2012-13 state scoring guide professional development: assessing the essential skill of mathematics...

2012-13State Scoring Guide

Professional Development:

Assessing the Essential Skill of Mathematics

Level 3 – In-Depth Training for Content Area Teachers

Information provided byOregon Department of Education

2012-13

GoalsParticipants 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

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?

Three Options for Essential Skill Proficiency

1. OAKS Statewide Mathematics Assessment

• Score of 236 or higher

2. Other approved standardized assessments

Test Score

ACT or PLAN 19/19

WorkKeys 5

Compass 66 (College Alg. Test)

Asset 41 (Int. Alg. Test)

SAT/PSAT 450/45

AP/IB various

Option 3 Math Work Samples

Mathematics Work Sample scored using Official State Scoring Guide

Two Mathematics Work SamplesRequired: algebra, geometry, statistics

Students must earn a score of 4 orhigher in each dimension for each work sample

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.

LET’S REVIEW THE SCORING GUIDE!

Simplified Mathematics Scoring Guide

Developing

Beginning1

2

3

4

5

Emerging

Proficient

Strong

6Exemplary

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

Mathematics Problem Solving Scoring Guide

Making Sense of the Problem

Representing and Solving the Problem

Communicating Reasoning

Accuracy

Reflecting and Evaluating

Making Sense of the Problem

Interpret the

concepts of the

task and translate

them into

mathematics

Representing and solvingthe problem

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

Communicating Reasoning

Communicate mathematical reasoning coherently and clearly use the

language of mathematics.

Accuracy

Clearly identify and support

the solution.

Reflecting and Evaluating

State the solution in the context of the problem.

Defend the process.

Evaluate and interpret the reasonableness of the solution

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?

Share your solution!

Let’s Score Some Student Papers!

Dead Man’s Curve!

Share Your Solution!

Let’s Score Some Student Papers!

How do Math Work Samples fit in my classroom?

The Future of Math Work Samples

The design of the SMARTER Balanced Assessment Consortium is intended to strategically “balance” summative, interim, and formative assessment

Additional Resources• Oregon Department of Education Website

www.ode.state.or.us/go/worksamples• Dynamic Interactive Scoring Calibration System

http://discs.orvsd.org/• Oregon Council of Teachers of Mathematics

www.octm.org• Upcoming workshops

– (Insert your information here)

THANK YOU FOR PARTICIPATING!