Formative Assessment Project Stephanie Hanson EPS 541 Spring 2013

Literature Review Darling-Hammond (2010) suggests that a student assessment system should be one in which, All students have a clear idea of how learning progresses and what they can do to improve. This helped me to see the connection between formative assessment and learning progressions and guided my thinking for my formative assessment of math word problems. Clements & Sarama (2009) identify three major components for all mathematical learning trajectories: goals, development progressions, and instructional tasks. I found this framework helpful when developing my learning progression. I believe these three components aligned well to the four types of knowledge discussed in the Effective Learning in Subject Matter Area module. I chose to organize my learning progression around these four types of knowledge: conceptual knowledge, procedural knowledge, metacognitive knowledge, and habits of mind. However, Clements & Saramas three main components of learning progressions in math also informed my thinking for each type of knowledge. Clements & Sarama (2009) explain that goals are the big ideas or mathematical concepts and skills. I understand goals to be directly correlated to conceptual knowledge. In other words, how the math concepts or skills progress and become more sophisticated over time. Within my particular standard: CCSS 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding, there are several mathematical concepts and skills required of students. At the most sophisticated level, students must have

knowledge of all four operations: addition, subtraction, multiplication, and division. They must also understand the relationship between the operations in order to solve the word problems. The standard also calls for algebraic knowledge in order to set up an equation or number sentence with an unknown variable. Finally, students must be able to use mental math or estimation to determine the reasonableness of their answer. The Ohio Department of Education developed a helpful trajectory for mathematical skills students will need to solve word problems using the Common Core State Standards (CCSS). In Kindergarten, they highlight that students should be able to solve addition and subtraction word problems. In first grade, students progress to solving addition word problems with three addends. In second grade, students use addition and subtraction to solve one- and two-step word problems. In grade three, students use multiplication and division to solve word problems. Finally, in grade four, students solve multistep word problems involving the four operations, including interpreting the remainder and assessing the answer for reasonableness. This directly aligns to the grade four CCSS I selected. Mosher (2011) cautions teachers using standards in conjunction with a learning progression by stating, The learning progressions orientation encourages determining where students actually are on the path rather than simply noting whether they have reached the level the standards expect them to be at the end of each grade, grade band, or course. Although the Ohio Department of Educations progression creates grade level benchmarks, it could still be used to frame thinking around the learning progression that occurs when solving word problems in math. Not all of my fourth graders will have the skills to solve the types of word problems described in the fourth grade standard,

however, I can still backwards map to determine what a students is able to do, and therefore, what they need to be able to do next. Clements & Sarama (2009) describe development progressions as the different levels of thinking that students exhibit in math. They believe that these levels of thinking become more sophisticated over time and that teachers should determine both what students are doing and thinking in order to get an understanding of their development level. I find that development progressions connect well to metacognitive knowledge. When my students thinking is transparent, then I am better able to make instructional decisions that will push my students level of thinking. Solving strategies assist in making students thinking more clear. When solving word problems, I chose to expose my students to a solving protocol called SOLVE. SOLVE is a mnemonic device that breaks the solving process into ordered steps. When a student uses this protocol it is easier for me to see their thinking, and possibly identify the point at which they made a mistake. This leads to the final component of mathematical learning progressions: instructional tasks. Clements & Sarama (2009) describe instructional tasks as the tasks or instructional strategies that will assist a student in moving into the next level of thinking. I connected instructional tasks to procedural knowledge. Procedural knowledge becomes more sophisticated and automatic as students advance in the learning progression. With mathematical word problems, instructional tasks include the type of strategy the student is using to solve the word problem. From my experience, students typically progress from concrete to abstract. Therefore a student may begin by solving word problems using hands-on manipulatives, such as counters or cubes. Next, the student might progress to a pictorial model

