Professional Development Assessing the Essential Skill of Mathematics Level 3 InDepth Training for High School Mathematics Teachers Information provided by Oregon Department of Education ID: 756169
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2011-12State Scoring Guide Professional Development:Assessing the Essential Skill of Mathematics
Level 3 – In-Depth Training for High School Mathematics Teachers
Information provided byOregon Department of Education2011-12
2011-12State Scoring Guide Professional Development:Assessing the Essential Skill of Mathematics
Level 3 – In-Depth Training for High School Mathematics Teachers
Information provided by
Oregon Department of Education
2011-12Slide2
GoalsParticipants willUnderstand current information about
Common Core
State Standards for Mathematics
Be able to apply the Official Mathematics Scoring Guide to Student Work accuratelyBe able to use the Math Scoring Guide for Formative Assessment in their classrooms. Know about resources & further professional development availableSlide3
Common Core State StandardsHow do they fit in?Slide4
Mathematical PracticesThe CCSS identify 8 mathematical practices that align with NCTM’s core practices.Slide5
Overview of CCSS High SchoolMath StandardsThe high school mathematics standards can be viewed in strands and clustersSlide6
The Role of Math Work SamplesSlide7
Essential Skill Proficiency
Three options for diploma requirement
OAKS Statewide Mathematics Assessment
Score of 236 or higherOther approved standardized assessmentsTestScoreACT or PLAN19/19WorkKeys5Compass66 (College Alg.
test)Asset41 (Int. Alg. test)SAT/PSAT450/45AP & IBvariousSlide8
Option 3 Math Work SamplesMathematics Work Sample scored using Official State Scoring GuideTwo Mathematics Work Samples
Required: algebra, geometry, statistics
Students must earn a score of 4 or
higher in each dimension for each work sampleSlide9
Level of RigorWork 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
.Slide10
Let’s Review the scoring guide !Slide11
Simplified Mathematics Scoring Guide
Beginning
1
2345EmergingDevelopingProficient
Strong6
ExemplarySlide12
Another way tolook 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 complete2 – Work is underdeveloped or sketchy1 – Work is ineffective, minimal, or not-evidentSlide13
Mathematics Problem Solving Scoring GuideSlide14
Making sense of the problemInterpret the concepts of the task and translate them into mathematicsSlide15
Representing and solvingthe problemUse models, pictures, diagrams, and/or symbols to represent the problem and select an effective strategy to solve the problem. Slide16
Communicating ReasoningCommunicate mathematical reasoning coherently and clearly use the language of mathematics.Slide17
AccuracyClearly identify and supportthe solution.Slide18
Reflecting and EvaluatingState the solution in the context of the problem. Defend the process.Evaluate and interpret the reasonableness of the solution Slide19
Safe-keeping SecurityThe Safe-Keeping Security Company has been hired to create a security system for the Hope Diamond. They will be installing a laser beam-triggered security system. You will help them determine the distance the beam will travel around the room to protect the diamond. If the beam is broken, the alarm will be triggered.Slide20
Share your solutions!Slide21
Let’s Score Some Student Papers!Slide22
Pony RideBen and Sarah have a Pony Ride business. Read the problem in your handout packet to help Ben and Sarah set their prices to earn the best revenue.Slide23
Share your solution!Slide24
Let’s Score Some Student Papers!Slide25
Bamboo Plant TaskJulie helped her mother plant a garden in her back yard. Two weeks later, she noticed that the bamboo shoot was growing very fast, and she began to keep a chart of its height. Assuming the bamboo grew at a constant rate, how tall was it when it was planted?Slide26
Share your work!Slide27
Let’s Score Some Student Papers!Slide28
How do Work Samples Fit into the big picture?Slide29
Formative Assessment and Scoring Guide“It is important to understand that the gains in robust long-term learningmake formative assessment highlytime-effective.”Slide30
The Future of Math Work SamplesThe design of the SMARTER Balanced Assessment Consortium is intended to strategically “balance” summative, interim, and formative assessment Slide31
“Research has clearly shown that good formative assessment practices lead to more effective instruction and increased student achievement.”Larry Berger