# Assessment

## Math Workshop Chapter 9

Math Workshop Chapter 9: Assessment

Happy Mathing,

Dr. Nicki

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## Another Great Multiplication Packet

Check this out! Great stuff for multiplication! It aligns with my upcoming book Math Running Records!

Don’t miss the Online Math Running Records Conference for Multiplication and Division (August 8). Register today!

Remember Fluency Doesn’t Just Happen! You PLAN for it!

Happy Mathing,

Dr. Nicki

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## Quick Fact Tests

Remember, that quick fact assessments should be fun! Don’t terrorize students with these tests. These are just like quick check-ins that students can do as a group or even on their own with a timer. The research says to give 3 seconds a problem. These tests are to let students know how fast they know their facts. They should only ever be in competition with themselves! With that said, here’s the link.

Happy Mathing,

Dr. Nicki

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## Here is another great site for math fact fluency!

It is free! It is printable! It is also informative! Check it out!

Remember that automaticity is only one element of fact fluency! Don’t forget about flexibility and efficiency.

Happy Mathing!

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## Successful Strategies for Guided Math Groups: Nonlinguistic Representations

Marzano (2001) found that nonlinguistic strategies move student achievement. This is exactly aligned with the mathematical practices – using models, representations, sketches, drawings, diagrams and pictures to name a few. Make sure that in each unit of study you use these items. Here are a few examples to get you started (there are lots more on my Pinterest boards).

Happy Mathing,

Dr. Nicki

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## Math Workstations: Component 4 (Academically Rigorous)

Math workstations should be academically rigorous. One way, (a very important way I might add) is to use the DOK Framework. **If you are teaching the CCSSM, both assessment agencies (PARCC and Smarter Balance) are framing activities around this framework.** As the NYC website notes:

*Webb’s Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the content. DOK offers a common language to understand “rigor,” or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.*

Here are a few DOK resources:

http://static.pdesas.org/content/documents/M2-Activity_2_Handout.pdf

http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

http://www.cfn609.org/uploads/4/6/9/6/4696562/s_nevada_dok_math.pdf

http://www.pvpusd.k12.ca.us/images/uploads/Intermediate_math_Toolkit_2.pdf

http://www.polk-fl.net/staff/professionaldevelopment/documents/DOKmath_descriptors_by_level.pdf

http://www.education.ne.gov/assessment/pdfs/Math_DOK.pdf

I plan to do a whole series of posts on DOK soon. In the meantime, just know that DOK is the framework used for rigor in the CCSS. It is very important to consider this framework as you look at units of study, individual lessons, workstations, guided math lessons and performance tasks.

Happy mathing,

Dr. Nicki

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## Math Workstations: Component 3 (Standards Based)

Math Workstations should be standards-based. By that I mean that every single one of the stations should be connected with a standard. In the beginning of the year, many of the initial math workstations will be a review of the prior year’s standards. As the year progresses, you will make workstations based on the current grade level. Sometimes, for your expert level students, who may be working above-grade level, you might do a vertical compacting workstation where you put activities from the next set of standards in the learning progression.

Students should be aware of the standards they are working on in the Math Workstation. It should be as clear as day. I recommend that you put the “I can statement” (a student-friendly version of the standard) written right on the portable math workstation or pasted somewhere near that particular workstation. If students know where they are going, they are much more likely to get there!

When you confer with your students, you can talk about where they are on the learning progression, from their point of view and yours:) Christine Mulgrave-King (2010) refers to this a student ownership of their learning (see her work at http://www.ckingeducation.com).

Happy Mathing,

Dr. Nicki

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## Math Workstations: Component 1

Math workstations first and foremost are data-driven. Data is collected at many different times throughout the year and in many different forms.

**Data Collection Opportunities and Formats:**

**Beginning of the year Benchmark Data (**Beginning of the year data that assesses what children have learned in prior years AND retained).

This is especially important in terms of determining fluency and word problem levels, as well as general knowledge.

**Mid-year Benchmark Data** (Assesses mid-year learning)

**End of the year Benchmark Data** (Assess what has been learned during the year)

**Pre-Assessment of Upcoming Chapter** (Especially important to determine the skills in that particular domain from prior grades…it gives you a starting point and a marker for what you are going to build upon. Also in the pre-assessment you want to check what will be taught in the chapter to see if some students already know it so you can better differentiate the instruction).

**Guided Math Notes** (What is happening in the guided math group? What have you noticed? What are the areas of strength and the areas of challenge?)

**Conference Notes** (What are the students personal learning goals? What goals have you set together?)

**Chapter Quizzes** (In progress monitors)

**Entrance/Exit Slips** (These give great in the moment information)

**Math Thinking Notebook Work** (What kind of work is the student doing?)

**Math Workstation Artifacts** (Recording sheets at math workstations. What does the work show?)

**Chapter Assessment** (Did the student learn the math taught in the chapter? What is the student’s strengths and challenges?)

You should also have an articulated plan for assessing fluency and word problem levels periodically throughout the year.

Happy Mathing,

Dr. Nicki

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## Primary Fluency Packet

Here is another great primary resource! Great fluency fact sort sheets! And another one!

Happy Mathing,

Dr. Nicki

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## Guided Math Videos: Part 3

Here is an excellent clip of a guided math lesson. Notice how the teacher scaffolds her way into the concept with the students. These students do a great deal of work in a small period of time. It is hands-on, interactive and engaging.

Also, notice how the teacher does individual coaching throughout the guided math lesson. This is an essential component of a guided math lesson. It allows for the individual scaffolding within the lesson.

Happy Mathing,

Dr. Nicki

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