EDU30066 Assignment 1

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Swinburne University of Technology *

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EDU30066

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Mathematics

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103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Laine Harman 103659502 Due: Monday 4 th December 2023, 5pm ELA: Fiona Knights 1

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Table of Contents Executive summary ........................................................................................................................................... 3 Introduction ....................................................................................................................................................... 3 Findings ............................................................................................................................................................. 4 3.1. Assessment for Learning – Formative Assessment – Exit Ticket .................................................................... 4 3.2. Assessment of Learning – Summative Assessment – Written Tests ................................................................ 6 3.3. Assessment as Learning – Self Reflection – Pictures and Verbal Reflection .................................................. 7 Conclusion ......................................................................................................................................................... 8 References .......................................................................................................................................................... 9 2

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Executive summary It is essential to find a connection between learning and teaching for students. To help support student learning and development, it is vital to incorporate different practices and approaches for the delivering and teaching of mathematics. As well as the delivery, teachers should provide students with effective feedback to outline their level of understanding the development of skills to enhance their learning and meeting goals (Victoria State Government, 2022a). It is also important to use assessment data to help inform students and families and improve the students’ learning. This report will discuss diagnostic, formative and summative assessment with examples, benefits and limitations in the primary classroom. Introduction Assessment is important for students’ mathematical development as it “monitors the learner’s understanding of the mathematical language, concepts and skills” (Victoria State Government, 2022b). Assessment allows students, teachers and families see the progress of student learning. According to NSW Government (2019), providing students with different assessment activities allows for the demonstration of their learning; therefore, it is vital to provide accessible activities for all students and their learning skills and abilities. Throughout a teaching career, mathematics teachers will utilise assessment for, assessment as and assessment of learning to help enable student learning, identify achievement and gather any evidence (NSW Education Standards Authority, 2019). Assessments can be modified and differentiated to help support the needs of all students. Self-reflections are an assessment as learning strategy that teachers utilise. Self-reflection is a strategy used to help provide a contribution of mathematical understanding to teachers about the student’s 3

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103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm mathematical ability development (Brooker, 2010). Dependant on the age, providing students with age- appropriate reflections is vital. For younger students they can complete self-reflections through pictures or verbal reflections, such as videos. Alternatively, older students can use written reflection sheets that could be kept in a maths journal for students and teachers to review throughout the year (Cattard, 2017). Formative assessment is another form of assessments teachers can use for students, known as assessment for learning. Formative assessment can be referred to as “assessment for learning involves teachers using evidence about students’ knowledge, understanding and skills to inform their teaching” (NSW Education Standards Authority, 2019). As formative assessment occurs throughout a lesson or class, it is vital to provide correct teaching practices. An example of formative assessment includes completing an exit ticket. An exit ticket provides teachers with a snapshot of student thinking and understanding from the lesson that they have just undertaken (Palmer, 2021). The last form of assessment that is useful for teachers is summative assessment. Summative assessment is known as assessment of learning where teachers utilise “evidence of student learning to assess achievement against outcomes and standards” (NSW Education Standards Authority, 2019). As summative assessment is more formal, written tests are the best way to assess students. Mathematics written tests are generally undertaken at the end of a unit of work, school term or end of year to assess units such as measurement, geometry, chance and date and number and patterns (Brooker, 2010). Findings 4

