{"id":277,"date":"2025-02-03T20:10:15","date_gmt":"2025-02-03T20:10:15","guid":{"rendered":"https:\/\/cohort21.com\/robingarand\/?p=277"},"modified":"2025-02-03T20:10:15","modified_gmt":"2025-02-03T20:10:15","slug":"tiered-assessments-and-addressing-a-gap-in-my-classroom","status":"publish","type":"post","link":"https:\/\/cohort21.com\/robingarand\/2025\/02\/03\/tiered-assessments-and-addressing-a-gap-in-my-classroom\/","title":{"rendered":"Tiered Assessments and Addressing a Gap in my Classroom"},"content":{"rendered":"

It has been so motivating reading and seeing all the fantastic HMW questions this season, and I wanted to finally take some time to share mine and the work I have been doing, as well as my plans for the rest of the current school year and on.<\/p>\n

This year my HMW has to do with creating ways to address a large ability gap I have found in my math class. As I see this continuing to be a trend as we move through the years post Covid I wanted to ensure I build in some strong practices that help all my students. To do this I have decided to expand out more of my math assignments and to explore the concept of tiered assessments. None of these are new concepts and I am not reinventing the wheel, but I want to improve in this area. Differentiating and providing more choice in my math class is also something that fills my bucket.<\/p>\n

To that end, I’ve decided to begin with a tiered thinking task that I will be trying out in my class. The assignment itself will have 3 levels of challenge. Level 1’s challenge is to reach 8 points and in doing this all of my students will complete the curriculum standards I need to cover. From there they can also try challenge 2- to get 12 points, then challenge 3 to complete all the questions. Each question is worth different points depending on it’s difficulty and novelty.<\/p>\n


\n\"\"<\/a>Below I have included some examples of problems. Some being simple one and two step equations, and some being ones I took and tweaked from Jo Boaler that are outside the box and engaging.\u00a0 From there I’m giving my students a survey to assess things such as the challenge level they chose, why they chose it as well as their confidence when tackling the problems.<\/p>\n

In this I’m hoping to dig deeper into \"\"<\/a>missed concepts as well as address a potential lack of confidence in my students.<\/p>\n

My goal is to do 2-3 more of these assessments and surveys before the end of the year. This combined with student survey data will allow me to see if I have begun to bridge some gaps or at least identify how much of it might be math anxiety or a gap caused by remote learning.<\/p>\n

I\"\"<\/a> also am curious to see how many students will try challenges they normally would not pursue as they get more comfortable with this type of assessment practice.<\/p>\n

I’m excited to see where this will go in my math class!<\/p>\n

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It has been so motivating reading and seeing all the fantastic HMW questions this season, and I wanted to finally take some time to share mine and the work I have been doing, as well as my plans for the rest of the current school year and on. This year my HMW has to do…<\/p>\n

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