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Common Sense for the Common Core: Part Two (assessment edition)
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Common Sense for the Common Core: Part Two (assessment edition)

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  • Our mission—learn as much as we can, share it with other educators in helpful ways, ways that make sense.
  • INFO on both consortia here…what they are, what they’re doing. Contracting with test makers, they set the criteria for test items.
  • PARCC = Alabama, Arizona, Arkansas, Colorado,District of Columbia, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, and Tennessee (& U.S. Virgin Islands).
  • Smarter Balanced info here…their timeline what their test will be made up of. All items built on four claims and all tied to mathematical standards of practice…different types of questions…selected response, constructed response, tech enhanced, performance tasks. Optional interim assessments, computer adaptive test.
  • Partnership for Assessment of Readiness for College and CareersReady for 2014-15 school year.K-12 assessments in English and math“PARCC received an $186 million grant through the U.S. Department of Education's Race to the Top assessment competition.”Four computer delivered componentsTwo optional formative assessments towards the beginning of the yearProvides data to guide instruction and interventionsTwo summative assessments towards the end of the yearProvides data for accountability
  • What’s in a PARCC test?
  • Changes in the test to make it more challenging
  • SBAC discuss how this addresses this standard
  • Add standard wording
  • Standards listed for upcoming problems
  • “Part a is designed to allow students an accessible entry into the content, asking them to sequence three large numbers using drag-and-drop technology. This technology enables students to test their ideas about number relationships before submitting their answer electronically. “
  • “Parts b and c, students must think deeply about what rounding means in terms of the sizes of numbers and their relationships to one another. Knowing the rules of rounding and place value is not sufficient for students to answer the questions and explain their thinking. Part b asks students to critique the work of others (MP.3),”
  • “Part c asks students to justify their conclusions (MP.3) and addresses both precise communication and flexible reasoning (MP.6)”
  • Third Grade—reference shifts this problem goes beyond “pizzas” and circles
  • Fifth Grade
  • Seventh Grade
  • 6th grade
  • Where teachers can turn for info for Smarter Balanced: http://www.smarterbalanced.org/smarter-balanced-assessments/ Item specifications and ZIP files with examples some of it complicated, written for test item writers have to dig Also HOT off the press: http://www.smarterbalanced.org/sample-items-and-performance-tasks/ from SBAC
  • Tennessee and Georgia also terrific
  • Weekly resource roundups, frequent posts
  • Please add your questions to the question box, we’ll be answering them shortly.

Common Sense for the Common Core: Part Two (assessment edition) Presentation Transcript

  • 1. Common Sense for the Common Core: Mathematics Edition PartTwo Sponsored by: TenMarks Presented by: Ben Curran & Neil Wetherbee Engaging Educators
  • 2. Agenda• The Assessment Consortia – What they are – Who’s in Which – Timelines and Basic Assessment Info• Assessment Information – Released Items – Other useful resources• Resources and Sources• Q&A• Contact Info
  • 3. Two Kinds of Standards Standards for Standards for Mathematical Practice Mathematical Content• Same standards across • Progression of standards grade levels across grade levels• Domain listed as MP • Domains• Roughly represent – OA  Operations & Algebraic Thinking – Problem solving – NBT  Number & Operations in Base Ten – Proof – NF  Number & Operations-Fractions – Communication – MD  Measurement & Data – G  Geometry
  • 4. Sample ProblemsPhoto Sourcehttp://www.flickr.com/photos/arjin/3272274144/
  • 5. Before
  • 6. After
  • 7. 4th Grade4.OA.2—selected response
  • 8. 3rd Grade3.NBT.2—constructed response
  • 9. 4th Grade• MP.3 - Construct viable arguments and critique the reasoning of others.• MP.6 - Attend to precision.• 4.NBT - Number and Operations in Base Ten – 2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. – 3. Use place value understanding to round multi-digit whole numbers to any place.
  • 10. 4th Grade Part a.Source: http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
  • 11. 4th Grade Part b.Source: http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
  • 12. 4th Grade Part c.Source: http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
  • 13. 4th Grade RubricSource: http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
  • 14. Performance Task
  • 15. Performance Task
  • 16. ResourcesPhoto Sourcehttp://www.flickr.com/photos/mr_t_in_dc/3756880888/
  • 17. ResourcesSmarter Balanced PARCC• http://www.smarterbalance • http://bit.ly/EngagingEdPARCC d.org/smarter-balanced- • http://bit.ly/CCSSToolBox assessments • http://www.parcconline.org/sam• http://www.smarterbalance ples/item-task-prototypes d.org/sample-items-and- • http://www.parcconline.org/parc performance-tasks/ c-place-newsletter• http://www.smarterbalance d.org/stay-connected/
  • 18. Five States With Great Stuff• North Carolina• Ohio• Idaho• Arizona• New York
  • 19. http://engagingeducators.com/blog @engaginged
  • 20. Q&APhoto source: http://www.flickr.com/photos/debord/4932655275/
  • 21. Contact Us• TenMarks.com – @TenMarks – info@tenmarks.com – Tenmarks.tumblr.com• EngagingEducators.com – @EngagingEd – contact@engagingeducators.com – Engagingeducators.com/blog