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Mathematics Constructed Response

Mathematics Constructed Response. Session Goals. Participants will: acquire a process for successfully (efficiently and reliably) scoring math constructed responses develop a better understanding of the rubric(s) used in the scoring of math constructed responses

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Mathematics Constructed Response

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  1. Mathematics Constructed Response

  2. Session Goals Participants will: • acquire a process for successfully (efficiently and reliably) scoring math constructed responses • develop a better understanding of the rubric(s) used in the scoring of math constructed responses • determine the attributes of a thorough constructed response

  3. Constructed Response – Purposes “Writing elicits student thinking. Students are forced to reflect on what has been learned. Research on metacognition suggests that thinking about thinking helps to cement ideas and concepts into memory. It also helps to clarify ideas. Writing in math also strengthens writing in general.” Terry Coon, 6th-grade math teacher Mathematics Teaching in the Middle School, 2004

  4. Constructed Response – Format • Step A - Assess student understanding of the content skill/concept • Step B - Assess student ability to communicate process or reasoning

  5. Step A • Is scored right or wrong • Is scored for the content standard which it addresses • Any work that is put in this area can be used for Part B- Tell students to write all of their work here and not on scrap paper

  6. Step B • Is scored using the Rubric 2/1/0 for BCR or 3/2/1/0 for ECR • Is scored for Processes of Mathematics • When scoring Step B, the answer to Step A is also considered. • Step A, however, whether right or wrong does not dictate the score to Step B.

  7. How Questions • “How” questions ask children to explain the procedures/processes they use in finding their answer to Step A. • Students should follow a pattern of “First I…Then I … Finally I…” • Have students focus on “Can the reader of my answer walk away from the problem and follow the directions/procedures that I wrote and complete the problem?

  8. Why Questions • “Why” questions ask children to explain their reason for answering Step A as they did. This requires a justification or defense of their answer. • To respond to a “Why” question, students need to make sure that they tell definition of terms and verify their answer with specific numbers. • Students should focus on –”Can the reader of my answer know that I understand the problem and explain the math vocabulary?”

  9. Change to BCR Format THIS WILL ONLY OCCUR ON SOME ITEMS OF THE 2005 TEST FORMS Grade 3 and 4 Current form- Use what you know about (fractions) to explain how you found your answer. Use words and/or numbers in your explanation.  Or  Use what you know about (fractions) to explain why your answer is correct. Use words and/or numbers in your explanation.

  10. New form- Explain how you found your answer. Use what you know about (fractions) in your explanation. Use words and/or numbers in your explanation. Or Explain why your answer is correct. Use what you know about (fractions) in your explanation. Use words and/or numbers in your explanation.

  11. Grade 5 and 6 Current form- Same as above New form- Explain how you found your answer. (or Explain why your answer is correct.) Use what you know about (fractions) in your explanation. Use words and/or numbers in your explanation. Grades 7 and 8 –Remain the same

  12. Constructed Response –Instructional Purposes • Assess mastery • Monitor growth (diagnosis) • skill/concept • communication • Encourage improvement

  13. Constructed Response Scoring – Steps • Review the task – independently respond to the task in writing • Review the rubric (BCR or ECR) • Determine the components of a “2” response • Group student responses into high/medium/low categories • Score papers according to the components of a “2” response (adjusting as needed)

  14. Writing a “2” Response • Each grade pick one BCR question to work on together • Individually write a response that you think would be given a score of “2” • Share your responses and decide on the best response of a “2” • Make a good copy of that response • If time, do another question

  15. Constructed Response • Implications for instruction? • Changes to this particular item? • Key points you would make about constructed responses? • Questions you would like to continue to investigate?

  16. Classroom Strategies Use what you know about …

  17. Other Reminders • This is not MSPAP!- Don’t rewrite the prompt • Teach the vocabulary- • Avoid only teaching gimmicks or tricks- This could lead to partial scores • Pictures can be used in Part B to support an answer- it will never say use pictures but they may be used • Put all work in the box- Even checked work-Scorers read all of Part A and B for the answer to Part B.

  18. Bridging to Practice • Pick an idea that came up today that you found particularly interesting. What is your current thinking about this idea? • What are one or two things that you will go back and pursue to move yourself along with this idea?

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