2012-13 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics...
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2012-13State Scoring Guide
Professional Development:
Assessing the Essential Skill of Mathematics
Level 3 – In-Depth Training for Content Area Teachers
Information provided byOregon Department of Education
2012-13
GoalsParticipants will Be able to apply the Official Mathematics
Scoring Guide to Student Work accurately Be able to use the Math Scoring Guide for
Formative Assessment in their classrooms.
Know about resources & further professional development available
The Role of Math Work Samples in Content Classes
• How do students in your subject area or
professionals on the job use math?• How do you see the Essential Skill of Apply
Mathematics fitting into your curriculum?
Three Options for Essential Skill Proficiency
1. OAKS Statewide Mathematics Assessment
• Score of 236 or higher
2. Other approved standardized assessments
Test Score
ACT or PLAN 19/19
WorkKeys 5
Compass 66 (College Alg. Test)
Asset 41 (Int. Alg. Test)
SAT/PSAT 450/45
AP/IB various
Option 3 Math Work Samples
Mathematics Work Sample scored using Official State Scoring Guide
Two Mathematics Work SamplesRequired: algebra, geometry, statistics
Students must earn a score of 4 orhigher in each dimension for each work sample
Level of Rigor
Work samples must meet the level of rigor required on the OAKS assessment.
Work samples provide an optional means to demonstrate proficiency, not an
easier means.
LET’S REVIEW THE SCORING GUIDE!
Simplified Mathematics Scoring Guide
Developing
Beginning1
2
3
4
5
Emerging
Proficient
Strong
6Exemplary
Another way to look at scores
6 −Enhanced or connected to other mathematics
5 – Thoroughly developed
4 – Work is proficient (not perfect)
3 – Work is partially effective or partially complete
2 – Work is underdeveloped or sketchy
1 – Work is ineffective, minimal,
or not-evident
Mathematics Problem Solving Scoring Guide
Making Sense of the Problem
Representing and Solving the Problem
Communicating Reasoning
Accuracy
Reflecting and Evaluating
Making Sense of the Problem
Interpret the
concepts of the
task and translate
them into
mathematics
Representing and solvingthe problem
Use models, pictures, diagrams, and/or symbols to represent the problem and select an effective strategy to solve the problem.
Communicating Reasoning
Communicate mathematical reasoning coherently and clearly use the
language of mathematics.
Accuracy
Clearly identify and support
the solution.
Reflecting and Evaluating
State the solution in the context of the problem.
Defend the process.
Evaluate and interpret the reasonableness of the solution
Oil Tank Problem
The farm where John just started working has a vertical cylindrical oil tank that is 2.5 feet across on the inside. The depth of the oil in the tank is 2 feet. If 1 cubic foot of space holds 7.48 gallons, about how many gallons of oil are left in the tank?
Share your solution!
Let’s Score Some Student Papers!
Dead Man’s Curve!
Share Your Solution!
Let’s Score Some Student Papers!
How do Math Work Samples fit in my classroom?
The Future of Math Work Samples
The design of the SMARTER Balanced Assessment Consortium is intended to strategically “balance” summative, interim, and formative assessment
Additional Resources• Oregon Department of Education Website
www.ode.state.or.us/go/worksamples• Dynamic Interactive Scoring Calibration System
http://discs.orvsd.org/• Oregon Council of Teachers of Mathematics
www.octm.org• Upcoming workshops
– (Insert your information here)
THANK YOU FOR PARTICIPATING!