Ontario Mathematics Proficiency Test - Pedagogy

How many fundamental principles of assessment and evaluation are there?

7

What are the fundamental principles of assessment and evaluation?

(1) fair, transparent, equitable (2)support all students (3) plan to relate to curriculum, interests, learning styles, needs, preferences (4) clearly communicate with students and parents (5) ongoing, varied, over a period of time (6) ongoing descriptive feedback (7) develop self-assessment skills

Does fairness = sameness?

no

What is responsibility as a learning skill?

take responsibility for behaviour, commitments within learning environment, and hands in work on time

What is organization as a learning skill?

create and follow plan to complete work, prioritize and time management, use info and tech to complete tasks

What is independent work as a learning skill?

independently monitor, assess, revise plans to complete tasks and meet goals, use class time appropriately to finish work, minimal supervision

What is collaboration as a learning skill?

accept various roles in group, equal work in group, respond positively to other members' ideas, build health peer-to-peer relationships, work with others to resolve conflict, share to solve problems

What is initiative as a learning skill?

look for and act on new ideas and ops for learning, demonstrate innovation and willingness to take risks, curiosity and interest in learning, positive attitude for new tasks, recognize and advocate for rights of self and others

What is self-regulation as a learning skill?

set own individual goals and monitor progess, seek clarification or assistance as needed, self-assess/reflect citically on own strengths, needs, interests, identify what's needed to meet personal goals, perseveres and makes an effort in the face of challenge

Why are learning skills important?

skills, outside of the curriculum, that will help students succeed in school and throughout their lives

Categories of Competency: Using Tools Interactively

use language, symbols, test interactively; use knowledge and info interactively; use technology interactively

Categories of Competency: Interacting in Heterogeneous Groups

relate well to others, cooperate and work in teams, manage and resolve conflicts

Categories of Competency: Acting Autonomously

act within the bigger picture, form and conduct life plans/personal projects, assert rights, interests, limits, needs

Knowledge and Understanding

subject-specific content (knowledge) and comprehension of its meaning and significance (understanding)

Thinking

critical and creative thinking skills and/or processes

Communication

conveying meaning through various forms

Application

make connections within and between various contexts

Level 1

falls much below provincial standard, limited effectiveness in demonstrating knowledge/skills

Level 2

approaches provincial standard, some effectiveness in demonstrating knowledge/skills

Level 3

provincial standard, considerable effectiveness in demonstrating knowledge/skills

Level 4

above provincial standard, high degree of effectiveness in demonstrating knowledge/skills

Caveat of Level 4

Does not mean they're achieving BEYOND grade level

Assessment FOR Learning

diagnostic and formative, decide where learners are, where they need to go, and how to get there

Assessment AS Learning

formative, works on students' ability to be their own assessor, monitor personal progress and work towards goals

Assessment OF Learning

summative, becomes public evaluation, statements or symbols that encompass how student is doing

Assessment Framework Principles

(1) where are they going? (2) where are they currently? (3) How do they get to #1?

Five Strategies for Assessment

(1) identify and clarify learning goals/success criteria (2) engineer effective class discussions and activities to understand learning (3) provide feedback to help move forward (4) engage students as learning resources for one another (5) empowering students to "own" their learning

What does "R" mean?

need for specific support to address students' needs to acheive grade-level requirements

What does "I" mean?

Insufficient evidence is available to evaluate learning

What does "median" mean for 7-12 report cards?

median of all students' (including those with IEPs or with

Where can students and parents comment on marks? What can they say?

Third and Fourth page of provincial report: Student (my best work is...) (my goal for improvement is...), Parent (my child has most improved in...) (I will help my child to...)

Do parents have to comment on a report card?

No. But they have to tear off the comment page, sign it, and return to school.

Is the fairest way to provide assessment by providing the same assessment for every student?

No. Fairness is not sameness. Fairness is ensuring equitable assessment, not just equal.

What is "personalized" assessment?

learner at centre, assessment and instruction tailored to students' particular learning and moticational needs

What is "precise" assessment?

links "assessment FOR learning" to evidence-informed instructions DAILY, provide instruction ot the level of readiness and learning needs of individual student

What is "professional learning" in terms of instruction?

focused, ongoing learning for teachers "in context", to link new practices to instruction and assessment FOR learning

What is a "Learning Gap"?

gap between student's actual achievement and their potential for achievement

What contributes to a learning gap?

context, background, socioeconomic status, parent education, and so much more

What is "Universal Design for Learning"? (UDL)

provides teachers with broad principles for planning instruction and designing learning environments for a diverse group of students

What is "Differentiated Instruction"?

allows and encourages educations to address specific skills and difficulties

What is a tiered approach to prevention and intervention?

offers method for early identification of students who are experiencing particular difficulties and a method for ongoing monitoring of progress

What are the core concepts of UDL?

universality and equity (teaching draws on strengths and meets needs of ALL students); flexibility and inclusiveness (time must be sufficiently flexibly for everyone to have a real learning experience); appropriately designed space (learning environment); simplicity (avoid unnecessary complexity and minimize distracting info); safety (physical and emotional)

What does DI include?

provide alternative instructional and assessment activities; challenge students at an appropriate level; use a variety of groupings to meet student needs

What does DI not include?

do something different for every student; disordered or undisciplined student activity; use groups that never change, isolating students; never engage in whole-class activities where everyone participates in the same thing

How many tiers are in the tiered approach to prevention and intervention?

3

What is tier 1?

A/I happens in relation to curriculum, try to use UDL and DI, monitor progress and note who may be struggling

What is tier 2?

in response to assessment FOR, DI and interventions planned for students in need, progress in response to interventions monitored

What is tier 3?

for those who require intense support to achieve learning goals, more precise and personalized, often helped by in-school team or other resources, continue to monitor progress

How do you develop a class profile?

"(1) gather info (2) organize and record info (3) select instructional strats and resources based on class profile (4) plan, implement UDL, DI (5) monitor profress and adjust strategies (6) consult with in-school team and other supports

repeat 4-6"

Why develop a student profile?

know strengths, interests, multiple intelligences, potential, foresee need, develop targeted assessment, etc.

What are the principles underlying the ON math curriculum?

recognize diversity of students who study math and incorporate that; incorporate mathematical process expectations

What is the role of the teacher in math?

DI for math; foster necessary communication skills; create engaging content; varied assessment opportunities

What is an overall expectation?

knowledge and skills students are expected to demonstrate by end of grade

What is a specific expectation?

describe expectations in detail, can help guide teachers

What is the mathematical process?

problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, communicating

What skills are important for achievement in math?

planning, processing, communication, organization, making connections

How do you promote a positive attitude towards mathematics?

allow many processes to come to the same solution; inform students that any problem solving takes time and effort