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm 3.1. Assessment for Learning – Formative Assessment – Exit Ticket Exit tickets are used to help collect students feedback on their understanding of the unit of work, allowing students to provide feedback and reflect on what they have learned (Brown University, 2023). Exit tickets used in a mathematics classroom can be used as a formative, summative and self-assessment tool. In this report, exit tickets will be discussed as a formative assessment tool. This demonstrates a learning based on specific units of work, outlining students’ knowledge for end of unit assessment. Before transitioning to the next lesson, mealtime or end of day have a designated area for students to post their exit ticket. Alternatively, the teacher can stand at the door to collect the tickets from students. A modified exit ticket for students could include a verbal exit ticket. A verbal exit ticket is having students share their ideas or what they have learned verbally to the teacher before exiting the room (The Teacher Toolkit, n.d.). The exit tickets will be kept in a mathematical display folder and the verbal exit tickets will be recorded by the teacher to place in the folders. These pieces of evidence will be used to reflect upon throughout the duration of the year. The exit tickets can be used throughout all units of mathematics, but specifically used for number in year 4 (Australian Curriculum and Assessment Reporting Authority [ACARA], 2022). Exit tickets are an assessment strategy that relates to Vygotsky’s Zone of Proximal Development (ZPD). ZPD is “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978; as cited in Walker, 2015). This theory allows teachers to identify what students have learnt and how they are currently using what they have learnt. This strategy allows teachers to assist all students in achieving their learning target as well as differentiating any assessments/tasks for students. 5

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Exit tickets do have some limitations, such as only providing a snapshot of students’ knowledge of the lesson/unit (Ablison, 2023). As an exit ticket is only providing teachers with a snapshot of the students’ learning, students who have not yet grasped the concept of the unit are not identifying their true level of learning/understanding (Ablison, 2023). Finally, if the purpose of the exit ticket is to identify student learning and knowledge is not clear, exit tickets can be pieces of evidence that do not accurately reflect on the growth of students in particular learning areas. Therefore, it is vital to provide students with the information that is required for exit tickets to be successful in outlining development and growth. 3.2. Assessment of Learning – Summative Assessment – Written Tests Written tests are a form of formative and summative assessments. For the purpose of this report, written tests will be discussed through a summative assessment view. Written tests are a concrete assessment, they can assess multiple skills and they can be written and collaborative. Students will complete the tests individually to identify learning throughout a unit of work. Written test work best for upper primary students but can be simplified and conducted for lower primary students when necessary. Urquhart (2009) outlines that students that utilise writing in the mathematics units assist with their grades. When completing writing tasks in maths students can explain their problem solving and solutions the same way they do when completing essays or reports (Urquhart, 2009). Tests can be modified to support the needs of all students, taking into consideration their age and learning abilities. Tests can also be modified to be undertake on an iPad or laptop if required. Test will be conducted at the end of each unit, number, algebra and measurement. A specific example of a test in year 4 mathematics will cover measurement and focus on the learning intention “estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and 6

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103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm revolution, and recognise their relationship to a right angle” (AC9M404, ACARA, 2022). These tests help monitor the students learning and development in the mathematics unit through the language, concepts and different skills (Victoria State Government, 2022b). Using this assessment strategy gives teachers the opportunity to identify any strengths and weaknesses in the students’ tests and provide students with critical feedback. Tests can be undertaken as pre-test, mid-unit tests or post-testing. Students can find tests quite stressful and overwhelming so undertaking one form of testing is more beneficial for the students. the post- test is viewed as a summative assessment for the conclusion of units of work. 3.3. Assessment as Learning – Self Reflection – Pictures and Verbal Reflection Self-reflections are designed for students to self-monitor and assess their own learning through individual reflections. Self-reflections are a formative and summative piece of assessment but for the purpose of this report they will be discussed from an assessment as learning, self-reflection view. This assessment strategy identifies and provides a deeper insight into student’s confidence with their learning, areas they are struggling in and areas they enjoyed. The teacher will collect the self-reflections and provide students with verbal and written feedback according to the student’s needs. Students will keep their reflections in their maths books to overlook during their maths units. Self-reflections can be modified to support the needs of all students, age groups and learning abilities. Reflections can be modified for younger years through pictures or verbal reflections where teachers can record student response. Upper primary students they can utilise written reflections with verbal reflections for students who require modification. Self-reflection is best for metacognition, thinking about thinking. Metacognition “refers to the processes used to plan, monitor and assess one’s understanding and performance” (Chick, 2013). Therefore, metacognition allows students to identify their own learning through self-reflections with teachers 7

