Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)

by Peter Liljedahl

Description Figure 14.5 Benjamin’s performance on the repeating patterns unit. For example, if Benjamin demonstrated attainment at the advanced level only once (see Figure 14.5), that corresponded with the teacher’s subjective assessment of that student’s attainment at that level less than 60% of the time. Conversely, if performance at the intermediate level was demonstrated five times (see Figure 14.5) it corresponded with the teacher’s subjective assessment 100% of the time. But it was felt by both the researcher and the teachers that this was too much evidence—there was too much redundancy. It turned out that tipping point is two consecutive demonstrations of attainment. That is, two positive data points were sufficient to match with teachers’ subjective assessments of a student provided that the two positive data points were consecutive. So, whereas ✓ ✓ was enough to show attainment, ✓ ✗ ✓ was not—more data may be needed.