1. Assessment Module 5B ESUHSD June 2012

2. Outcomes Increase understanding of the Common Core State Standards (CCSS) in Mathematics by exploring assessment resources Discuss next steps and the support necessary to transition to CCSS

3. Assessment: What We Know Assessments will begin in 2014-15. California is a governing state in the SMARTER Balanced Assessment Consortium. Assessments will include: – Computer Adaptive Assessments (interim & summative) – Performance Assessments (interim & summative) Selected Response Constructed Response Extended Performance Assessments

4. Content Specifications - CCSSM

5. The measurement instrument will be novice [short] tasks. The items assessing this claim will account for 40% of the total score administered by computer. The measurement instrument will be by apprentice [scaffold] tasks or expert [unscaffold] tasks. The items assessing this claim will account for 20% of the total score and will be human scored.

6. Novice – short items focused on skills and routines Apprentice – medium performance tasks with scaffolding Expert – long tasks with high cognitive load and/or complexity. Types of Tasks in Mathematics

7. Novice Task - Examples

8. From Novice to Apprentice Tasks

9. Apprentice Task

10. Apprentice Task Rubric

11. Apprentice Performance Task: Leaky Faucets

12. Leaky Faucets: Rubric

13. Examine Student Work: Leaky Faucet Compare and contrast #1 and determine which solution path is easiest to understand and why? What are some probing questions you could ask students to clarify their thinking?

14. Expert Task: Pythagorean Triples

15. Examine Student Work: Pythagorean Triples Complete the task Review the rubric Score your own task Analyze training (T) papers Choose and interesting sample to study more deeply

16. Reflection Why did you choose this work? What is the core mathematics inherent in this work? Is this work an example of a misconception, a strategy you want students to make sense of, something you want students to compare and contrast, or moving to generalization?

17. The main point in mathematics teaching is to develop the tactics of problem solving. George Polya Extended Response

19. 1.Make sense of problems and persevere in solving them.

20. 4. Model with mathematics

21. Proposed Timeline 2011 2012 2013 2014 2015 Development of formative tools, processes, and practices underway; Specifications for summative and interim assessments developed Summative and interim item development completed ; Interim item pool become available for use Field testing of items for adaptive summative assessment completed Preliminary achievement standards proposed and other policy definitions adopted Operational summative assessment administered; Final achievement standards verified and adopted Center for K-12 Assessment & Performance Management at ETS

22. Assessments in Mathematics Implications for… o Students o Teachers o Administrators o Parents Table Talk

23. Smarter Balanced: New Website http://www.smarterbalanced.org/