MIAA 330MIAA 330Mathematical AssessmentMathematical Assessment

Demonstration of Advanced Demonstration of Advanced PracticePractice

Courtney BoettgerAnjanette McCormack

Lana BestDiana Chavez

K-3 Assessment• Geometry Standard

• Constructed Response

Student Example #1

•

Student Example #2

4-7 Assessment• Constructed Response

Scoring Rubric: 3 points Student has a thorough understanding of quadrilaterals

and rectangles.

2 points Student has a partial understanding of rectangles.  

1 point Student has little or no understanding of rectangles or quadrilaterals.

0 points Student’s explanation not include any details of quadrilaterals or rectangles.

Four Stages of Assessment

 Planning Assessment (Setting Clear Goals)-Formative assessment-Constructed Response-Rubric score of 0-3 points Gathering Evidence (Employing Multiple Methods)-Geometry question about classifying quadrilaterals 

Interpreting Results (Making Inferences) Results:29 students assessed-Students below a score of 3 need some more practice on classifying quadrilaterals. -May have difficulty classifying different polygons in the future Using Results (Making Decisions)-Reteach classifying quadrilaterals-Small group/pairs-Hands on activities or manipulatives-Review academic vocabulary (classify)-Review math vocabulary

4-7 Assessment (#2)• Extended Response

Level 3 –Strategic ThinkingStudents solved a multiple step problem and provided support with a mathematical explanation that justifies the answer.

Level 4- Extended ThinkingStudents applied understanding in a novel way, providing an argument/justification for the application

Analysis:Analysis:•The written explanation made it clear if the student understood the process. •Even if they calculated the wrong answer, the explanation identified if they could apply the concept.•The argument that another answer was wrong identified if they could prove their thinking. •Students had difficulty with writing their thinking and strategies.•Students need more practice writing sentences to explain mathematical processes.•Students need more practice writing arguments and justifications for others answers.

Algebra 1 Assessment• Selected Response Scoring Rubric: 3 Points: 3 points will be rewarded for selecting ALL correct

answers 2 Points: 2 points will be rewarded for selecting 2 correct answers 1 Point: 1 point will be rewarded for selecting ONLY 1 answer  0 Points: No points will be rewarded for any incorrect

combinations

Interpreting Results (Making Inferences) Results:•3 students assessed•Students had not yet been taught that slope for perpendicular lines is an opposite reciprocal•Knew about slope and used that to find answer D•Were not happy when they found out there were multiple answers. Using Results (Making Decisions)•Not just teach the rule, have kids discover•Use context in multiple ways, coordinate planes, geometric shapes, an real life application

The EndThe End