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Assessing Math

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Assessing Math
Looking closer at PARCC Task Types
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Assessment……………………defined
Assessment is the process of collecting and
interpreting information that informs
educators, students, and families about
students’ progress in attaining the
knowledge, skills, attitudes, and behaviors to
be learned or acquired in school. (JCSEE, 2013)
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Assessment in the Implementation Guide
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PARCC Design
 Claims:
inferences we
want to make about
students
 Evidence: gather
evidence to support claims
 Tasks: designed to elicit
evidence from students to
support claims
.
Claims
.
Evidence
.
Tasks
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PARCC Task Types
task types are describe on the basis of
several factors
most importantly, the purpose of the tasks in
generating evidence for certain sub claims
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Task Type 1
includes a balance of conceptual
understanding, fluency, and
application
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Type 1 Task
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Task Type II
assesses expressing mathematical reasoning
these tasks call for written
arguments/justifications, critique of
reasoning, or precision in mathematical
statements
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Type II Task
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Task Type III
assesses modeling and
applications in a real-world context
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Type III Task
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Instructional Uses of the Evidence Tables
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To use in Vertical Alignment Conversations
To use to evaluate a curriculum’s Scope and Sequence
To recognize the transparency of PARCC assessment design
To see how the evidence tables, which lead to PARCC Assessment
design, are tied to the standards and the language of the standards
To see ways to combine standards naturally when designing instructional
tasks
To develop the stem for questions/tasks for instruction aligned with the
standards
To determine and create instructional scaffolding (to think through
which individual, simpler skills can be taught first to build to more
complex skills)
To develop rubrics and scoring tools for classroom use
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Using the Evidence Tables to Plan Lessons
Step 1: Determine which of the evidence statements you want
students to demonstrate.
Step2: Create or find lessons and tasks that elicit that evidence.
Step 3: Anticipate student misconceptions and develop quality
follow up questions .
Step 4: Address any misconceptions and help students find
appropriate strategies to use to accurately answer all tasks
related to the evidence statements.
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Lessons Learned from PARCC
Integrated
Problems
Reasoning (Practice Standard 3)
Modeling (Practice Standard 4)
Multiple select
Multiple Parts
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It all comes down to
implementation!
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