Assessment in MFM1P – Update

Here’s a short update on my grade 9 applied course. I’ll try to explain this as clearly as I can…bare with me.

An integral part has been our weekly mastery days. I’ve written about those days along with the tools that make them possible here. These days have been so important to our learning and we will definitely be doing them again next semester.

Allowing For Differentiated Learning and More Student Accountability.

Having these days allows students to have more responsibility in their learning not less! We are using a web based and app based tool called Freshgrade (You can read about how I set that up for mastery days here – this post will be mostly about the benefits). On our mastery days students have to scan through their portfolio and decide which learning goals (expectations) to improve on….then, they, the student, has to go and make that improvement happen (Each LG in Freshgrade has links to questions for them work on). So our mastery day is filled with students all working on different expectations from the course — according to their need. With the encouragement I give them they know it’s up to them to work towards mastery on each learning goal.

Student view of a learning goal to improve:

An activity in Freshgrade I’ve called a learning goal. Each one shows student achievement and next steps to improve.

Capturing Growth Informs Instruction & Assessment

The portfolio tool in Freshgrade is amazing. It captures and holds all of their work. It provides me great insight into their learning. As students work to improve their learning goals (expectations) they upload pictures of their work through the app. I get to see that work and provide audio or written feedback also through the web/app or in person. What I love is that I get to see all that interaction for each learning goal (expectation) forever. I can see the growth that my students are making. My old spreadsheet tool never tracked past work…only most recent. I love being able to see a student’s thinking progression as they attempt problems. It makes me as a teacher more confident about that student’s ability on the course expectations.

For example, this student uploaded a picture of their work on solving a proportion. They were confused on the nature of proportional relationships. After a comment and talking with the student they made corrections and re-uploaded. Their next step is to attempt a new problem to show consistency. That progression of learning stays in their portfolio for us both to see!

A student view of their portfolio:

Can’t see the video? Click through to the post

Capturing all of their progress and achievement in Freshgrade also provides me a ton of data. Since I set up the categories in Freshgrade to be the strands from the curriculum and each learning goal is assigned to one of those strands I get to see my class’ achievement on those strands. For example, If I filter the activities (learning goals) to only see the ones for linear relations I can see if we need to work more on linear relations. This has been great in the spiralled course. We can spend more time on what we need.

Gradebook view showing learning goals and student achievement.

I hope I explained our mastery day process clearly……now, onto an updated day-to-day plan for MFM1P.

Planning:

Each semester I’ve spiralled I’ve kept a spreadsheet that outlines my day-to-day. In the links below you can see those outlines in detail. I’ve included each semester on it’s own tab.

Webpage view of the outline

Get your own copy of the Google Sheet (You’ll need a Google account).

Sign up for a free Freshgrade account

Mastery Day – MEL3E Day 7

Today was our first Mastery day. It’s a day where the students get a chance to improve on their skills. In their previous math classes it’s most likely that when they had a test or assignment their teacher marked it and then that mark went in their gradebook and it stayed there all year. So that’s great if I aced that assignment. Not so great if I did poorly on that assignment. Especially in this course, ideas and skills carry forward (and backward) from strand to strand. So…our mastery days are designed so that a student can choose an area of the course that they feel they need to improve upon….and then if they show me improvement I go to my gradebook and update their grade.

This means that our gradebooks change from recording test marks……to recording their progress/knowledge level on the specific expectations of the course (Check out Standards Based Grading in math here, here, and here).

For out first mastery day we had some setup to do. I am trying a new tool (for me) called FreshGrade. It’s an online student portfolio tool that also has a gradebook!!!!  What drew me to this is the ability to choose a variety of different marking setups. I had my eye on setting up a marking scheme that doesn’t show the students a grade. It shows them bench marks like Approaching the expectation, Meets the expectations, Exceeds the Expectation! 

I find that most students in MEL3E are aiming for a pass……traditionally these students stop as soon as they get a grade back from the teacher! That means the learning stops! The improvement stops. And I don’t want that. So….I hold back the number grade and ask them to “make it better”. And when they may have normally packed it in on that skill….they find themselves earning marks better than they expected. I want my students to improve upon all their learning all year. I don’t want the learning to stop just because we had an assessment on it.

