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# Five authentic assessment strategies

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# Five authentic assessment strategies

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### Five authentic assessment strategies

1. 1. Five Authentic Assessment Strategies for Math Maria Andersen, Ph.D. • Core Adjunct Faculty, Westminster College • CEO, Coursetune busynessgirl@gmail.com Twitter: @busynessgirl
2. 2. Traditional STEM Assessment
3. 3. Actual STEM Workplaces In the workplace, people have access to references and technology.
4. 4. 1. Give students resources and technology
5. 5. Provide Formula Sheets REMOTE/ONLINE TEACHING TIP: Mail one to students without printers!
6. 6. 14 pages of mathematical formulas (not counting probability and statistics)
7. 7. Allow powerful and easy-to-use technology ONLINE TEACHING TIP: Make sure your testing centers know how to administer exams with the technology.
8. 8. Learning Objective: Solve a quadratic equation.
9. 9. Learning Objective: Solve a quadratic equation. Solve a quadratic equation using factoring. Solve Solve a quadratic equation by completing the square. Solve Solve a quadratic equation using the quadratic formula. Solve Solve a quadratic equation using technology. Solve
10. 10. Learning Objective: Solve a quadratic equation. This equation cannot be solved by factoring. Almost no equation from real-world data can be solved by factoring.
11. 11. Solve a quadratic equation by completing the square. Solve a quadratic equation using the quadratic formula.
12. 12. Graphs In The World
13. 13. 2. Assign video demos to see if students can explain.
14. 14. Make sure to use clear and specific rubrics.
15. 15. 3. Talking with math is important. Use Oral Assessments.
16. 16. Oral Assessment: A Primer
17. 17. Assessing Problem Solving in an Oral Exam
18. 18. Scheduled Short Oral Exams Use software like Calendly to schedule 15-min sessions at the convenience of the student 1 Require ID and camera (for exam only – they can go someplace where they know it is safe and there is good internet) 2 Give students a specific list of LOs or CLOs you will be examining 3
19. 19. 4. Give students agency by asking what students know.
20. 20. Consider the difference between these questions: • What is the vertex of the given function? • Tell me 8 properties of the given function.
21. 21. This was the actual test page...
22. 22. Consider the difference between these questions: • Find the limit algebraically. • Find the limit either graphically, numerically, or algebraically. Use each method at least once for full credit.
23. 23. This was the actual test page...
24. 24. 5. Use elaborations to encourage students to innovate.
25. 25. What is an elaboration? • Show a different way to solve the problem. • Show how to check the answer. • Solve for something extra in the problem. • Relate the concepts in this problem to something else we’ve studied. • Relate the concept in the problem to a graph (if there wasn’t a graph required in the problem). • Hypothesize on how a change to the problem might change the answer, and then try it. • If it relates to this problem, investigate something we did in class that you found difficult to understand or remember. http://busynessgirl.com/elaborations-for-creative-thinking-in-stem/
26. 26. Elaborations
27. 27. Summary Give students resources and technology. Assign video demos to see if students can explain. Talking with math is important. Use Oral Assessments. Give students agency by asking what students know. Use elaborations to encourage students to innovate.
28. 28. Questions? Contact info: busynessgirl@gmail.com Website: busynessgirl.com Twitter @busynessgirl

### Notes de l'éditeur

• What Bloom level do you think this is?
• What Bloom level do you think this is?
• Give students a little choice to demonstrate what they know or are interested in – it goes a long way towards establishing interest and trust.
• Give students a little choice to demonstrate what they know or are interested in – it goes a long way towards establishing interest and trust.