MIAA 330 Mathematical Assessment Demonstration of Advanced Practice Courtney Boettger

1. MIAA 330 Mathematical Assessment Demonstration of Advanced Practice Courtney Boettger Anjanette McCormack Lana Best Diana Chavez

2. K-3 Assessment • Geometry Standard • Constructed Response

3. Student Example #1

4. Student Example #2

6. 4-7 Assessment • Constructed Response • Scoring Rubric: • 3 points Student has a thorough understanding of quadrilaterals and rectangles. • 2 points Student has a partial understanding of rectangles.   • 1 point Student has little or no understanding of rectangles or quadrilaterals. • 0 points Student’s explanation not include any details of quadrilaterals or rectangles.

10. Four Stages of Assessment Planning Assessment (Setting Clear Goals) -Formative assessment -Constructed Response -Rubric score of 0-3 points Gathering Evidence (Employing Multiple Methods) -Geometry question about classifying quadrilaterals

11. Interpreting Results (Making Inferences) • Results: • 29 students assessed • -Students below a score of 3 need some more practice on classifying quadrilaterals. • -May have difficulty classifying different polygons in the future • Using Results (Making Decisions) • -Reteach classifying quadrilaterals • -Small group/pairs • -Hands on activities or manipulatives • -Review academic vocabulary (classify) • -Review math vocabulary

12. 4-7 Assessment (#2) • Extended Response • Level 3 –Strategic Thinking • Students solved a multiple step problem and provided support with a mathematical explanation that justifies the answer. • Level 4- Extended Thinking • Students applied understanding in a novel way, providing an argument/justification for the application

16. Analysis: • The written explanation made it clear if the student understood the process. • Even if they calculated the wrong answer, the explanation identified if they could apply the concept. • The argument that another answer was wrong identified if they could prove their thinking. • Students had difficulty with writing their thinking and strategies. • Students need more practice writing sentences to explain mathematical processes. • Students need more practice writing arguments and justifications for others answers.

17. Algebra 1 Assessment • Selected Response • Scoring Rubric: • 3 Points: 3 points will be rewarded for selecting ALL correct answers • 2 Points: 2 points will be rewarded for selecting 2 correct answers • 1 Point: 1 point will be rewarded for selecting ONLY 1 answer • 0 Points: No points will be rewarded for any incorrect combinations

20. Interpreting Results (Making Inferences) • Results: • 3 students assessed • Students had not yet been taught that slope for perpendicular lines is an opposite reciprocal • Knew about slope and used that to find answer D • Were not happy when they found out there were multiple answers. • Using Results (Making Decisions) • Not just teach the rule, have kids discover • Use context in multiple ways, coordinate planes, geometric shapes, an real life application

21. The End