For the first half of the mastery day the students logged into their FreshGrade accounts. I gave a demo on what they will see in their “activity feed” on their devices.

Each “box” shows an activity that I created (my activities are the learning goals/expectations/standards for the course). They can see their current progress on that expectation under the heading “Assessment”. When they click on the “More” link they see the curriculum expectation and resources that can help them work at improvement on that expectation.

On the What’s The Best Deal expectation I included links to a few practice problems for students to try. They open them up, complete the problems, or seek help on them and if I see improvement then I go and change their progress. Today my students accessed those new questions and did their work on their desks. They took a picture of it and hit the upload button and BAAAM! we’ve got a record of their work. The students get to build their very own math portfolio!

And the beauty of the mastery day is that their learning/improvement is differentiated. Each student decides where they want to improve. If they are meeting expectations on one standard and not another….they can go and choose to upgrade that other standard. As we move through the course more and more curriculum expectations will show up in their feed which means they will get more to choose from. Students can upload work on these expectations anytime. When they do upload I get a notification to my iPad/phone showing the new work. I can assess that work right away give them either written or audio feedback and change their mark immediately!

Here is a look at the teacher side from the website:

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I see a colour coding of the classes progress. From this page I can click on a student and update their grade and then immediately update another student’s grade.

During the last 25 minutes of class I got them to complete their first quiz. It was 4 questions. I’ve sectioned off parts of the paper so I can give them feedback on what they need to fix. Everything is always fixable. Once they correct their work I’ll record their grade/progress in FreshGrade.
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Since today was the first mastery day….a good chunk of time was spent setting all this up most students didn’t finish the quiz…..so tomorrow we’ll repeat this all over again.

This is the first semester I’ll be trying FreshGrade….so we’ll see how it goes. Anyone have tips on FreshGrade? The previous 3 semesters I was using “The Spreadsheet” that myself, Kyle Pearce, and a few others modified for mastery days. Freshgrade allows me to do similar things easier. What I’m a little worried about is when that list of curriculum expectations grow…..the first few will get buried in the feed. Think of your Facebook feed. Scrolling back to a post you saw yesterday is even impossible. I’m hoping those first few won’t get forgot about because they are so far down in the feed.

More tomorrow!

 

 

Teach Math with Spiralled 3-Act Tasks – a full course

This semester was my first go at spiralling a course through problems instead of units. Traditionally we teachers follow the chapters and sections from the textbook. Well why not? It’s all laid out and organized nicely….most times in 1 day chunks….no planning needed, am I right???

How exciting is it though? How much do students really need to think? Are they really solving problems and learning mathematics.

After reading about spiralling from Alex Overwijk and bouncing ideas back and forth with Kyle Pearce we decided to give spiralling 1P math with 3 act tasks a try.

Each day or two I would  introduce to a new 3-act math problem (read Teaching with 3-Act Tasks) to solve with students. We would use that to stimulate wonderings and finally narrow down to a particular goals I wanted to cover.  Each of these lessons is taught with a 4 part math lesson (From Kyle Pearce) which always has students working on solving problems on their own FIRST, and then we step in and teach skills (“math teachery” way) after.

We did not teach within units. We mixed up our 3-Act tasks and problems throughout the semester.

I kept a list of all lessons, and order I used, along with any resources like blog posts, video files, handouts, etc. I wanted to share that list below.

Spreadsheet design was by Kyle

The spreadsheet shows for each day,

  • the strand we covered,
  • the learning goal (LG – for my assessment sheet),
  • the topic, notes for planning,
  • the inquiry lesson portion (3-Act math problem(s))
  • connections to other strands (a place for me to remind myself to tie this piece to other strands)
  • the consolidation/practice resources/links
  • other resources like blog posts, handouts, links, tweets, etc.

Screen Shot 2015-05-21 at 11.50.42 AM

You may notice the bright pink row. These are our assessment/mastery days. We had one whole class each week for this.

The first half of an assessment/mastery day class was handing back of past paper assessments that look like:

Assessment

Each one consisted of 4 questions that covered the learning outcomes of the last week or so.  I wrote feedback for any question that weren’t completed perfectly. They were to read the feedback and re-do those questions.

