1. Math Assessments In Common Core Presented by: Elk Grove Unified Schools District

2. In CCSS the goal is that students will be “College and Career Ready” A glimpse at being career ready… http://www.youtube.com/watch?list=RD02zN 9LZ3ojnxY&v=ANDk0SWzplo&feature=endscre en&NR=1 http://www.youtube.com/watch?list=RD02zN 9LZ3ojnxY&v=ANDk0SWzplo&feature=endscre en&NR=1

3. Outcomes for Session 2: 1.Introduce SMARTER BALANCED assessments being implemented in the Spring of 2015 2.Understand the Achievement Level Descriptors 3.Understand how to modify existing assessments to make them more like SBAC

4. CCSS Assessment Items Complete the 3 problems you were given. Think about how they are similar and how they are different from our current assessment problems. In which course would you expect to see each of these problems? Discuss at your table.

5. New expectations for assessment 7 th grade

6. New expectations for assessment 6 th grade

7. New expectations for assessment 8 th grade x x x

8. SMARTER Balanced Assessment Will be implemented in the Spring of 2015 States will test grades 3-8 th & 11 th Four Achievement level Descriptors will replace the current five levels of student performance – Advanced – Proficient – Basic – Below Basic – Far Below

9. Achievement Level Descriptors The Level 4 student: The Level 3 student: The Level 2 student: The Level 1 student: demonstrates thorough understanding of and ability to apply the knowledge and skills associated with college and career readiness. demonstrates adequate understanding of and ability to apply the knowledge and skills associated with college and career readiness. demonstrates partial understanding of and ability to apply the knowledge and skills associated with college and career readiness. demonstrates minimal understanding of and ability to apply the knowledge and skills associated with college and career readiness.

10. What does this look like on SBAC? (look at ALD Handout) Highlight Algebra Target I : Solve equations and inequalities in one variable. The Level 1 student: The Level 2 student: The Level 3 student: The Level 4 student: Students should be able to solve quadratic equations in one variable with complex roots. Students should be able to solve multi-step linear equations and inequalities and quadratic equations in one variable with real roots. Students should be able to solve one-step linear inequalities and quadratic equations in one variable with integer roots. Students should be able to solve one-step linear equations in one variable.

11. Analyze how the student outcomes progress from level to level LinearInequalities Quadratics Integer roots Real roots Complex roots

12. Turn to your partner and explain the difference between…… Integer roots Real roots Complex roots

13. How will SMARTER Balanced determine the level of math proficiency? Total score will reflect these weighted categories: Concepts & Procedures (40%) Problem Solving (20%) Communicate Reasoning (20%) Modeling and Data Analysis (20%)

14. Test Questions and Design Type Items and the collection of items MUST measure deeper understanding and application of conceptions. Therefore a variety of item types are necessary: selected response short constructed response extended constructed response technology enhanced performance tasks

15. 1. Selected Response Questions: Multiple choice, but multiple answers

16. 2. Constructed Response: Below is an equilateral triangle whose side lengths are each 1 unit: Find the area of △ ABC. Alignment 1: G-CO.C.10, G-SRT.C

17. 3. Extended Constructed Response: Below is an equilateral triangle whose side lengths are each 1 unit: Find the area of △ ABC. Alignment 1: G-CO.C.10, G-SRT.C Explain the mathematics used to solve this problem. Pythagorean Theorem Special Right Triangles Trigonometry Ratios ?

18. 4. Problem solving/technology enhanced. Visit SBAC http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

19. 4.Technology enhanced http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm Interactive Sample Items http://pages.uoregon.edu/kscalise/taxonomy/taxonomy.html Samples are from Kathleen Scalise, University of Oregon

20. 5. Performance Tasks: High level tasks where students develop and model ideas using discovery and prior knowledge You have been hired to build a chicken coop against the side of a house. You are limited to using 24 feet of fencing. The pen should encloses a space of at least 40 square feet. Create three different designs. Which coop would you recommend to the homeowner and why?

21. Traditional vs. CCSS Enhanced Assessment The following examples show the evolution of several Pre-Algebra test items enhanced to model CCSS-M assessment types.

22. Traditional Pre-Algebra Ch 8 Test Name________________ 1.Which ordered pair is a solution to 4x – 3y = 11? (Show your work) A) (2,1) B. (2,-1) C. (4,3) A) (2,1) B. (2,-1) C. (4,3) 4( ) – 3( ) = 11 4( ) – 3( ) = 11 4( ) – 3( ) = 11 2. What is the slope of the line with equation y = 2x – 3 3. Find the slope of the line that contains the points A (-1,2) and B (1,-1) Steps 1.Plot points 2. Draw line 3. Shade the slope triangle 4.

24. What are the next steps? The developers of Common Core recognize that creating meaningful assessments is a huge undertaking, and should not be taken on entirely by an individual. Collaboration among teachers is essential Continuing Professional development is key Use existing assessments as your starting point to modify and create CCSS aligned assessments