EDUC 793S Portfolio Key Assessment – Effect on Student Learning: Math

Overview

In the Effect on Student Learning of Mathematics Key Assessment, teacher candidates analyze and interpret assessment data collected during the implementation of the Unit Plan. Based on these data, candidates will reflect on their ability to improve student learning of mathematics. This key assessment is submitted via TK-20 within the internship portfolio.

Purpose

Developing coherent lessons organized around a central theme (as candidates did in the Unit Plan Key Assessment) is a critical first step in supporting student understanding of mathematics concepts, procedures, and relationships. Building on the foundation of a well-developed unit, teachers must also analyze data from their unitÕs assessment plan during and after the enactment of the unit. During the unit enactment, they may need to adjust instructional plans to meet student needs. Following the unit enactment, they must determine the effect of their teaching on student mathematics learning. The Effect on Student Mathematics Learning Key Assessment provides an opportunity for candidates to demonstrate their ability to improve student learning.

Connections to Standards

National Council of Teachers of Mathematics 2012 Elements

3a) Apply knowledge of curriculum standards for secondary mathematics and their relationship to student learning within and across mathematical domains.

3b) Analyze and consider research in planning for and leading students in rich mathematical learning experiences.

3e) Implement techniques related to student engagement and communication including selecting high quality tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing student misconceptions, and employing a range of questioning strategies.

3f) Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students.

3g) Monitor studentsÕ progress, make instructional decisions, and measure studentsÕ mathematical understanding and ability using formative and summative assessments.

5c) Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to which studentsÕ mathematical proficiencies have increased as a result of their instruction.

6b) Engage in continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all studentsÕ mathematical knowledge development; involve colleagues, other school professionals, families, and various stakeholders; and advance their development as a reflective practitioner.

7c) Develop knowledge, skills, and professional behaviors across both middle and high school settings; examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment.

Requirements

The Effect on Student Mathematics Learning is based on the assessment plan from the Unit Plan Key Assessment (EDUC 426/628). Not counting student work and assessment samples/exhibits, the narrative can be anywhere from 2 to 5 pages, but I think that more than 3 pages is hard to justify.

1. Describe the pre-assessment(s) that were used to determine the baseline knowledge of students.

a. Describe the baseline knowledge of interest.

b. Analyze the baseline data and describe studentsÕ knowledge at the beginning of the unit.

c. Describe how the instructional plans for the unit were adjusted as a result of the baseline data.

2. Describe the formative assessment(s) that were used to identify how students progressed toward lesson/unit objectives during the unit enactment.

a. Briefly describe the formative assessment plan (e.g., types of assessment used, frequency of use, targeted mathematics knowledge).

b. Analyze the formative assessment data and describe studentsÕ progress in meeting unit/lesson objectives during the unit enactment.

c. Describe how instructional plans were adjusted as a result of the formative assessments.

3. Describe the summative assessment(s) that were used to measure the degree to which students reached lesson/unit objectives by the end of the unit.

a. Briefly describe the summative assessment plan (e.g., types of questions used such as multiple choice, open response, or performance task, alignment to unitÕs curriculum goals).

b. Analyze the summative assessment data to describe the degree to which students reached lesson/unit objectives.

c. Compare the summative assessment data to the baseline data to determine the degree to which student mathematics understanding grew during the unit.

4. Based on your analyses of the baseline, formative, and summative assessments, describe how you might change your instruction of this unit in the future.

Process

1. Develop unit plan (EDUC 426/628).

2. Collect, analyze, and reflect on baseline data.

3. Enact the unit, collecting student work samples and formative assessment data. Analyze and reflect on formative assessment data during the unit enactment and revise lessons accordingly.

4. Collect and analyze summative assessment data.

5. Conduct a comparative analysis of the summative assessment data to the baseline data (feel free to include comparisons to formative assessment data as appropriate).

6. Reflect on the results of your analyses.

7. Write a brief narrative describing your analyses, reflections, and conclusions (see Requirements section above).

Rubric

Connections to Other Assessments

1. Curriculum Unit Plan (EDUC 426/628)

2. Praxis II Principles of Learning and Teaching (Grades 7-12) Exam

3. Lesson Plan Enhancement (EDUC 412/602)

Grader(s)

Secondary Mathematics Program Coordinator

Additional Resources

1. Assessment Basics: https://www.cmu.edu/teaching/assessment/

2. Online Statistics Textbook: http://onlinestatbook.com/

3. Qualitative Analysis: http://www.sagepub.com/upm-data/43454_10.pdf