Welcome!
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Using your iphone, tablet, ipad or laptop please
participate in our Socratic poll!

Go to: b.socrative.com/login/student
Log in with our classroom name: CommonCore and
answer the question.
___________________________________________
Then read the article, 10 Big Math Ideas by Marilyn Burns
and discuss the following:
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How does this article relate to common core and
assessment?
Pop Quiz!
Pass out the job cards
Everyone, except the teacher, take a note card
and in about a minute…
List all of the attributes of a trapezoid.
 List all of the attributes of a square.
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Take Two
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Now with the same 2 shapes…
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Students work together at your table to sort the
attribute cards.
◦ You must all agree on which attribute goes where!
◦ Remember to justify your reasoning.
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Teachers, you may facilitate and observe the
conversation.
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Students and Teachers be prepared to compare the
information you got from the first task vs. the second.
How did it go?
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What information did you gain from each task?
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Is either task necessarily the right one?
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Could each task be used to evaluate different levels of
understanding?
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Could you count it as a grade? Or is it just good
information?
Aligning Assessment
to Common Core expectations
Goals for Today
•Identify the purpose and roles of assessment
•Add to your “toolkit” of assessment tools
•Practice unpacking standards
•Practice identifying essential learning (learning
targets) for each standard
•Align assessment tools with the goals of the
standards
•Review the results
Point to Ponder
Assessment is not separate from instruction and in
fact should include the critical mathematical
practices and processes that occur in the course of
effective problem-based instructional approaches…
Using carefully selected assessment tasks allows
you to integrate assessment into instruction and
make it part of the learning process.
-Van de Walle, et. al. Teaching Student Centered
Mathematics.
What is Assessment?
Roles of Assessment
Looking through the lens of, “Zowie! What a gold mine!”
--Lucy Calkins
What are the Purposes of Assessment?
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Just Grades?
Group students?
Could it be more?
Turn and Talk
What do you think?
Assessment Principle
Assessment should
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support the learning of important mathematics and give
useful information to both teachers and students.
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be an integral part of instruction that guides teachers and
enhances students’ learning.
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should be done in multiple ways, and teachers should look
for convergence of evidence from different sources.
Principles and Standards for School mathematics
http://www.nctm.org/standards/content.aspx?id=26803
Let’s Begin
1.OA.1 Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g. by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem.

If Lindy has 6 shells in her collection, how
many more does she need to get to 11?
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How would you administer this task?
If
Consider This…
Lindy has 6 shells in
her collection, how many
more does she need to
get to 11?
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On a worksheet
Elaine writes 7.
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During a math station
Suzie counts out 6 counters and adds on more until she gets to 13.
She then goes back and takes out the 6 stating 7.
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Brian places his hands on the table with fingers stretched out and, if
observed carefully, shows signs that he is counting on from 6 by
pressing 7 fingers down one at a time until he reaches 13.
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During a math conference
Tom answers 7. When asked how, he says that 6+6=12, so 6+7=13.

From Van de Walle, et. al. Teaching Student
Centered Mathematics. 2010.
Purposes of Assessment

What they know
◦ How is the student approaching the concept?
◦ Mental math/strategies
◦ Misconceptions
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Evaluate student progress
◦ What skills do they have?
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Evaluate our instruction
◦ Where do we go next?
Pencils Down:
Thinking outside the bubble
Assessment is On-going, Reflective Questions
Why?
 How?
 How often?
 What extent?

Becoming a teacher requires knowing how to tell when
learning is going well and when it is not.
--- Peter Johnston, Choice Words
The question is…
How do we answer the questions?

Marilyn Burns
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What information could she gain from this video?
How would it inform instruction?
What skills does this student have?
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Where should they go next?
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Building a Tool Kit
Settings
Tools
Structures
Settings
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One-to-one, conferences
Small group
Whole group
Artifacts and products
Stations
Structures
Observations
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Observe student response during class
◦
◦
◦
◦
Popcorn math
Math movers
Finger Flash
Turn and Talks
Self Evaluation
 During stations
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◦ Meet with pairs (checklists)
◦ Conferences
◦ Use Math Talk
Notebooks
Questions on labels
 Writing thinking
 Quick Thinks
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Depth of Knowledge Questions
Tools
Games
◦ Math talk question stems
◦ Partner conversations
◦ Record thinking on recording sheets or in math
notebooks.
◦ Demonstrate knowledge
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Resource: Math Work Stations, by Debbie Diller
Vocabulary Charades
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Decide who will go first
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Take a vocabulary card
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You cannot talk to explain the math concept!
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You may only use a picture, acting out, or
manipulatives
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You have one minute!
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Switch turns
Performance Based Tasks
Marilyn Burns
 Math Reasoning Inventory
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Sticky Notes and exit tickets
 Clipboard with note cards
 Models
 Ten Frames
 Drawings
 Strategy Cards
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Stations
Take a picture
 Take a video explaining your thinking
 Writing in your notebook
 Talking cards
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Note taking App: Notability*
Digital
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Nearpod
Easy Assessment*
Quiz Cast
Socrative
Pensieve
http://www.tabletsforschools.org.uk/the-five-best-observationassessment-apps-for-teachers/
Portfolios
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Three Ring
Student data notebooks
 Collect and add artifacts through the year
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Build your “toolkit” on the go
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Notebooks (mine and theirs)
Manipulatives
Ten frames
I-pad/Apps
Question stems
◦ Card stock and copies for student use
Labels
 Sticky Notes
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Reflect on Assessment
Stand and Stretch
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What is the student’s role?
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What is the teacher’s role?
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How could you apply this to your own classroom?
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Which tools could you use?
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How can you apply these strategies outside of math?
What’s in a Standard?
I’m ready to go to work!

