- Year 2019
- NSF Noyce Award # 1660809
- First Name Ryan
- Last Name Kile
- Institution CSUF / AUHSD
- Role/Position Master Teacher Fellow - High School Math Teacher
- Workshop Category Track 3: Master Teaching Fellowships
- Workshop Disciplines Audience Math
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows, Project PIs / Co-PIs / Other Faculty/Staff, School and District Administrators, Undergraduate and/or Graduate Noyce Scholars
- Topics Supporting Each and Every Student
- Session Length 30 minutes
- Additional Presenter(s)
Jennifer Fuentes, fuentes_j@auhsd.us, AUHSD and CSUF, Master Teacher Fellow, High School Math Teacher;
Dr. Mark Ellis, mellis@fullerton.edu, CSUF, Principal Investigator ATMALA project, Professor of Secondary Education at Cal State Fullerton
Goals
1) Participants will learn about the current research on using self-assessment and rubrics in the math classroom.
2) Participants will see examples of self-assessment and rubrics being used in the high school math classroom.
3) Participants will have an opportunity to analyze student work and create their own self assessment and rubric.
Evidence
There will be evidence presented based on current research on self-assessment and the use of rubrics. Additionally, two teachers will be presenting their own unit plans and student work that showcases how self-assessment and the use of rubrics can facilitate student ownership of their progress towards mastering a learning goal.
Proposal
Learn from the experiences of two teachers of mathematics who have worked to shift their classrooms to be more culturally responsive and student-centered. One key component of student-centered learning is the productive use of assessment. When students are active participants in the assessment process, they feel more in control of their learning. Hear about the research and engage in practical examples including analyzing samples of student work demonstrating the formative self-assessment process. Self-assessment and the use of rubrics guide students from where they are to where they need to be, helping students appreciate the brilliance of mathematics.
