Pick a Quote

Seems to me that many schools and districts are asking questions about assessment in mathematics.  So, I thought I would share a few quotes that might get you to think and reflect on your views about what it means to assess, why there might be a focus on assessment, and what our goals and ideals might look like.  I want you to take a look at the following quotes.  Pick 1 or 2 that stands out to you:

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A few things to reflect on as you think about the quotes above:

  • Which quotes caught your eye?  Did you pick one(s) that confirm things you already believe or perhaps ones that you hadn’t spent much time thinking about before?
  • Some of the above quotes speak to “assessment” while others speak to evaluation practices.  Do you know the difference?
  • Take a look again at the list of quotes and find one that challenges your thinking.  I’ve probably written about the topic somewhere.  Take a look in the Links to read more about that topic.
  • Why do you think so many discuss assessment as a focus in mathematics?  Maybe Linda Gojak’s article Are We Obsessed with Assessment? might provide some ideas.
  • Instead of talking in generalities about topics like assessment, maybe we need to start thinking about better questions to ask, or thinking deeper about what is mathematically important, or understanding how mathematics develops!

Please pick a quote that stands out for you and share your thoughts about it.

Leave a reply here or on Twitter (@MarkChubb3)

 

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4 thoughts on “Pick a Quote

  1. Thanks for posting these quotes, Mark. They made me realize I need to become more familiar with Daro…wow! The Daro quote about posturing really hit hard because that’s how I’ve been feeling the last while. Trying to give students experiences that address curriculum at grade level when so many misconceptions exist feels so false, yet I haven’t found a remedy to this. Spending time with experiences they truly need to have puts us/them behind where we’re supposed to be and yet marching forward is futile for good learning and makes me feel like I am indeed posturing. Much more thinking, reading, discussion needed on my part.

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    1. Thanks for commenting Wes. What’s hard is good teaching is neither about determining needs (then teaching to them), nor is it following curriculum/standards’ outcomes. Instead, we need to build a path to our outcomes, starting with things that allow our students’ thinking to start the conversation. This isn’t easy!

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