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  • 1.  IMPACT in Action - Integrity in Assessing Proficiency

    Posted 11-29-2021 16:59:00

    How do we hold students accountable for individual gain of proficiency in mathematics while attempting to foster group collaboration that is needed in problem solving at high levels?

    Linda Blanco
    Professor/Math Department Chair
    Joliet Junior College
    ICTM Board, Univ/CC Director

  • 2.  RE: IMPACT in Action - Integrity in Assessing Proficiency

    Posted 11-30-2021 18:02:00
      |   view attached
    If you are not already doing so I recommend using group roles. I attached an article that outlines some best practices. The key is to clarify the expectations of each role, raise those expectations throughout the semester, and rotate roles regularly. Some roles like captain, recorder, and spokesperson get used in every activity. Others like spy are only used on occasion. Each role has something they need to do and thus each individual is held accountable.

    Matthew Watts
    Assistant Professor
    Red Rocks CC
    Lakeside CO


    3_4_2.pdf   1.50 MB 1 version

  • 3.  RE: IMPACT in Action - Integrity in Assessing Proficiency

    Posted 12-01-2021 13:49:00
    Not sure if this helps. I just learned something from Peter Liljedahl's Building Thinking Classrooms in Math. He suggests something to the effect of dissuading collaboration around a table, but rather students work at the (vertical) board in groups of 3. Each group has only one marker. Each student is expected to contribute both in discussion and writing. If the one with the marker is doing all the writing (proficiency related to communication/mathematical writing) and thinking, then a rule  can be set such that the one with the marker doesn't talk, just the other two. Alternatively, the instructor can walk to the group and ask for the marker as if to help or aide conversations, but then subtle engage the others in the group then give the marker to another person.

    David Tannor
    Kellogg CC
    Battle Creek MI