I let them know that everything counts…..I consider all our conversations, my observations and anything they hand in for their grade.

Also during the first half of class students worked towards upgrading their skills. They access their customized spreadsheet which shows their achievement on each of the learning goals. They choose a learning goal to upgrade. Based on their prior achievement they are given another task to try. After I assess this new task I go and change the mark for that learning goal.

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Both Kyle and I have written posts on this sheet a few times. (here, here, and here). An idea we extended from Alice Keeler.

We spend a good chunk of time working at getting better on our skills always promoting growth!

The last half of the class we do this week’s paper assessment (that looks like the one above). I mark it and give it back so that next Tuesday we can do that all over again.

Here are some benefits I have noticed from both spiralling and teaching through problem solving:

  • Almost no need to review at the end of the year. We reviewed all through.
  • Students see how math connects together. (Proportional reasoning shouldn’t stand as a lone unit when you have linear relations and algebra to teach too!).
  • Students were more confident in math than I’ve ever seen them. (And for 1P’s too!). When teaching in units, students know that whatever problem we will solve today HAS to do with what we learned yesterday. When we teach through spiralling students are always wondering what math they can use to solve the problem at hand. My students became great at risk taking! They would try! How many times has it been where we give a new problem to our students they complain that you haven’t shown them how to do this. My students were given new problems everyday and they became great a trying strategies. Whiteboards help immensely with this too!
  • A time saver! You may think that I would run out of time teaching this way…..I couldn’t possibly teach through problem solving and still cover everything, let alone booking a whole day dedicated to growth EACH WEEK! We had lots of time. Since each lesson tied multiple expectations and learning goals together, we could cover more in one lesson than we could in two lessons the old way. The growth/upgrades each week allowed students to practice skills from all over the course. Around mid-term time I gave my students an old final exam to see how they would do, and they did great!!! I was amazed. We still had half a semester to go!

Since we are coming close to the end I wanted to share my experience! Feel free to check out my daily plan from grade 9 applied

As always, if you have any recommendations or feedback for me I would love to hear about it!

 

 

Help us Make the Awesome Assessment Tool We All Need!

Our semester is now half over and the use of our spreadsheet and mastery learning has been amazing. I didn’t think that the spreadsheet system Kyle and I created back in January,  based on Alice Keeler’s Google Sheet’s and Gamifying the classroom, would have had this much of an impact on student learning. But it did!

We want to take our Assessment spreadsheet for growth learning to the next level!

Students are empowered! They are taking learning into their own hands. They can see on their student view each learning goal (expectation) and their achievement on that goal. They have specific feedback on what to do next! They can access the customized questions based on their skill level and improve! More than before they can see exactly what to do next to get better. Screen Shot 2015-04-16 at 4.20.29 PMHowever, we know that the Master View of the spreadsheet looks intimidating to set up and edit. Screen Shot 2015-04-16 at 4.34.56 PM We have shared this spreadsheet with many educators from all different subjects, and we get the same response “This looks awesome! but…..it’s scary ….what if I delete a cell here or there by accident? Would it mess it all up?”

Answer: It could!

We love this tool….we want to make it better and so much easier to use. That’s where we need help!

We are just regular’ ol’ math teachers.

We imagine this on the web.

We need the help of web programmers.

In the web version:

Students, parents, can log in access and view their achievement. Share it even! A place to capture their learning!

Teachers can log in, track marks, provide feedback, award mastery badges, give next steps, reveal new questions for mastery, point to extra help resources all in one place. They could capture and store student work. Teachers could share learning goals (even whole courses) and the activities/resources they have with other teacher users.

So many tools are out there for assessment. None of them are a complete system. This one is!

We have so many ideas on where this could go….but we are stuck. We need it to be more user friendly.

Please share this out! If you know of anyone who wants to partner up, share our passion and help make this happen as much as we do….show this post to them!

Kyle over on Tap Into Teen Minds has also written a post. Go on over there are read his too!

If you yourself are interested in partnering up with us fill out the form below Let’s make that assessment tool we ALL Need!