of Mathematics Using the Math Scoring Guide An Introduction for High School Content Teachers 1 Introduce Oregons Math Problem Solving Scoring Guide Principles of math instruction and assessment in content area classes ID: 512253
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Slide1
The Essential Skill
of Mathematics
Using the Math Scoring Guide: An Introduction for High School Content TeachersSlide2
1
. IntroduceOregon’s Math Problem Solving Scoring Guide
Principles of math instruction and assessment in content area classes
Classroom uses of the Math Scoring Guide
2. ExamineEssential Skill of Mathematics requirementsStudent work samples3. Set the stage for follow-up training
Goals for this workshopSlide3
For students first enrolled in grade 9 during the 2010-2011 school year [and subsequent years], school districts and public charter schools shall require students to demonstrate proficiency in the Essential Skills listed
(A) Read and comprehend
a variety of text; and
(B) Write clearly and
accurately(C) Apply mathematicsOAR: 581-22-0615Slide4
Essential Skill Definition
Apply Mathematics
in a variety of settingsInterpret a situation and apply workable mathematical concepts and strategies, using appropriate technologies where applicable.
Produce evidence, such as graphs,
data, or mathematical models, to obtain and verify a solution.
Communicate and defend the verified processSlide5
Essential Skill Proficiency
OAKS Statewide Mathematics Assessment
Score of 236 or higher
Other approved standardized assessments
Three options for diploma requirement
Test
Score
ACT or PLAN
19/19
WorkKeys
5
Compass
66
(College Alg.
test)
Asset
41
(Int. Alg. test)
SAT/PSAT
450/45
AP & IB
variousSlide6
Option 3
Math Work Samples
Students
must
earn a score of 4 or higher in each dimension for each work sample
Two Mathematics Work
Samples
Required
− algebra, geometry, statistics
Mathematics Work
Sample scored
using
Official State Scoring GuideSlide7
Work samples must meet the level of rigor required on the OAKS assessment.
Work samples provide an optional means to demonstrate proficiency
not
an
easier means.Level of RigorSlide8
Let’s Look at the scoring guide !Slide9
Background
In use since 1988 (minor revisions in 2000)
2009-2010 new version based on Oregon Mathematics Content Standards
2010-11 aligned to the Common Core State Standards
Adopted by Oregon State Board of Education May 2011
The Math Problem Solving Scoring GuideSlide10
Mathematics Problem Solving Scoring GuideSlide11
Interpret the concepts of the task and translate them into mathematics
Making sense of the problemSlide12
Use models, pictures, diagrams, and/or symbols to represent the problem and select an effective strategy to solve the problem
.
Representing and solving the problemSlide13
Communicate mathematical reasoning coherently and clearly use the language of mathematics.
Communicating
ReasoningSlide14
Clearly identify and support the solution.
AccuracySlide15
State the solution in the context of the problem.
Defend the process. Evaluate and interpret the reasonableness of the solution
Reflecting and EvaluatingSlide16
Simplified Mathematics Scoring Guide
Beginning
1
2
3
4
5
Emerging
Developing
Proficient
Strong
6
ExemplarySlide17
Another way to
look at scores
6 −Enhanced or connected to other mathematics
5 – Thoroughly developed
4 – Work is
proficient
(not perfect)
3 – Work is partially effective or partially complete
2 – Work is underdeveloped or sketchy
1 – Work is ineffective, minimal,
or not-evidentSlide18
What does a Math Work Sample look like?Slide19
Mathematics Problem Solving
Work Samples
Present complex, often multi-step tasks that could not be presented in a multiple choice test format
Designed to judge student abilities to
apply
specific knowledge & skills Allow a variety of problem-solving approachesMay simulate real-word mathematics problemsSlide20
Mr. Gerard’s Oil Tank
Mr. Gerard bought a house that contained an empty heating oil tank with the dimensions shown in the drawing. The left and right arcs of the tank are perfect semi-circles. If heating oil costs $3.50 per gallon, how much would it cost Mr. Gerard to fill this tank? (There are 231 cubic inches in a gallon.)Slide21
Share your solution!Slide22
Scoring the First Anchor Paper
This anchor paper met the achievement standard in each dimension of the
scoring guide
.
Why did this paper earn these scores?Slide23
Scoring the 2nd Anchor Paper
What scores did this paper earn?
This anchor paper did not meet the achievement standard.Slide24
Within
the Dimensions . . .
What differentiates a 3 from a 4?
ScoringSlide25
Scoring Papers 3, 4,
& 5
Use the scoring guide to
rate each paper.
What scores did these papers earn?Slide26
Roof Vents
How many roof vents will it take to properly vent an attic with a span of 32 feet, a length of 62 feet, and an 8/12 roof pitch? Industry standards determine that one vent is needed for every 660 cubic feet of air space.Slide27
Share your solution!Slide28
Scoring the First Anchor Paper
This anchor paper almost met the achievement standard.
Why did this paper earn these scores?Slide29
Scoring the 2nd Anchor Paper
What scores did this paper earn?
This anchor paper did not meet the achievement standard.Slide30
Scoring Papers 3, 4,
& 5
Use the scoring guide to rate
each
paper.
What scores did these papers earn?Slide31
Purposes
Instructional Tool
Formative Assessment
Summative Assessment
Demonstrate Proficiency in the Essential Skill of Apply Math to earn an Oregon Diploma
The Mathematics Scoring GuideSlide32
Multiple Uses for the Scoring Guide
Instructional Tool
Makes targets explicit to students
Opportunities to show students models from website or other examplesSlide33
Multiple Uses for the Scoring Guide
Formative & Interim Assessments
Inform instructional strategies
Provide data on student progress
Classroom/ Summative Assessment
End of unit, course, etc. or Essential SkillsSlide34
Formative Assessment
The Scoring Guide can help to identify strengths and weaknesses.
Students learn where to focus to improve math skills.
Teachers learn where additional instruction is needed.Slide35
Requirements for Essential Skill Proficiency Using
Math Work Samples
2 work samples −
Algebra, geometry, or statistics
Score of 4 or higher in all dimensions on Official Scoring GuideSlide36
Math Problem Solving Tasks must be carefully designed to provide opportunities for students to demonstrate skills in all dimensions of the scoring guide.
Math tasks must be at the appropriate difficulty level and address high school content standards.
Work Sample DesignSlide37
Administration
Work samples must be the product of an individual
Work samples must be supervised by an authorized adult;
Students may not work on work samples outside a supervised setting.
Work Sample
ImplementationSlide38
Scoring
All work samples must be
scored using Oregon’s Official Math Scoring Guide.All raters must have been
trained
to use the Scoring Guide.
Only one set of scores is required for a work sample. (Districts may want more than one rater for borderline papers.)Work Sample ImplementationSlide39
Feedback and Revision
FEEDBACK: Only 2 options
Oregon’s Official Scoring FormHighlighting Oregon’s Scoring GuideSTUDENT REVISION:
Students are allowed to revise and resubmit their work samples following scoring/feedback.
Most papers should be revised only once.
Work Sample ImplementationSlide40
ODE Website:
www.ode.state.or.us/go/worksamples
OCTM Website:
http://www.octm.org/
Follow-up workshops (List any scheduled)Contact information (List your information here)Resources & Coming AttractionsSlide41
A Parting Thought
The cowboys have a way of trussing up a steer or a pugnacious bronco which fixes the brute so that it can neither move nor think. This is the hog-tie, and it is what Euclid did to geometry.
~Eric Bell,
The Search for Truth