Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Domains are similar to the strands for 2003. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Unlike the 2003 NCSCOS, these will change throughout K-8
Fourth Grade Example (due to the denominator) Take a look at this question. What do you think the answer will be? Talk to your neighbor. Concern? More than one right answer?
Now look at it. Nice move from” did they get it right or wrong?” to “what do they understand?” Activity: Ask participants to work in groups to determine answers and what the incorrect answers tell us. Ask participants what responses should be 2 points, 1 point, 0 points.
Third Grade example This item is worth 0 – 2 points depending on the responses. Discuss with each other: What series of Yes and No responses would give a student 2 points? 1 point? 0 points? Give participants a few minutes to discuss at tables. Then discuss as whole group. What does this tell us? Understand equal partitioning Understand parts, but not equal partitions I
K 2 math assessment informational meeting power point 9-2-12
K-2 State Assessment Requirements • The State Board of Education requires that schools and school districts implement assessments at grades K, 1, and 2 that include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study. They may take the form of the state- developed materials, adaptations of them, or unique assessments adopted by the local school board.
Intended Purposes of Assessments (1) toprovide information about the progress of each student for instructional planning and early interventions; document growth over time (2) toinform parents about the status of their children relative to grade-level standards (3) toprovide next-year teachers with information about the status of each of their incoming students (4) toprovide the school and school district information about the achievement status and progress of groups of students in K, 1, and 2