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2011-12 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics

2011-12 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics. 2011-12 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics. Level 3 – In-Depth Training for High School Mathematics Teachers.

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2011-12 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics

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  1. 2011-12 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics 2011-12 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics Level 3 – In-Depth Training for High School Mathematics Teachers Level 3 – In-Depth Training for High School Mathematics Teachers Information provided by Oregon Department of Education 2011-12 Information provided by Oregon Department of Education 2011-12

  2. Goals • Understand current information about Common CoreState Standards for Mathematics • Be able to apply the Official Mathematics Scoring Guide to Student Work accurately • Be able to use the Math Scoring Guide for Formative Assessment in their classrooms. • Know about resources & further professional development available Participants will

  3. Common Core State Standards How do they fit in?

  4. Mathematical Practices The CCSS identify 8 mathematical practices that align with NCTM’s core practices.

  5. Overview of CCSS High SchoolMath Standards The high school mathematics standards can be viewed in strands and clusters

  6. The Role of Math Work Samples

  7. Essential Skill Proficiency Three options for diploma requirement • OAKS Statewide Mathematics Assessment • Score of 236 or higher • Other approved standardized assessments

  8. Option 3 Math Work Samples • Mathematics Work Sample scored using Official State Scoring Guide • Two Mathematics Work Samples • Required: algebra, geometry, statistics • Students must earn a score of 4 or higher in each dimension for each work sample

  9. Level of Rigor • 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.

  10. Let’s Review the scoring guide !

  11. Simplified Mathematics Scoring Guide Exemplary 6 Strong 5 Proficient 4 Developing 3 Emerging 2 1 Beginning

  12. 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-evident

  13. Mathematics Problem Solving Scoring Guide

  14. Making sense of the problem Interpret the concepts of the task and translate them into mathematics

  15. Representing and solvingthe problem Use models, pictures, diagrams, and/or symbols to represent the problem and select an effective strategy to solve the problem.

  16. Communicating Reasoning Communicate mathematical reasoning coherently and clearly use the language of mathematics.

  17. Accuracy Clearly identify and support the solution.

  18. Reflecting and Evaluating • State the solution in the context of the problem. • Defend the process. • Evaluate and interpret the reasonableness of the solution

  19. Safe-keeping Security The 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.

  20. Share your solutions!

  21. Let’s Score Some Student Papers!

  22. Pony Ride Ben 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.

  23. Share your solution!

  24. Let’s Score Some Student Papers!

  25. Bamboo Plant Task Julie 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?

  26. Share your work!

  27. Let’s Score Some Student Papers!

  28. How do Work Samples Fit into the big picture?

  29. Formative Assessment and Scoring Guide “It is important to understand that the gains in robust long-term learning make formative assessment highly time-effective.”

  30. The Future of Math Work Samples The design of the SMARTER Balanced Assessment Consortium is intended to strategically “balance” summative, interim, and formative assessment

  31. “Research has clearly shown that good formative assessment practices lead to more effective instruction and increased student achievement.”Larry Berger

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