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm monitoring their learning. The benefit of self-reflection includes problem solving involving metacognition through the processes of self-assessment (Barana et aal., 2022). It is important to encourage students to take accountability for their learning throughout their school journey. Self-reflection allows students to evaluate their own learning, identifying their strengths and weaknesses in subjects, allowing students to track their achievements, progress and growth (Edmentum, 2023). Conclusion This report has outlined three assessment types that align with teaching and learning, specifically for mathematics in the 21 st century. These assessment tasks focus on questioning, problem solving and some critical thinking. These assessment types are used to help assist with student learning and development and they can be adapted to support students of all learning abilities. Exit tickets, written tests and picture/verbal reflections are utilised as assessment task and are made to be adaptive for students in relation to their abilities, ages and individual learning needs to help demonstrate learning and understanding to teachers. 8

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm References Ablison. (2023). Pros and Cons of Exit Tickets 2023 - Ablison . Www.ablison.com. https://www.ablison.com/pros-and-cons-of-exit-tickets/ Australian Curriculum and Assessment Reporting Authority [ACARA]. (2022). Mathematics - Year 4 | V9 Australian Curriculum . V9.Australiancurriculum.edu.au. https://v9.australiancurriculum.edu.au/f-10- curriculum/learning-areas/mathematics/year-4?view=quick&detailed-content-descriptions=0&hide- ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index= Barana, A., Boetti, G., & Marchisio, M. (2022). Self-Assessment in the Development of Mathematic Problem-Solving Skills. Education Sciences. https://doi.org/10.3390/educsci12020081 Brooker, G. (2010). Assessment in mathematics. In Teaching primary mathematics (4th ed., pp. 567–595). Pearson Australia. https://commons.swinburne.edu.au/file/9af7e60e-c87d-4cce-905b- 956dee80f1a0/1/99213610000.pdf Brown University. (2023). Entrance and Exit Tickets | Sheridan Center | Brown University . Www.brown.edu. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/ course-design/classroom-assessment/entrance-and-exit#:~:text=Exit%20tickets%20collect %20feedback%20on 9

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103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Cattard. (2017). Promoting Student Reflection to Improve Mathematics Learning . Engaging Maths. https://engagingmaths.com/2017/07/16/promoting-student-reflection-to-improve-mathematics- learning/ Chick, N. (2013). Metacognition . Vanderbilt University; Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/metacognition/#:~:text=Metacognition%20is%2C%20put %20simply%2C%20thinking Edmentum. (2023). The Importance of Self-Reflection in Learning . Edmentum-Com. https://www.edmentum.com/intl/articles/self-reflection-in-learning/ NSW Education Standards Authority. (2019). Assessment for, as and of Learning . Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/ assessment/approaches NSW Government. (2019). K–6 assessment strategies | NSW Education Standards . Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/ assessment/k-6-assessment-strategies Palmer, K. (2021). All About Math Exit Ticket Boards . Lucky Little Learners. https://luckylittlelearners.com/all-about-math-exit-ticket-boards/ The Teacher Toolkit. (n.d.). Exit Ticket - The Teacher Toolkit . Www.theteachertoolkit.com. https://www.theteachertoolkit.com/index.php/tool/exit-ticket Urquhart, V. (2009). Using Writing in Mathematics to Deepen Student Learning McREL Services & Products to Help All Students and Schools Succeed . https://files.eric.ed.gov/fulltext/ED544239.pdf Victoria State Government. (2022a). Feedback and reporting . Vic.gov.au; Education and Training. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight- feedback.aspx 10

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Victoria State Government. (2022b). Mathematics and numeracy assessment . Www.education.vic.gov.au . https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/Pages/maths- and-numeracy-assessment.aspx Walker, R. A. (2015). Zone of Proximal Development - an overview | ScienceDirect Topics . Sciencedirect.com. https://www.sciencedirect.com/topics/psychology/zone-of-proximal-development Yale University. (2021). Formative and Summative Assessments | Poorvu Center for Teaching and Learning . Poorvucenter.yale.edu. https://poorvucenter.yale.edu/Formative-Summative- Assessments#:~:text=In%20short%2C%20formative%20assessment%20occurs 11

EDU30066 Assignment 1

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