Association of Math Teachers of New JerseyAnnual Two-Day Conference

October 25, 2013

Instructional Strategies to Meet

New CCSS Assessments: What are Performance Tasks?

Deborah Ives, Ed.D.Montclair State University, Montclair, NJ

How do you use math in your daily life?How do you use math in your daily life?

• How have you used math today?

• How did you use math this week? • At home? • At work? • In your daily activities?

How have you used technology today? This week?

NCTM Focus in Mathematics: NCTM Focus in Mathematics: Reasoning & Sense MakingReasoning & Sense Making

• Many students have difficulty because they find mathematics meaningless…

• Should occur in every mathematics classroom every day.

NCTM 2009, pp. 5-6

Reasoning Habits of Mind“Attention to reasoning habits needs to be integrated within the

curriculum to ensure that students both understand and can use what they are taught”

• Analyzing a problem

• Seeking and using connections

• Implementing a strategy

• Reflecting on a solution

NCTM 2009, p.9

Problem SolvingProblem Solving

Common Core State StandardsCommon Core State Standards

Define what students should understand and be able to do in their study of mathematics.

–Standards for Mathematical Practices

–Standards for Mathematical Content

CCSSM (page 12)

CCSS Mathematical Practices*

• 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 (technology) tools strategically.• Attend to precision.• Look for and make use of structure.• Look for and express regularity in repeated reasoning.

*Common Core Standards 2010

Use Real World Applications to:

Overview of Mathematics Task Types

PARCC mathematics assessments will include three types of tasks.

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Task Type Description of Task Type

I. Tasks assessing concepts, skills and procedures

• Balance of conceptual understanding, fluency, and application• Can involve any or all mathematical practice standards• Machine scorable including innovative, computer-based formats• Will appear on the End of Year and Performance Based Assessment

components

II. Tasks assessing expressing mathematical reasoning

• Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6).

• Can involve other mathematical practice standards• May include a mix of machine scored and hand scored responses• Included on the Performance Based Assessment component

III. Tasks assessing modeling / applications

• Each task calls for modeling/application in a real-world context or scenario (MP.4)

• Can involve other mathematical practice standards.• May include a mix of machine scored and hand scored responses• Included on the Performance Based Assessment component

For more information see PARCC Item Development ITN Appendix D.

Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year Assessment

•Innovative, computer-based items•Required

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills•Required

Diagnostic Assessment•Early indicator of student knowledge and skills to inform instruction, supports, and PD•Non-summative

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

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Speaking And Listening Assessment•Locally scored•Non-summative, required

What is a Performance Task?

• A performance task is a goal-directed assessment exercise.

• It consists of an activity or assignment that is completed by the student and then judged by the teacher or other evaluator on the basis of specific performance criteria.

Real World Applications/TasksReal World Applications/Tasks& Technology Connections:& Technology Connections:

Access Points for Every StudentAccess Points for Every Student• Music and Production

• Fashion Design

• Videogame Entrepreneurship

• Math in Basketball

• Math in Restaurants

• Math in Special Effects

Get the Math Website

www.getthemath.org

• Full episode and video segments• Interactive challenges or performance tasks• Lesson Plans aligned to CCSS

getthemath.org

Math in Fashion Module• Featured professional: Chloe Dao, Season 2 Project Runway winner• Algebra I concepts: percent markup; writing and solving linear

inequalities; cost analysis

PARCC Online Resources: Prototype Project

http://www.parcconline.org/samples/mathematics/high-school-mathematics

Dana Center: Task Type IIIsabella’s Credit Card

PARCC Resources:Blueprints and Evidence Tables

http://www.parcconline.org/assessment-blueprints-test-specs

Let’s look at Algebra I EOY

Common Core ToolboxAssessment Resources

www.ccsstoolbox.com

Thank You for your Thank You for your participation!participation!

Any questions?

deborah.ives.edd@gmail.com

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Other Technology Resources• WNET’s Video in Teaching and Learning (VITAL) platform as self-

paced, student-directed lessons (http://vital.thirteen.org) • http://www.educause.edu/library/resources/college-ready-

learning-technologies (Next Generation Learning Challenge Technologies Catalog)• http://nextgenlearning.org/blog/19-promising-and-common-

core-aligned-tools-and-resources-middle-school-classrooms (NGLC Blog post)

• Common Core State StandardsToolbox (www.ccsstoolbox.com) • www.insidemathematics.org • http://www.nctm.org and http://illuminations.nctm.org• http://www.mathedleadership.org• http://map.mathshell.org.uk/materials/index.php• www.mathsnacks.com