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Summary of MSRI Workshop

Summary of MSRI Workshop. Critical Issues in Mathematics Education 2013: Assessment of Mathematical Proficiencies in the Age of the Common Core. “Teaching to the Test”. Video Clip (Time of Video: ~1:30-13:30) David Baiz 8 th grade Math Teacher in Harlem, NY. W Y T I W Y G. What You

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Summary of MSRI Workshop

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  1. Summary of MSRI Workshop Critical Issues in Mathematics Education 2013: Assessment of Mathematical Proficiencies in the Age of the Common Core

  2. “Teaching to the Test” • Video Clip(Time of Video: ~1:30-13:30) • David Baiz • 8th grade Math Teacher in Harlem, NY

  3. W Y T I W Y G What You Teach Is What You Get

  4. High Stakes Tests • Smarter Balance • PARCC

  5. Assessment • High Stakes Testing (Standardized) • Formative • Summative

  6. Resources • Mathematics Assessment Project • Inside Mathematics • Illustrative Mathematics • Math Forum • New York City Common Core • New York State Common Core Sample Assessment Questions • The Shell Centre • East Side Community High School Math Portfolio • Math tasks aligned to the CCSSM that were created by teachers during Core Academy 2012 • Math Reasoning Inventory • CRESST • Achieve the Core • Curriki • Connections

  7. Classroom Assessment Formative Summative

  8. Guidelines for Finding or Writing Assessment Items and Commentaries The assessment tasks that we find or write and elaborate should include the following components: • A prompt consisting of information given to students and instructions for what they are expected to do.

  9. Accompanying commentary that describes: • The hard-to-assess aspect of proficiency that the item is designed to assess, including reference to important core content and practices specified in the Common Core Standards. • The purpose of and the context in which the item is meant to be used. In this case, the purpose should be more specific than “formative” or “summative”; for example, if summative, specify end-of-unit, national assessment, etc. • What the likely (correct or incorrect) student responses are and how they should be interpreted. Address likely student errors/misconceptions and how they would manifest and responses that indicated a partial but no completely mature level of proficiency in addition to an “ideal” student response. • How student responses should be evaluated. This should include clear, defensible, correct answers and/or rubrics. • Any additional information needed to properly situate or interpret the item statement and intended or probable student responses.

  10. Standards for Mathematical Practices 1 - Make sense of problems and persevere in solving them. 2- Reason abstractly and quantitatively. 3 - Construct viable arguments and critique the reasoning of others. 4 - Model with mathematics. 5 - Use appropriate tools strategically. 6 - Attend to precision. 7 - Look for and make use of structure. 8 - Look for and express regularity in repeated reasoning.

  11. Assessment Item Review Criteria • See Handout

  12. Test Items for Discussion • The Football Field • Properties of Multiplication • E-Mail Mailbox Space

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