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• W1007407773 abstract "Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure. Introduction The Loyola Marymount University (LMU) Math and Science Teaching (MAST) program inspires and supports cultural transformation through collaborative, innovative, researchbased, and transformative practices that focus on students as the impetus for improving teaching and learning in mathematics and science and merge pedagogy with academic content. The MAST program serves as the link between the theories developed through educational action research specific to math and science education with practical applications designed to increase the number of students who are engaged and achieving proficiency in mathematics and science, and connect to the academic discipline of mathematics and science. The MAST program teaches how to analyze, organize, present, and assess information in innovative and active ways that stimulate students’ critical thinking processes, embrace failure as part of the learning process, balance collaborative and independent learning, and instill the value of mathematical and scientific thinking as a solution for moving teaching and learning forward [1]. The goal is to transform classrooms so that they effectively implement and analyze assessments as motivations for student achievement, as well as develop opportunities for each student to demonstrate comprehension and retention of essential content over time [7]. Within this structure students become active participants in the learning process, influence the teaching process, and discover the joy and value of mathematical and scientific thinking. Collaborative Learning Portfolios In order to involve students as active participants in the learning and assessment process, a framework that supports them in successfully interacting with the process and mathematics is required. An effective structure for engaging students in this process is the MAST Collaborative Learning Portfolio. This portfolio organizes data about what students know and need to know with supporting evidence and goal-setting structures. A key component of the Collaborative Learning Portfolio is the MAST Learning Target Logs. Through use of the log students self-monitor their progress toward academic learning targets by using a rubric to evaluate understanding of the content. The Learning Target Log groups learning targets with levels and shows a progression of these levels throughout the learning process [2]. The learning targets detail what students are expected to know, understand, and do in order to achieve mathematical literacy and competency. They provide a balance between conceptual knowledge and skills [8]. The levels assigned to these targets on the log are based on an" @default.
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• W1007407773 date "2011-12-08" @default.
• W1007407773 modified "2023-09-27" @default.
• W1007407773 title "How Involving Secondary Students in the Assessment Process Transforms a Culture of Failure in Mathematics to a Culture of Accountability, Self-Efficacy and Success in Mathematics: Student Action Plans, Assessment, and Cultural Shift" @default.
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