AssessmentModule 5B

ESUHSDJune 2012

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

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

Content Specifications - CCSSM

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.

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

Novice Task - Examples

From Novice to Apprentice Tasks

Apprentice Task

Apprentice Task Rubric

Apprentice Performance Task: Leaky Faucets

Leaky Faucets: Rubric

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?

Expert Task: Pythagorean Triples

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

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?

The main point in mathematics teaching

is to develop the tactics of problem

solving.

George Polya

Extended Response

1. Make sense of problems and persevere in solving them.

4. Model with mathematics

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

Assessments in Mathematics

Implications for…o Studentso Teacherso Administratorso Parents

Table Talk

Smarter Balanced: New Website

• http://www.smarterbalanced.org/