in which they are drawing the steps that occur in the word problem. Finally, students will progress to more abstract strategies such as using a number line, a hundreds chart, an array, or finally, using an equation with an unknown variable. This progression of strategy use mirrors the strategies progression suggested by the Ohio Department of Education. Their CCSS progression identified kindergarten students using objects or drawings, first graders using objects, drawings, and equations, second graders using drawings, or equations, third graders using arrays, and fourth graders using equations to solve word problems. This progression of solving strategies suggests a progression from concrete to more abstract solving methods as well as a refinement of strategy use in which students progress to choosing the most appropriate and efficient strategy given the type of word problem. I also chose to include the fourth type of knowledge in the organization of my learning progression: habits of mind. I believe that students must develop certain habits of mind in order to progress along the continuum of learning. Students must develop a stronger sense of independence, in which they become less reliant on the teacher and are able to locate other references to help them. They must also develop a strong stamina, which helps them to push through difficult problems, knowing that they can use multiple pathways to get to the answer. FRAMING GRAPHIC: Defining a Learning Progression Learning Progression Topic Area Mathematical Word Problems

Novice: Is developing math vocabulary and uses concrete manipulatives or pictorial representations to

Practitioner: Demonstrates some knowledge of math vocabulary and use concrete representations or

Independent/Expert: Integrates knowledge of math vocabulary, number and operation sense, and procedural knowledge to

solve single-step word problems.

simple mathematical strategies to solve singlestep and some multi-step word problems. Conceptual Knowledge: Knowledge of some math vocabulary that indicate the operation(s) to be used in a word problem, however, the bulk of vocabulary knowledge relates to only addition and subtraction and vocabulary that relates to division and multiplication are often confused

solve multi-step word problems using a range of strategies.

Conceptual Knowledge: Limited and developing knowledge of math vocabulary that indicate the operations of addition or subtraction, however the operations may be confused Procedural Knowledge: Correct identification of addition or subtraction with teacher prompting Use of strategies such as concrete manipulatives or pictorial representations

Conceptual Knowledge: Knowledge of math vocabulary that indicate any and all of the four operation(s) to be used in a word problem, including but not limited to: sum, in all, total, more, difference, less, leftover, product, equal groups, equal sharing Procedural Knowledge: Correct identification of any of the four operation(s) Successful use of different mathematical strategies including but not limited to: drawing a picture, using manipulatives such as counters, rods, or tiles, number line, hundreds chart, skip counting, equal sharing, equal grouping, calculator, setting up a number sentence Metacognitive Knowledge:

Procedural Knowledge: Correct identification of addition and subtraction, but limited identification of multiplication and division within a word problem Metacognitive Knowledge: Successful use of a Limited awareness few mathematical of solution paths strategies including: that are effective drawing a picture, for single-step word using manipulatives problems such as counters, No knowledge of rods, or tiles, solution steps that number line, are effective for hundreds chart, multi-step word calculator, setting problems up a number Employ the same sentence strategy for

different word problems with varying degrees of success Habits of Mind: Require significant teacher support in order to complete difficult problems Teacher is sole source of information

Metacognitive Knowledge: Fully aware of Aware of solution solution paths that paths that are are effective for effective for singledifferent types of step word problems word problems Limited knowledge Actively seek and of solution steps employ patterns and that are effective for solution methods multi-step word that are successful problems Habits of Mind: Seek and employ patterns and Seek multiple solution methods pathways to the with teacher or peer same solution prompting Persist through difficult problems Habits of Mind: Refer to multiple Seek pathway to a sources of solution information Persist through including anchor difficult problems charts, textbooks, with teacher and peers support Begin to seek information in outside sources

