1. 2012-13 State Scoring Guide Professional Development: Assessing the Essential Skill of Mathematics Level 3 – In-Depth Training for Content Area Teachers Information provided by Oregon Department of Education 2012-13

2. Goals Participants will Be able to apply the Official Mathematics Scoring Guide to Student Work accurately Be able to use the Math Scoring Guide for Formative Assessment in their classrooms. Know about resources & further professional development available

3. The Role of Math Work Samples in Content Classes How do students in your subject area or professionals on the job use math? How do you see the Essential Skill of Apply Mathematics fitting into your curriculum?

4. Three Options for Essential Skill Proficiency 1.OAKS Statewide Mathematics Assessment Score of 236 or higher 2.Other approved standardized assessments TestScore ACT or PLAN19/19 WorkKeys5 Compass66 (College Alg. Test) Asset41 (Int. Alg. Test) SAT/PSAT450/45 AP/IBvarious

5. Option 3 Math Work Samples  Mathematics Work Sample scored using Official State Scoring Guide  Two Mathematics Work Samples Required: algebra, geometry, statistics  Students must earn a score of 4 or higher in each dimension for each work sample

6. Level of Rigor Work samples must meet the level of rigor required on the OAKS assessment. Work samples provide an optional means to demonstrate proficiency, not an easier means.

7. LET’S REVIEW THE SCORING GUIDE!

8. Simplified Mathematics Scoring Guide Developing Beginning 1 2 3 4 5 Emerging Proficient Strong 6 Exemplary

9. Another way to look at scores 6 −Enhanced or connected to other mathematics 5 – Thoroughly developed 4 – Work is proficient (not perfect) 3 – Work is partially effective or partially complete 2 – Work is underdeveloped or sketchy 1 – Work is ineffective, minimal, or not-evident

10. Mathematics Problem Solving Scoring Guide Making Sense of the Problem Representing and Solving the Problem Communicating ReasoningAccuracyReflecting and Evaluating

11. Making Sense of the Problem Interpret the concepts of the task and translate them into mathematics

12. Representing and solving the problem Use models, pictures, diagrams, and/or symbols to represent the problem and select an effective strategy to solve the problem.

13. Communicating Reasoning Communicate mathematical reasoning coherently and clearly use the language of mathematics.

14. Accuracy Clearly identify and support the solution.

15. Reflecting and Evaluating  State the solution in the context of the problem.  Defend the process.  Evaluate and interpret the reasonableness of the solution

16. Oil Tank Problem The farm where John just started working has a vertical cylindrical oil tank that is 2.5 feet across on the inside. The depth of the oil in the tank is 2 feet. If 1 cubic foot of space holds 7.48 gallons, about how many gallons of oil are left in the tank?

17. Share your solution!

18. Let’s Score Some Student Papers!

19. Dead Man’s Curve!

20. Share Your Solution!

21. Let’s Score Some Student Papers!

22. How do Math Work Samples fit in my classroom?

23. The Future of Math Work Samples The design of the SMARTER Balanced Assessment Consortium is intended to strategically “balance” summative, interim, and formative assessment

24. Additional Resources Oregon Department of Education Website www.ode.state.or.us/go/worksamples www.ode.state.or.us/go/worksamples Dynamic Interactive Scoring Calibration System http://discs.orvsd.org/ http://discs.orvsd.org/ Oregon Council of Teachers of Mathematics www.octm.org www.octm.org Upcoming workshops –(Insert your information here)

25. THANK YOU FOR PARTICIPATING!