Welcome to:Welcome to:

Assessment for MasteryAssessment for Mastery

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Why and how we revamped our Algebra 1-2 curriculum

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Do these “cool cats” have a chance for success in our classrooms?

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Or will they end up in line here?

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The Philosophy of The Philosophy of Assessing for Mastery Assessing for Mastery

1. It doesn't matter when you learn it, as long as you learn it.

2. Assessment should lead directly and easily into remediation.

3. The learner must have incentive and reason to continue to learn.

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#1

Grades are based on the learner's understanding, whenever it is demonstrated.

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#2

Assessment must give the teacher a way to quickly and easily determine where each learner's remediation needs are.

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#3

The learner must have an incentive to come to you for help and for re-taking quizzes.

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How it works:How it works:

Mastery made simpleMastery made simple**

*As much as we would like to take credit for this idea, there are many teachers doing this and writing about this on their blogs. Dan Meyer, H., and several others.

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The Gradebook The Gradebook

Where the rubber Where the rubber meets the road.meets the road.

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70% of the grade is assessments.

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2 new Scores added

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Assessment occurs regularly, and takes 15 – 20 minutes.

You just gained a “review day” and half a class day in giving these assessments. The class time increases, while decreasing the

test time 'chunks'.

The assessments also become information, not just grades!

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For more information, see these sources:

http://blog.mrmeyer.com

http://coffeeandgraphpaper.blogspot.com

http://mrwaddell.edublogs.org