Formative Assessment In crafting my formative assessment I wanted to be sure that I could measure the four types of knowledge my students would need to solve word problems. In my learning progression conceptual knowledge develops by means of the type of operation that students are required to use in order to solve. To increase complexity, when working with word problems students must use knowledge of math vocabulary in order to determine which operation to use. This means that students must have a strong knowledge of math vocabulary

words that cue each operation. My novice stage included students developing some knowledge of math vocabulary that signals addition and subtraction, however there may be confusion. My practitioner stage included effectively being able to identify math vocabulary that signal addition or subtraction, but having limited knowledge of vocabulary that signal the use of multiplication or division. My expert stage consists of a wide knowledge of math vocabulary that signals each of the four operations. In order to get a sense of my students conceptual knowledge, I created math word problems that contain vocabulary words that signal each operation. This way, I could determine which operation words students can successfully identify by looking at the operation they used to solve. Students are also able to access the math operations word wall in the classroom to help identify vocabulary words that signal which operation to use. The procedural knowledge in my learning progression developed along two paths. One path was the operation that students were able to successfully identify and solve with and the other path consisted of the type of strategy the students used to solve the problem. For my novice stage, students are beginning to successfully identify and use addition and subtraction. In my practitioner stage, students successfully use addition and subtraction, but are beginning to explore multiplication and division. In my expert stage, students are successfully using all four operations. For my formative assessment, I require my students to show all their work and thinking for each problem, and I model what thinking may consist of (drawings, equations, using a calculator, using algorithms, etc.) By showing their work, I can easily see the type of operation the students chose to use to solve and their work should indicate whether or not they were successful in executing the operation. Showing work also helps me to see which type

of strategy the students used to solve. In the novice stage, students use very concrete methods such as using objects or pictorial representations. In the practitioner stage, their strategies become more abstract and efficient as they begin to use number lines, hundreds charts, arrays, and number sentences. In the expert stage, students are able to strategically select from a multitude of strategies in order to solve. With my formative assessment, I included word problems that would accommodate a wide variety of strategies. This allows me authentically assess the types of strategies my students use to solve different word problems. In order to assess my students metacognitive knowledge, I provide my students with a solving protocol visual tool. The solving protocol I chose to use is SOLVE. SOLVE is a mnemonic device that breaks down the solving process into ordered steps. S calls for students to study the problem. This includes underlining the question and identifying what the problem is asking the student to do. O calls for students to organize the facts. This includes underlining necessary facts and crossing out unnecessary facts in order to list all relevant facts. L calls for the student to line up the plan. This is when the student chooses an operation(s) and writes in words the plan of action for solving. This step is particularly helpful for identifying the strategy or method for solving. V calls for the student to verify the plan of action. This should include estimating an answer and carrying out the plan. Finally, E calls for the student to examine results and explain results. This may include comparing the estimate to the solution or answering the question, Does this make sense? Explaining would include answering the original question in a complete sentence with the appropriate label. I allow my students to use the SOLVE visual tool and provide copies if they would like to use it for solving each problem on the assessment. I also make an anchor chart with the protocol visible in my classroom

throughout the year. Students that choose to use the protocol during their solving experience make their thinking visible. This allows me to see where in the process they were successful or unsuccessful. Finally, in order to assess their habits of mind, I intend to time the assessment in order to see how many problems they are able to persevere through in a given amount of time. I provide students will 5 minutes per word problem, accounting for 1 minute spent at each step in the SOLVE protocol. I also keep a class roster available so that I can make anecdotal notes about students that ask for teacher assistance. This would indicate that they are in the novice or practitioner stage of my learning progression because they have not learned to access outside resources and still seek me as their primary source of assistance. At the end of the formative assessment I include a checklist for students to identify the resources they consulted while taking the assessment. Independence and perseverance are both habits of mind that I want to develop in my students when working on word problems. The timed assessment and checklist help to reinforce these habits in my students that are in the earlier stages of the learning progression. Formative Assessment Word Problems Directions: Solve the following word problems. Show all your work and thinking. You may consult materials and resources in the room. You may also use the SOLVE visual tool for each problem. 1. Ms. Hanson has 9 chapter books. She gets 3 more from the library. How many chapter books does she have in all?

