1. Welcome Math Leaders Mac Scoring Training Year 13 …analyzing student thinking and improving instruction

2. What is MARS? Mathematics Assessment Resource Service - Nottingham, England not outer space MAC = Mathematics Assessment Colloborative, part of the Silicon Valley Mathematics Initiative - Marin, San Mateo, Santa Clara, Santa Cruz, Alameda Counties, Contra Costa County, and Monterey County Tests are often called MAC tests or BAM (Balanced Assessment in Mathematics)

3. MAC Update 2011 40 School Districts 65,000 students 1500-1600 teachers Now include grades 2 - Geometry

4. MAC Core Ideas TIMMS results 5 areas of emphasis Number Properties Number Operations (Mathematical Reasoning) Algebra Geometry Data and Statistics (Probability) This year it will match the new National Core Standards in Mathematics (also based on TIMMS research)

5. Why more tests? Difference between Standardized Tests and purposes and Performance Testing and purposes Learning from student work Developing meaningful feedback for students and teachers

6. Goals of Assessment We must ensure that tests measure what is of value, not just what is easy to test. If we want students to investigate, explore, and discover, assessment must not measure just mimicry mathematics. Everybody Counts

7. Link Assessment and Learning Assessment should be an integral part of teaching. It is the mechanism whereby teachers can learn how students think about mathematics as well as what students are able to accomplish. Everybody Counts

8. Purpose of Scoring Gather data about student thinking to inform and improve instruction. Rubrics designed by international team to reflect shared values and perspectives. Rubrics provide one means of analyzing student work and giving teachers feedback. Scoring consistency allows us to capture data and gain insight into student thinking.

9. Youre the District Ambassadors! Promote reliability and consistency. Provide opportunities for professional development in mathematics and reflections and insights for improving instruction.

10. Leading Scoring is a difficult job. Resistance Search for evidence Ideas for changing classroom instruction Care about students Desire for student success Uncomfortable with the mathematics Change from normal classroom practices Phases of a Scoring Session Understanding the Audience

11. Scoring Principles Different from other scoring systems Points are awarded throughout a task to emphasize varying aspects of doing mathematics Is there more evidence of understanding or not understanding? Mathematically equivalent expressions or alternative strategies get full credit. If you need to debate what the student was doing, the explanation was not complete.

12. Task Design Entry level part - allow access Ramp up - not all parts are equal Meeting Standards - not based on percentage - so doesnt meet that internal rubric of 90% A Meeting Standards based on professional judgment of National Board

13. Rubrics Embody value judgments and explicit Computation and representation How to tackle an unfamiliar problem Interpret and evaluate solutions Communicate results and reasoning to others Carefully considered evaluation of performance

14. Professional Development Opportunities to Learn Every square has two sides plus the two pieces at the end of the row:2X+2 The end squares have three sides, middle squares have two sides: 2(X-2) + 6 The right end square has three sides, middle squares have two sides and the right end square one extra piece: 2(X-1) + 4

15. Take time to examine student work. Ask teachers to analyze student understandings and misconceptions. Think about what strategies helped students who were successful. What experiences do students need to help overcome the misconceptions?

16. Reliability Issues Green Sheets - are participants consistent enough to start scoring real student work Post new solutions/solutions paths as they are discovered & other decisions Reliability checks within the session First folders Periodic spot checks Re-calibrate after breaks

17. Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. NCTM Principles and Standards