Preparing for Smarter Balanced Math Performance … to Learn Math: Teaching for a Growth Mindset...
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Transcript of Preparing for Smarter Balanced Math Performance … to Learn Math: Teaching for a Growth Mindset...
Preparing for Smarter Balanced
Math Performance Assessments
Bryan Toller Mathematics Assessment Specialist
Oregon Department of Education
Smarter Balanced Assessment
“…the best preparation for the CCSS
assessments, with their commitment to
assessing all the standards, including the
Standards for Mathematical Practice, is
high-quality instruction…”
NCTM President Diane J. Briars
PERFORMANCE ASSESSMENT
TASKS
Video: How to Learn Math: Teaching for a Growth Mindset http://youtu.be/EbhJk62N05I
SIX ITEM TYPES
1. Selected Response
2. Constructed Response
3. Extended Response
4. Technology Enabled
5. Technology Enhanced
6. Performance Tasks
4TH GRADE QUESTION 1
Full-credit response (1 point) includes
• 51
No-credit response (0 points) includes
none of the features of a full-credit
response.
4TH GRADE QUESTION 2
Full-credit response (1point) includes
OR
Any four partial sums that are correct based
on the food and drink choices in the table.
A no-credit response (0 points) includes
none of the features of a full-credit response
4TH GRADE QUESTION 3
A full-credit response (1 point) includes
• 24
OR
Any total sum that is correct based on the
student’s response to question 2
A no-credit response (0 points) includes
none of the features of a full-credit response
4TH GRADE QUESTION 4
A full-credit response (1 point) includes
• 25
OR
Any difference that is correct based on the
student’s responses to question 1 and 3
A no-credit response (0 points) includes
none of the features of a full-credit response
4TH GRADE QUESTION 5 A full-credit (2 points) response includes
• stating correct gifts that Anna and Ray can buy
based on question 4 and the restrictions in the stem
AND
• Explaining why there is enough money for the gifts
based on the student’s response to question 4
“Anna and Ray can buy a zoo magnet and a photo
frame. There is enough money for these gifts because
they cost 10 dollars and there is 25 dollars left to buy
gifts. 10 dollars is less than 25 dollars.”
QUESTION 5 CONT.
A partial credit (1 point) includes
• Stating the correct gifts that Anna and ray can
buy based on question 4 and the restrictions in
the stem
“They can buy a stuffed panda bear and a zoo
magnet.”
OR
“Anna and Ray can buy a pack of 4 pens and a
photo frame that cost 14 dollars total.”
QUESTION 5 CONT.
A no-credit (0 points) response includes
non of the features of a full or partial credit
response.
“They can buy 4 stuffed panda bears.”
OR
“Anna and Ray can buy 2 stuffed bears and 2
photo frames.”
This item is not graded on spelling or grammar
MAKE WRITING A PART OF
THE LEARNING
Video: Steve McKinney: Keeping It Real http://www.Americaachieves.org
http://bcove.me/eqw8vuyz
8TH GRADE QUESTION 1
Full-credit response (1 point) includes
• A line that provides a reasonable model
for these data
8TH GRADE QUESTION 2 Full credit response (2 points) includes
• an equation based on the graph drawn in
the previous item, with a y-intercept
between 70 and 130
AND
• An equation based on the graph drawn in
the previous item, with a slope between
-1/4 and -1/17
For example y = -.11x + 102
QUESTION 2 CONT. Partial credit (1 point) includes
• an equation based on the graph with a y-intercept
between 70 and 130
OR
• an equation based on the graph with a slope between
-1/4 and -1/17
OR
• a two variable linear equation with a y-intercept
consistent with the line drawn
OR
• a two variable linear equation with a slope consistent
with the line drawn
No credit (0 point) includes none of these
8TH GRADE QUESTION 3 Full credit response (2 points) includes
• interpreting the slope as a rate of change
(using “decrease in pulse rate…for every
kilogram increase in weight” language)
AND
• an acceptable pulse rate and weight, based
on the response to question 1
For example
“There is a 0.17 decrease in average pulse
rate for every 1 kg increase in weight.”
QUESTION 3 CONT. Partial credit response (1 point)
• interpret the slope as a rate of change
OR
• an acceptable pulse rate and weight, based
on the response to question 1
For example
“It has a rate of 1/6.”
No credit response (0 points) includes none of
these features
For example
“The slope of the line is the rate.”
8TH GRADE QUESTION 4
Full credit response (1 point) includes
• a value that is the correct prediction based
on the equation given in question 2
For example
-558 (based on y = -0.11x + 102).
No credit (0 points) includes none of these
features
8TH GRADE QUESTION 5 Full credit response (2 points) includes
• indicating that the value is not reasonable
AND
• identifying the issue of a negative average pulse rate
OR
• indicating that the value is reasonable based on an
incorrect response for Part A and identifying the
issue of why it is a reasonable value.
For example
“A pulse of -558 per minute is not reasonable because
it is not possible to have a negative average pulse
rate.”
QUESTION 5 CONT.
Partial credit (1 point) response
• Indicating that the value is not reasonable
OR
• identifying the issue of a negative average
pulse rate
For example
“A pulse of -558 per minute is not
reasonable.”
No credit response (0 points) includes
none of these.
8TH GRADE QUESTION 6 Full credit response (2 points) includes
• Showing the difference between actual pulse rate
and the predicted pulse rate by reference the
equation from question 2
OR
• arguing the difference between actual pulse rate
and the predicted pulse rate by referencing the
line drawn in item 1
For example
“Yes. The model will need to be changed, because
the new data points do not follow the trend
suggested by the equation in question 2
QUESTION 6 CONT. Partial credit response (1 point) includes
• stating that the model will need to be
changed with no support from the data.
For example
“The model will need to change.”
No credit response (0 points) includes none
of these features.
For example
“The model should not change.”
This item is not graded on spelling or grammar.
RESOURCES Study: Boaler, J., Foster, D. (2014) Raising Expectations and
Achievement
http://youcubed.org/teachers/wpcontent/uploads/2014/07/Raisi
ng-Expectations.pdf
Tasks: SBAC Grade 4 and 8 Math Performance Task
http://sbac.portal.airast.org/practice-test/resources/
Mathematics Assessment Project: Baseball Jerseys
http://map.mathshell.org/materials/tasks.php?taskid=362&subpa
ge=apprentice
Videos: Steve McKinney: Keeping It Real Americaachieves.org
http://bcove.me/eqw8vuyz
How to Learn Math: Teaching for a Growth Mindset
http://youtu.be/EbhJk62N05I