2. Mr. Logan brings 25 cupcakes to school for his birthday. The class eats 18 cupcakes. How many cupcakes are leftover?

3. Ms. West is taking the fourth grade to a movie. The movie theater has 5 rows of 7 seats each. How many people can sit in the movie theater in all?

4. Brianna has 24 mints. She wants to share them equally with herself and 5 friends. How many mints will each person get?

5. Ms. Daniels class has 16 students and Ms. Wests class has 14 students. If each student brings two folders to school, how many folders will there be in all?

6. Dodge and Morton are combining into the same school building. Dodge has 245 students. Morton has 255 students. If each class has exactly 20 students, how many classes will there be in all?

Directions: Make a check for every resource that you used while completing the assessment. SOLVE Anchor Chart Math Reference Book Operations Word Wall Other Anchor Chart _____________________________ _____________________________

SOLVE Visual Tool S Study the Problem

Organize the Facts

Line up the Plan

Verify your Plan of Action

Examine your Results and Explain

Differentiated Responses This formative assessment allows for many types of differentiation. The first time I give the formative assessment I will be able to gather baseline data for each of my students. This baseline data will provide me with raw information about which types of problems the students got right and wrong. In addition to correctness, the assessment will allow me to see the types

of strategies that my students are using to solve. It will also provide me with information about students knowledge of math vocabulary for the four operations. I will even get a glimpse into their habits of mind with the checklist at the bottom of the assessment and observation notes taken throughout the assessment. Below is a breakdown of the success criteria for each problem on the assessment. By using this criteria as a checklist I can pinpoint where my students fall on the progression for each knowledge domain. Other forms of differentiation might include reading aloud problems to students that have this accommodation in their IEP. I attempted to keep all problems at an accessible reading level however; some students may still require the problems read aloud to them in order to show math knowledge. Some students may also require more support with their visual tool. I could easily adapt the visual tool by adding descriptions for each step in SOLVE. If there are students that continue to struggle with most or all problems or experience success with most or all problems, I can easily modify the numbers in the problems to provide more support or create an extra challenge. Ultimately, the formative assessment would serve as a baseline for assessing whole class knowledge of word problems. This would allow me to build on the strategies that most of my students are using and focus my instruction on problems that that are just right at or just above most of my students in the learning progression. I can also use this formative assessment to target individuals or small groups of students that show they need additional teaching in word problems in order to get an extra push to the grade level benchmark.

Success Criteria
Conceptual Knowledge Problem 1 Correctly identifies more and in all as addition Procedural Knowledge Strategy Used: Metacognitive Knowledge SOLVE Steps Present: S O L V E SOLVE Steps Present: S O L V E SOLVE Steps Present: S O L V E SOLVE Steps Present: S O L V E SOLVE Steps Present: S O L V E SOLVE Steps Present: S O L V E Habits of Mind Resources Used:

Problem 2

Correctly identifies leftover as subtraction

Strategy Used:

Resources Used:

Problem 3

Correctly identifies each and in all as multiplication

Strategy Used:

Resources Used:

Problem 4

Correctly identifies share, equally, and each as division

Strategy Used:

Resources Used:

Problem 5

Problem 6

Correctly identifies each as multiplication Correctly identifies in all as addition Correctly identifies combining as addition Correctly identifies each and in all as division

Strategy Used:

Resources Used:

Strategy Used:

Resources Used:

Clements, D.H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York, NY: Routledge. (2011). Common core state standards mathematics. Retrieved from http://katm.org/wp/wpcontent/uploads/2011/07/K-8-Learning-Preogressions-Ohio.pdf Darling-Hammond, L. (2010). Performance counts: Assessment systems that support highquality learning. Washington, DC: Stanford Center for Opportunity Policy in Education. Mosher, F. A. (2011). The role of learning progressions in standards-based education reform. CPRE Policy Briefs, RB(52), 1-16.