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In the Era of the Common Core Standards

Assessment for Learning. In the Era of the Common Core Standards. Network Meeting, January 11, 2012 Silicon Valley Mathematics Initiative www.svmimac.org. Welcome!. Please…. Sign in Find a table Greet your tablemates. AGENDA. Overview and Norms Preparing for CCSS Assessments

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In the Era of the Common Core Standards

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  1. Assessment for Learning In the Era of the Common Core Standards Network Meeting, January 11, 2012 Silicon Valley Mathematics Initiative www.svmimac.org

  2. Welcome! Please…. • Sign in • Find a table • Greet your tablemates

  3. AGENDA • Overview and Norms • Preparing for CCSS Assessments • Standards for Mathematical Practice • Four Claims • Reflective Write

  4. Lenses to Consider Today Learner Lens Teacher/Coach Lens

  5. Norms

  6. Norms for Professional Learning CommunitiesWorking Together to Benefit Our Students-Sharing of Norms Professionals in the Cristo Rey Network……. • arrive on time. • attend the entire session. • listen with an open mind and an intent to understand. • demonstrate a positive, professional attitude. • participate actively. (Attend to the speaker, task.) • limit side conversations during presentations. • demonstrate respect and courtesy.

  7. Remembering our Charge: To prepare for the CCSS Assessments in 2014-2015

  8. Goals of Assessment “We must ensure that tests measure what is of value, not just what is easy to test. If we want students to investigate, explore, and discover, assessment must not measure just mimicry mathematics.” Everybody Counts

  9. Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  10. SMARTER – Balance Content Specifications - CCSSM

  11.    A Group!    A Group! 2 2 2 2 A Group Task A Match! • Join with your group members. • Read your Claim and consider what that Claim looks like and sounds like in the classroom for teachers and for students. • Consider what mathematics would highlight your Claim. • The presentations will be done in sequential order by Claim Number.

  12.    A Group!    A Group! 2 2 2 2 A Group Task A Match! • Place your poster in sequential order on the wall. • Be prepared to present your poster and your thinking to the whole group. • The presentations will be done in sequential order by Claim Number.

  13. Break

  14. Supporting Role of Teacher Leader/Coach

  15. Engaging More Deeply with the CCSS Assessments

  16. Goal #1: Create High-Quality Assessments Flexible • End-of-Year • Assessment • Innovative, computer-based items • Mid-Year Assessment • Performance-based • Emphasis on hard to measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Early Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • ELA/Literacy • Speaking • Listening Summative assessment for accountability Formative assessment 16

  17. Goal #1: Create High Quality Assessments • Summative Assessment Components: • Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The ELA/literacy PBA will focus on writing effectively when analyzing text. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools • End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The ELA/literacy EOY will focus on reading comprehension. The math EOY will be comprised of innovative, machine-scorable items • Formative Assessment Components: • Early Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs • Mid-Year Assessment comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. After study, individual states may consider including as a summative component

  18. Types of Tasks in Mathematics Novice– short items focused on skills and routinesApprentice– medium performance tasks with scaffoldingExpert – long tasks with high cognitive load and/or complexity.

  19. Claim-Evidence-Warrant A Model for Analyzing Arguments (adapted from the work of Stephen Toulmin) PARCC States

  20. The Making of the Smarter Balanced Assessments The design elements are: Work in Grade Level Groups • Consider the CCSS and big ideas in mathematics • Write a Claim statement about what students can do. • Write Evidence stating exactly what student should do (from content standards) • Select performance tasks that measure the evidence.

  21. Write an Assessment Claim • Consider a big idea at your grade level or course. • Write a Claim statement about what students should be able to know and do. • For example a fourth grade claim may be: “Develop understanding of fraction equivalence, addition and subtraction of fractions, and multiplication of fractions by a whole number.”

  22. Write Evidence Statements from the claim (CCSS language may be used) • For example: Student work is characterized by: • demonstrating understanding of fraction equivalence and operations with fractions. • using knowledge of unit fractions to compose from unit fraction, decompose fractions into unit fractions. • using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number. • solving problems involving fractions applying knowledge of unit fractions, equivalence and the operations of addition and subtraction

  23. Claim: Develop understanding of fraction equivalence, addition and subtraction of fractions, and multiplication of fractions by a whole number. • Evidence: Student work is characterized by: • demonstrating understanding of fraction equivalence and operations with fractions. • using knowledge of unit fractions to compose from unit fraction, decompose fractions into unit fractions. • using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number. • solving problems involving fractions applying knowledge of unit fractions, equivalence and the operations of addition and subtraction

  24. Next Steps

  25. What is your biggest challenge?What is going well in your work as a teacher leader?What do you hope is addressed at this meeting? Report Out and Revisit Feedback

  26. Lunch

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