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Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 1
Department of Education (S366A0200002)) October 2008
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 2
Department of Education (S366A0200002)) October 2008
1
VMP OGAP Design Team members
involved in fraction development Active OGAP National Advisory Board
• Leslie Ercole, VMP
• Linda Gilbert, Dotham Brook School • Mary Lindquist, Callaway Professor of
Mathematics Education, Emeritus; Past President
• Kendra Gorton, Milton Elementary School of the National Council of Teachers of
• Steph Hockenbury, Chamberlin School Mathematics
• Beth Hulbert, Barre City Elementary and
Middle School
• Amy Johnson, Milton Elementary School
• Ed Silver, University of Michigan
• Bob Laird, VMP
• Ted Marsden, Norwich University • Judith Zawojewski, Illinois Institute of
• Karen Moylan, Former VMP Technology
• Cathy Newton, Dotham Brook School
• Susan Ojala, Vermont Mathematics Initiative
• Marge Petit, Marge Petit Consulting, MPC
• Regina Quinn, VMP
• Loree Silvis, VMP
• Corrie Sweet, Former VMP
• Tracy Thompson, Ottauquechee School
• Jean Ward, Bennington Rutland Supervisory
Union
• Rebecca Young, Hardwick Schools
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 3
Department of Education (S366A0200002)) October 2008
2005 Study
revisions
revisions
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The VMP Ongoing Assessment Project (OGAP)
was developed to respond to two needs:
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 5
Department of Education (S366A0200002)) October 2008
• Teachers believed that students had adequate prior knowledge for the
lesson - and that if they did not, it was mostly due to low ability - innate
deficiencies.
• Teachers believed that students in the class were learning what the
teacher was intending to teach – usually based on the responses of a few
students.
• Teachers were often surprised and frustrated when students did poorly
on subsequent assessments.
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Four Principles that Guided
OGAP Thinking, Work, and
Products
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 7
Department of Education (S366A0200002)) October 2008
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 8
Department of Education (S366A0200002)) October 2008
4
Principle # 3: Use Frequent Formative Assessment
(NRC, 2003) and Black and Wiliam (1998))
Examples: Non-examples:
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 9
Department of Education (S366A0200002)) October 2008
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 10
Department of Education (S366A0200002)) October 2008
5
Principle # 3: Use Frequent Formative Assessment
(NRC, 2003) and Black and Wiliam (1998))
……One Formative
Assessment Strategy
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 11
Department of Education (S366A0200002)) October 2008
6
Cognitive Research
Articles
Principle # 4: Build
Assessment on Cognitive
Research (Knowing What
Students Know, National
Research Council (2000)) Distilled and
used to …
… interpret student
… develop short focused items
work and inform
(and bank of items) designed to
instruction.
elicit developing
understandings, common errors,
preconceptions, or
misconceptions.
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 13
Department of Education (S366A0200002)) October 2008
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 14
Department of Education (S366A0200002)) October 2008
7
It is not formative assessment alone OR
knowledge of cognitive research
alone…
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 15
Department of Education (S366A0200002)) October 2008
Understand evidence
in student work used
to inform instruction
…understanding the
Going beyond instructional implications
celebrating different of the strategies and
strategies TO… taking action
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 16
Department of Education (S366A0200002)) October 2008
8
One tricycle has three wheels. Transitional
How many wheels do 29 tricycles have? Multiplicative
Strategy
Write an equation to match this picture.
Additive Strategy
Multiplicative Strategy
Farmer Brown donated 7 dozen
eggs to the senior center.
How many eggs did he donate?
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 17
Department of Education (S366A0200002)) October 2008
Structures of Problems
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 18
Department of Education (S366A0200002)) October 2008
9
MMSTLC Fall 2008 OGAP Workshops
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 19
Department of Education (S366A0200002)) October 2008
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