How e-Assessment Can Bring Significant Added Value to Maths Lessons
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Presentation delivered by Margaret Ferguson at eAssessment Scotland 2010
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How e-Assessment Can Bring Significant Added Value to Maths Lessons
- 1. How e-Assessment can bring significant added value to maths lessons Margaret Ferguson (Hermitage Academy) Helen Ashton (SCHOLAR)
- 4. Across all years Visual introduction Classroom interaction Independent investigation Assessment Use of ICT Mathematics @ Hermitage Academy
- 5. Visual introduction Overview of the topic Real world context Helps holistic learners Show them where they are going
- 6. Classroom interaction SCHOLAR on whiteboard Animations, interactive graphics, step-by-step examples Everyone starts at the same point Interactive graphics are easier to show and modify
- 7. Independent investigation Work in pairs with one computer Read SCHOLAR material Try activities (feedback from computer) Allows for peer support Fosters discussion Immediate feedback Pen & paper + technology builds confidence
- 9. Assessment Class Assessment: whiteboard Individual Assessment Seniors: use reporting system Keep screen up to check progress
- 12. Assessment Students progress at own pace Can keep trying until confident Individual progression (lots of feedback) Personal help to those who need it most Ability to keep track of progress
- 14. What did you like……about using SCHOLAR?
- 15. Highlights Embed Embed Embed!!! 24/7 access Immediate feedback & support Tracking student progress Impact on the students: Confident individuals, Effective contributors, Successful learners, Responsible citizens.
- 16. Any Questions? SCHOLAR examples http://scholar.hw.ac.uk Choose Scotland > Try SCHOLAR margaret.ferguson@hermitageacademy.argyll-bute.sch.uk H.S.Ashton@hw.ac.uk
- 17. How e-Assessment can bring significant added value to maths lessons Margaret Ferguson (Hermitage Academy) Helen Ashton (SCHOLAR)
Hinweis der Redaktion
- How is this done here is an exampleShow the angel of the North clip and describe the introduction of the topic and the solutionEmphasise that the video can be paused at any time and pupils can check with their calculators getting a feel for the topicShow the tick or trash clip and describe the purpose that although pupils are not ready to try it for themselves they can spot where the deliberate mistake isNext step traditional class lesson on the tangent ratio with some textbook practiceThen Scholar and this may take several sessions for pupils to understand the cover-up method and how to identify which ratio to useJim Scott’s video clip could also go in here because he has only just discovered this method through Scholar and is ecstatic about it but perhaps it should go at the end to show that you can teach an old dog new tricks!!Margaret: Show the cover-up method from SOHCAHTOA in Int 1 Unit 3 3.1(Margaret: blank frame? Helen: odd, am assuming you can see the others – not to worry, we can sort this on Wednesday)
- Scholar also lends itself to whole class investigationIdentifying quadratic equations is a topic which pupils at all levels find difficultShow the materials from quadratics from Int 2 Unit 3 2.1 ???Describe the flexibility and the ease with which pupils can make sketches or notesThis is a topic which will run for several lessons and the materials can be revisited as another class lesson, in pairs and as homeworkPupils can try the assessments over and over with different questions each timeIt provides a huge benefit in NAB preparationThis year’s Int 2 exam had a lot of unit 3 content and my pupils had practiced it extensively which I think contributed to their success
- Margaret: Describe the background to the class in the videoShow the videoDescribe the key advantages of Scholar in this situation, peer support, discussion, feedback, practice, use of jotters & calculatorsPartners help with technology & mathematicsFosters discussion Builds confidence
- Show the Speed distance time e-assessment highlightingGreen tick or red crossThe reveal buttonThe parser? Showing how the answer has been interpretedThe teacher assigns the mark for 1.3 but pupils can reveal to check the languageAgain if a pupil reveals an answer they cannot get a markShow that in the written test with a similar questionThe knowledge of gradient and steepness had been understood part(f)Whole class grasped the language (gradient, steepness)Testid: i2_mth2_2ex1
- You have just seen an example of an assessment. Lets talk a bit about how we use this.Assessment is a very powerful part of ScholarIt can be part of a class lesson on the whiteboard taking answers from pupils When pupils carry out an end of topic test their score is recorded in the reporting systemWhen a class are using the temporary username and password I use a hands-up system where they have to show me their scoreI also use a carrot in this circumstance pupils get to play a game on www.supermathsworld.com but only if they have had success I have placed a screenshot on the last slide. Do you think we want to include it or not?? (Helen: if we make this point last we can have this on the next slide) AgreedPupils are able to take control of their own learning because they know how they are coping each step of the wayThis helps with target setting and revisionShow a NAB script to emphasise the parallel (Gemma’s is attached)Include the ease and speed of attempting these sorts of graphical questions (Ex2)
- NABs: summative assessment at stages in the course. Marked by the teacher.
- Assessment & feedback > discussion board help > monitoringLet’s show Dawn’s clip here.Although she fumbles the last bit a little I would like to emphasiseParents want to help their child at exam time as much as possibleMost parents do not feel equipped to do thisPupils can share their revision and learning with their parentsThe resource is freeThe discussion board offers online support when pupils are stuckThis resource is appreciated as a way for pupils to keep up with their learning when they are unable to come to schoolThe teacher can monitor the progress of all senior pupils in their class
- Margaret: Checking class progress and using the information for remediation by class lessonSharing the report with the class on the whiteboard to highlight common difficultiesChecking pupil progress perhaps as a homework taskPupils who use reveal or skip questions can be identifiedChecking how revision is going prior to a NAB, Prelim or final exam.Pupils can track their own progress with individual reportsThe teacher can tailor the report to show a variety of informationSome questions require the mark to be assigned by the teacherPupils can identify the areas that they are struggling with and ask the teacher for helpMultiplying a single bracket, Multiplying double brackets, common factor & difference of 2 squares, trinomialsDo you know which test it was???Helen: Int 2, Unit 1, end of topic 4 test. Factorisation
- Margaret: Show the clips of Katie & Megan
- Margaret: I would like to highlight key points hereemphasise embedding Scholar into the curriculum as early as possibleAccess from anywhere 24/7, Instant feedback and support, TrackingACfE - Confident individuals, Effective contributors , Successful learners and ultimately responsible citizensHelen: Your audience might not know ACfE, so a little info verbally for them. Margaret: Ooooh ACfE is so big!!! I would want to be very general perhaps just that it is being introduced to all S1 pupils this session. We know so little about assessment I would hate for this to come up at a question and answer session. I am a bit out of my comfort zone here except our approach (Hermitage Academy) of applying rigour and a theme to our S1 course. Feedback would be good here!Helen: It’s big in schools, but university and college staff may not really know much about it (except the bad press!) Agreed, we should not get too tied into this though. I think you can just mention it, that these are the 4 main themes and emphasis that you are contributing to this with the methods you are using – sound okay and vague??? Agreed