Mathematically Speaking 4
by Roger Alcock (continues)
On-Going Assessment
When should we assess what our students know? Continually!
How do we assess our students?
* Standardized tests
* Teacher made tests
* Diagnostic tests
* Quizzes
* Homework
* “Describing and Justifying”
* Group work
* Use of manipulatives
* Writing assignments (in math??? Hmmmmm!)
* Math journal entries
* Long term vs. short term retention
Times are a changing! It is important in math to find the “correct answer,” but it should not be the “end all.” Many people believe that a math test is easy to grade, because the answer is either right or wrong. Math tests are hard to grade if we try to determine what the students have learned, or not learned. Assessment in mathematics should provide a broad picture of what a student knows or doesn’t know. We want to try to understand how they think, how they process, and how they attempt to find solutions to problems…both real life problems and “if plane A leaves NY headed for Florida and flies at 550 mph, and a second plane….” Aaaaah!
We can gain insight into our student’s abilities by observing them in group situations, reading their math journal entries, and listening to their explanations how they solved a problem. We can encourage students to go above and beyond their “assignment.” If we can ignite their desire to learn, we will be surprised at the height of their achievements. Aim for the eagle, and if you miss, bag the pheasant so you don’t have to eat crow!
Why did you become a teacher?? Was it the money?? (oops!) Do you like math, or do you teach math simply because you have to? I have talked to many teachers who did not like math when they were students because they didn’t really understand it. They memorized the process needed to find the correct answer in order to pass the class and keep the teacher and their parents happy. They learned to avoid the question: “why does it work,” because they would be told “don’t worry about that, just follow the pattern.” Many of these teachers, after incorporating the “Ten Principles of Thinking Math,” have found that it is their favorite subject to teach. If you didn’t like math as a child, what didn’t you like about it? How can you change it for your students so that they will learn to enjoy math? When our students enjoy what they are doing, they learn. Why is it that a student who cannot remember the answer to 8x7, can explain all the steps to reach level 9 in the newest computer game? Answer? When our students enjoy what they are doing, they learn!