We have all of these tools, books, and resources
to help us generate assessments and keep track
of student progress
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What’s next?
It’s not that I’m so smart. It’s just that I stay with problems longer.
-- Albert Einstein
What Comes First?
Teaching, Assessments, or Standards?
Purpose and a Plan
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Take apart the standard
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Identify learning targets
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Create rubrics that align to the learning targets
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Create/select tools for assessment
Unpacking Goals of a Standard
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Know
◦ What is a standard asking students to do?
◦ What is the knowledge the students need to learn?

Understand
◦ What are the Concepts they need to understand?
◦ How deep is the knowledge? (create, apply, explain, etc.)

Produce/Demonstrate
◦ How could they demonstrate that learning?
◦ What is the best context?
Surface vs. In Depth

K.CC.2 Count forward beginning from a given
number within the known-sequence instead of
having to begin at 1.
Let’s try it together
Unpacking
Standard: K.CC.2 Count forward beginning from a given number within the known sequence (instead of
having to begin at 1).
Count forward from a number
Use the counting sequence in order
Understand cardinality and inclusion
Assessment
Assessment 1
Setting: During Stations
Tool or Structure:
Dice: one with a number and one with dots. Ask student to start counting
from the number they roll and then “count on” the number of dots.
Assessment 2
Setting: One to One
Tool or Structure:
Number cards
Show student a number and ask them to count up from that number
Rubrics Grounded in the Standards

What are the learning targets?
What does mastery look like?
What MUST a student understand and apply as a result
of their work with that standard?
This is the beginning of your rubric!
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For All Rubrics
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Sample Rubric
Standard:
Learning Target:
Level 4 demonstrates the following:
No opportunity
Level 3 demonstrates the following:
Student is able to consistently count on from a given number.
Level 2 demonstrates the following:
Student inconsistently counts on from a given number.
Student requires additional support to count up/on
Level 1 demonstrates the following:
Student is unable to count on even with support.
Ready? Your Turn!
Use the planning sheet, work with those at your table.
How would you unpack this standard?
K.NBT.1 Compose and decompose numbers from 11 to 19
into ten ones and some further ones.
1.NBT.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones.
2.NBT.1 Understand the three digits of a three-digit number
represent amounts of hundreds, tens, and ones.
Challenge! Try a standard outside of your grade level.
Assessing Knowledge
What would students need to know?
 What would you want to evaluate them on
(learning targets)?
 What does mastery look like?

Remember what is your goal?
Floating or Deep “See” Exploration?
Choose a way to show your answer

What assessment tool/task would align with the
standard?
Think of 2 different ways to assess this standard
A surface one
vs
One for depth
Try it out with a partner! What do you notice?
How did each assessment inform you?
Talk About It!
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Go find someone with your same grade level to talk to.
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How did it go?
How do you connect
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◦ Learning Targets
◦ Planning lessons
◦ Assessments

What are you eager to try?

Participate again in our Socratic poll!
Go to: b.socrative.com/login/student


Log in with our classroom name: CommonCore and answer the
question.
Review the Results
So, Now What?

How does this change our math instruction?

Think about how we could assess math
◦ Worksheets
◦ Pencil and Paper
◦ Whole Class
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OR…
◦ By using as many of the
◦ tools as possible
After the dust settles…

What do you do with your data?
◦ Regroup
◦ Reteach
◦ Repeat!
◦ Talk with other PLT members
◦ Evaluate your own learning/teaching
◦ Try another method of teaching and assessing!
Something to Try
Planning for Practice
Meet with a few colleagues or on your own
Pick a few standards, perhaps the major work of your grade
Take that standard apart!
Define learning targets!
Create assessments that align to the standards
Resources
Resource Sheet
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Mastery Connect
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Achieve the Core
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http://www.teachthought.com/t
echnology/26-teacher-tools-tocreate-online-assessments/
Children’s Mathematics CGI,
Carpenter, et. al
Thinking Mathematically,
Carpenter, et. al
Good Questions for Math
Teaching, Sullivan and Lilburn
K-2 Math Stations, Debbie Diller
Choice Words, Peter Johnston
Marilyn Burns, Math Solutions
Point to Ponder
Assessment is not separate from instruction and in
fact should include the critical mathematical
practices and processes that occur in the course of
effective problem-based instructional approaches…
Using carefully selected assessment tasks allows
you to integrate assessment into instruction and
make it part of the learning process.
-Van de Walle, et. al. Teaching Student Centered
Mathematics.
Thanks for Coming!