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Mathematics Standards of Learning Instruction and Assessment Update TCTM – General Session Princess Anne High School, Virginia Beach October 1, 2013. Michael Bolling, Director of Mathematics and Governor’s Schools michael.bolling@doe.virginia.gov. Instruction and Assessment.
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Mathematics Standards of Learning Instruction and Assessment UpdateTCTM – General SessionPrincess Anne High School, Virginia BeachOctober 1, 2013 Michael Bolling, Director of Mathematics and Governor’s Schools michael.bolling@doe.virginia.gov
“The content of the mathematics standards is intended to support the five goals for students”- 2009 Mathematics Standards of Learning
Five goals…for students to Process Goals become mathematical problem solvers that communicate mathematically; reason mathematically; make mathematical connections; and use mathematical representations to model and interpret practical situations
Level of Cognitive Demand in Activities High Level of Cognitive Demand Med Med Low
Level of Cognitive Demand in Activities Write a real-world problem using this expression. Is the value of this expression more or less than 1? How do you know? Level of Cognitive Demand Simplify.
So how could we increase cognitive demand ? Mark has ¾ cup of water and Mary has ½ cup of water. How much do they have all together? Write the equation of the line that passes through the points (2,3) and (4, 8).
Increased Rigor in Daily Instruction and Assessment Consider the level of cognitive demand that instructional activities and assessments require Consider the engagement level of the activity Reflect on the kinds of questions that you are asking students Let students struggle with the mathematics
Effective Questioning When Kids Struggle Ask students what they know Ask about their approach to solve Ask them where they ran into trouble Ask them why Restate what they’ve said Ask them to reflect on possible other routes
Effective Questioning and Discourse Ask students to justify and explain their thinking Have students share their problem solving approaches with others Ask them to explain others’ approaches in their own words Ask them to evaluate others’ approaches (error analysis) Ask them “what if” questions
Virginia Department of Education Standards of Learning Curriculum Framework Testing blueprints SOL Institutes (2009, 2010, 2011, 2012) Instructional Videos ESS Sample Lesson Plans Technical assistance documents SOL Practice Items and Tools Practice Vocabulary resources
2013 Mathematics SOL Institutes Participants will Analyze and modify an assessment – compare expectations of SOL and Curriculum Framework to an assessment and modify it to meet intended expectations; and modify an existing instructional task to emphasize process goals and problem solving.
Practice SOL Items Practice SOL Items: Available for grades 3-8, Algebra I, Geometry, and Algebra II Grades 3-8 Practice Tool: Practice measuring with the ruler, measuring angles with the protractor, using the four function calculator, and provides a grid for open practice with tools EOC Practice Tool: Practice with geometric constructions and provides a grid for open practice with tools
Current Projects (some of them) • Mathematics Vocabulary Word Wall Cards • Algebra (includes Algebra I and II) • SOL to CCSS lookup tables • Technical assistance – box-and-whisker plots • Models for algebraic properties • Division through OSI • Algebra Readiness Diagnostic Test (ARDT)
Test Development 3R4 x<3 ABC 1/2 • TEI: Fill-in-the-Blank Items Frequently asked question: Will a student be marked wrong for not spelling a word correctly in fill-in-the-blank items? Currently, there are no items that require students to spell a word to correctly answer a question. Students do not need to enter words. May require letters, numbers, and/or characters.
Test Development • TEI: Fill-in-the-Blank Items Frequently asked question: Can students enter a decimal equivalent when asked specifically for a fraction? Acceptable character keys are controlled for student responses. In this case, the decimal would not be an allowable character.
Test Development • TEI: Fill-in-the-Blank Items Frequently asked question: Do students have to give an exact answer for FIB items that require them to use a ruler or protractor? There is a range of acceptable answers for certain items, depending on the type of measure required.
