Smarter Balanced. OAKS Transition As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum.

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Presentation transcript:

Smarter Balanced

OAKS Transition

As my colleague Jason Zimba likes to say, you don’t teach standards you teach mathematics. Bill McCallum

Mathematical Practices 1.Making sense of problems and persevering in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Looking for and expressing regularity in repeated reasoning

Smarter Balanced Claims Claim 1 – Concepts and Procedures Apply, Explain and Interpret with Precision and Fluency Claim 2 – Problem Solving Solve Complex Problems Claim 3 – Communicating Reasoning Construct Viable Arguments and Critique the Reasoning of Others Claim 4 – Modeling and Data Analysis Analyze Real World Scenarios and Construct Mathematical Models to Interpret and Solve Problems

Smarter Balanced Assessment System PERFORMANCE TASKS Reading Writing Math END OF YEAR ADAPTIVE ASSESSMENT English Language Arts and Mathematics, Grades 3–8 and High School Computer Adaptive Assessment and Performance Tasks BEGINNING OF YEAR END OF YEAR INTERIM ASSESSMENT Formative Assessments

Smarter Balanced Practice Tests

Performance Tasks

Smarter Balanced Estimated Times

Low Score Cut Score Cut Score Cut Score High Score

College Content Readiness Norm Referenced vs. Criterion Referenced Grade 12 Expectations Multiple Measures of Content Readiness 71% of Colleges offered an average of 2.5 remedial math courses (Business Higher Education Forum, 2005)