Assessment Module 5B ESUHSD June 2012. Outcomes Increase understanding of the Common Core State...
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![Page 1: Assessment Module 5B ESUHSD June 2012. Outcomes Increase understanding of the Common Core State Standards (CCSS) in Mathematics by exploring assessment.](https://reader035.fdocuments.in/reader035/viewer/2022070400/56649f125503460f94c257ed/html5/thumbnails/1.jpg)
AssessmentModule 5B
ESUHSDJune 2012
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Outcomes
• Increase understanding of the Common Core State Standards (CCSS) in Mathematics by exploring assessment resources
• Discuss next steps and the support necessary to transition to CCSS
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Assessment: What We Know
• Assessments will begin in 2014-15.• California is a governing state in the SMARTER
Balanced Assessment Consortium.• Assessments will include:– Computer Adaptive Assessments
(interim & summative)– Performance Assessments (interim & summative)• Selected Response• Constructed Response• Extended Performance Assessments
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Content Specifications - CCSSM
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The measurement instrument will be novice [short] tasks. The items assessing this claim will account for 40% of the total score administered by computer.
The measurement instrument will be by apprentice [scaffold] tasks or expert [unscaffold] tasks. The items assessing this claim will account for 20% of the total score and will be human scored.
The measurement instrument will be by apprentice [scaffold] tasks or expert [unscaffold] tasks. The items assessing this claim will account for 20% of the total score and will be human scored.
The measurement instrument will be by apprentice [scaffold] tasks or expert [unscaffold] tasks. The items assessing this claim will account for 20% of the total score and will be human scored.
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Novice – short items focused on skills and routines
Apprentice – medium performance tasks with scaffolding
Expert – long tasks with high cognitive load and/or complexity.
Types of Tasks in Mathematics
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Novice Task - Examples
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From Novice to Apprentice Tasks
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Apprentice Task
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Apprentice Task Rubric
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Apprentice Performance Task: Leaky Faucets
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Leaky Faucets: Rubric
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Examine Student Work: Leaky Faucet
• Compare and contrast #1 and determine which solution path is easiest to understand and why?
• What are some probing questions you could ask students to clarify their thinking?
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Expert Task: Pythagorean Triples
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Examine Student Work: Pythagorean Triples
• Complete the task• Review the rubric• Score your own task• Analyze training (T) papers• Choose and interesting sample to study more
deeply
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Reflection
• Why did you choose this work?
• What is the core mathematics inherent in this work?
• Is this work an example of a misconception, a strategy you want students to make sense of, something you want students to compare and contrast, or moving to generalization?
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The main point in mathematics teaching
is to develop the tactics of problem
solving.
George Polya
Extended Response
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1. Make sense of problems and persevere in solving them.
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4. Model with mathematics
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Proposed Timeline• 2011
• 2012
• 2013
• 2014
• 2015
Development of formative tools, processes, andpractices underway; Specifications for summativeand interim assessments developed
Summative and interim item developmentcompleted ; Interim item pool become available foruse
Field testing of items for adaptive summativeassessment completed
Preliminary achievement standards proposed and otherpolicy definitions adopted
Operational summative assessment administered; Finalachievement standards verified and adopted
Center for K-12 Assessment & Performance Management at ETS
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Assessments in Mathematics
Implications for…o Studentso Teacherso Administratorso Parents
Table Talk
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Smarter Balanced: New Website
• http://www.smarterbalanced.org/