school. <br /><br />But when push comes to shove where I teach, the Regents grade is paramount. If I help too much during an assessment, am I fairly preparing the kids for that exam? They will be judged by that grade (as will I, and my school) so it behooves me to get them ready. I know getting them ready requires a mix of one-on-one assistance while learning, and a simulation of the actual exam. It's an issue I struggle with all the time now.<br /><br />I emphatically agree with your tweet "I think we really need to overhaul school. Trying to fix within current system is very tricky." The system, especially in the US, and NYC in particular, is too huge and too broken. I feel like I am putting on bandaids (the really little ones that you always have left at the bottom of the box). Thanks for the provocative post.Anonymousnoreply@blogger.com