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Flipped Assessment -- Mastery Style!

Currently in DRAFT Status!

Brian Gervase

on 22 May 2014

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Transcript of Flipped Assessment -- Mastery Style!

A Perfect Balance
Daily Activity
Course Appropriate Modifications
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No 'low tier' classes. All regular track courses differentiated to accommodate multiple learner paces. All summative projects assigned on a 'per student' basis.
Top tier classes can use traditional flipped method running a much more in sync class if desired. Portfolio assessments more in depth.
'Honors' service requirement to peer assist in regular track classrooms built into math department structure.
Core Curriculum
Programming Component
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Mathematica across our math and science curriculum
Core Curriculum

Programming MUST be a component of a new math program.
It is an absolute mission critical skill going forward for our students!
Shared Effort & Results
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From Math 1 thru Calculus the concepts, strategies and usage of programming will be integrated throughout.

Teachers will require support for this!

Flipped Assessment -- Mastery Style!
3-5 teachers can collectively build a course greater than any one of them.

They can then share that course in their own personal way with all of our students.

What do we NEED our students to know?
What do STUDENTS want to show US about math?
Portfolio Work
Media Instruction
Quick Quiz
Practice / Lab
Standards Based Samples
Formative Mastery Assessments
Student / Teacher Dialogue
CANVAS can cover all of this!
student choice
small peer group?
programming component
inquiry based approach
draft / edit / revise (perseverance)
7-8-9 Mastery Rubric
Summative Portfolio
Summative Portfolio
'Final Exam'
Travels with student from teacher to teacher
Rubric stretches student to 'choose' A thru C grade
Eternal source of exemplar student work
Core Curriculum is
Mastery based
Must Complete
CANVAS manages

Portfolio work is
Appropriate rubrics
can differentiate student work (A thru C)
do not accept
work that does not meet minimum standards
Students MUST
complete project
for credit
Whole Classroom: 10%

1 on 1: 10%

Peer work: 40%

Self: 40%

The department would be founded in a collaborative nature such that resources are shared in order to give teachers more time to be innovative (and thus sharing their ideas) and thoughtful about mathematics.
What do we NEED students to know about math?
What do students want to tell US about math?
Building a Mastery Classroom Around Flipped Assessment
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