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Exploring SBAC Claims 2, 3, and 4 October 15, 2013

Exploring SBAC Claims 2, 3, and 4 October 15, 2013.

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Exploring SBAC Claims 2, 3, and 4 October 15, 2013

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  1. Exploring SBAC Claims 2, 3, and 4 October 15, 2013 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program. Leadership for the Common Core in Mathematics

  2. Today’s Learning TargetsBy the end of the session, participants will: • Understand the “essential properties” of tasks specific to Claims 2, 3, and 4, including Depth of Knowledge and the Standards for Mathematical Practice. • Verbalize why this information regarding Assessment Claims and Targets is important for us as mathematics teachers and leaders in our schools and districts to know and understand.

  3. Purpose of the Claims & Targets Purpose of the Claims: The 4 Claims state “what students should know and be able to do in the domain of mathematics” for Grades3-8. Purpose of the Assessment Targets: Those lettered statements are for assessment developers. As teachers, they give us insight into how the Claims are operationalized in assessment tasks.

  4. 1. Concepts and Procedures • Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Smarter Balanced Claims • Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. 2. Problem Solving 3. Communicating Reasoning • Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. 4. Data Analysis and Modeling • Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems. SBAC 2011, p.17

  5. Name the Claim: Make Your Best Guess Select atask. Complete it together as a group. • What Claim is it assessing? Justify your response. • Why select this Claim over the other two? Repeat for the other 2 tasks. Justify your reasons for each choice. Use post-it to label each task with the Claim

  6. Let’s Gather More Information Claims 2, 3 and 4 Jigsaw • Form teams of 3 • Each member selects one Claim for in-depth study. • Follow the “Steps to Study Claims 2, 3, and 4” hand-out. Complete your note taking guide. • Be prepared to share your findings with your team.

  7. Share Your Findings • Complete your note taking guide as each Claim is shared. • After all 3 Claims have been shared, take another look at the tasks. Do you still agree with the Claims you assigned to each?

  8. What’s the Gist?The 4 Assessment Claims As we reflect on our note taking guides and our conversations up to this point: • What messages regarding the Assessment Claims are starting to develop? • What summary comments can we make about the essential properties of the assessment tasks for each Claim?

  9. Homework Discussion • Find a grade level partner. • Share the task you found that illustrates Claim 2. Discuss how this task addresses the targeted claim and what Standards of Mathematical Practice you expect to see students engaged in as they complete the task. • Add more notes to your summary notes about Claim 2 if necessary.

  10. Smarter BalancedConnecting Content and SMPs The Common Core State Standards for Mathematics require that mathematical content and mathematical practices be connected (CCSSM, p.8). In addition, two of the major design principles of the standards are focus and coherence (CCSSM, p.3). Together, these features of the standards have important implications for the design of the Smarter Balanced assessment system. (Item Specifications for Mathematics, p.3)

  11. Making Connections As teachers and leaders of mathematics, what are some take-away messages regarding the role of the Smarter Balanced Assessment Claims and Targets we want to hang on to?

  12. Today’s Learning TargetsBy the end of the session, participants will: • Understand the “essential properties” of tasks specific to Claims 2, 3, and 4, including Depth of Knowledge and the Standards for Mathematical Practice. • Verbalize why this information regarding Claims and Targets is important for us as mathematics leaders in our schools and districts to know and understand.

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