NC DPI Wikispaces- various mathematics resources for teachers, administrators, teacher educators and others who are interested in the mathematics education of North Carolina's students.
NC DPI K-2 Math Assessments
NC Testing and Accountability- Released forms of NC EOG
NC DPI K-2 Math Assessments
NC Testing and Accountability- Released forms of NC EOG
Assessments usually fall into two major categories:
1. Summative- cumulative evaluations that might generate a single score, such as an end-of-unit test or a standardized test, such as EOG.
2. Formative- used to determine the point-in-time status of students' understanding, to preassess, or to attempt to identify students' naïve understandings or misconceptions. The information is interpreted and used to provide feedback and make decisions about the next instructional steps. There are three key processes on formative assessment: 1) Establishing where the learners are in their learning, 2) Establishing where they are going, and 3) Working on how to get there.
Analogy: Formative assessment is like a digital snapshot, formative assessment is like a streaming video.
K-2 Math Assessment Items: Sample items from Hawaii
Smarter Balanced Assessment Consortium (SBAC)- For decades, Congress has required assessments of student learning for accountability under the Elementary and Secondary Education Act (ESEA). The 2001 reauthorization of ESEA, known as the “No Child Left Behind Act,” enacted during the Bush administration, expanded those federal testing requirements to include state testing of every student in language arts and mathematics in grades 3 through 8 and once in high school. In 2010, the federal government funded the State of Washington to act on behalf of a consortium of states to develop new, next-generation assessments aligned to the Common Core State Standards in English language arts/literacy and mathematics. While federal funding currently supports the research and development work of the Smarter Balanced Assessment Consortium, all policy decisions about the structure and content of the assessments are made by the member states based on input from stakeholders across the county. At the conclusion of the federal grant in September 2014, Smarter Balanced will become an operational assessment system supported by its member states. The Consortium does not plan to seek additional funds from the U.S. Department of Education.
Samples: 3rd Math, 4th Math, 5th Math, 6th Math
Sample Items and Performance Task- They provide an early look into the depth of understanding of the CCSS that will be measured by the Smarter Balanced assessment system. While the items and tasks are not intended to be used as sample tests, educators can use them to begin planning the shifts in instruction that will be required to help students meet the demands of the new assessments.
Item/Test Specifications- Smarter Balanced assessments will go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.The system—which includes both summative assessments for accountability purposes and optional interim assessments for instructional use—will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.
SBAC Reports- Monthly News and Quarterly Reports
1. Summative- cumulative evaluations that might generate a single score, such as an end-of-unit test or a standardized test, such as EOG.
2. Formative- used to determine the point-in-time status of students' understanding, to preassess, or to attempt to identify students' naïve understandings or misconceptions. The information is interpreted and used to provide feedback and make decisions about the next instructional steps. There are three key processes on formative assessment: 1) Establishing where the learners are in their learning, 2) Establishing where they are going, and 3) Working on how to get there.
Analogy: Formative assessment is like a digital snapshot, formative assessment is like a streaming video.
K-2 Math Assessment Items: Sample items from Hawaii
Smarter Balanced Assessment Consortium (SBAC)- For decades, Congress has required assessments of student learning for accountability under the Elementary and Secondary Education Act (ESEA). The 2001 reauthorization of ESEA, known as the “No Child Left Behind Act,” enacted during the Bush administration, expanded those federal testing requirements to include state testing of every student in language arts and mathematics in grades 3 through 8 and once in high school. In 2010, the federal government funded the State of Washington to act on behalf of a consortium of states to develop new, next-generation assessments aligned to the Common Core State Standards in English language arts/literacy and mathematics. While federal funding currently supports the research and development work of the Smarter Balanced Assessment Consortium, all policy decisions about the structure and content of the assessments are made by the member states based on input from stakeholders across the county. At the conclusion of the federal grant in September 2014, Smarter Balanced will become an operational assessment system supported by its member states. The Consortium does not plan to seek additional funds from the U.S. Department of Education.
Samples: 3rd Math, 4th Math, 5th Math, 6th Math
Sample Items and Performance Task- They provide an early look into the depth of understanding of the CCSS that will be measured by the Smarter Balanced assessment system. While the items and tasks are not intended to be used as sample tests, educators can use them to begin planning the shifts in instruction that will be required to help students meet the demands of the new assessments.
Item/Test Specifications- Smarter Balanced assessments will go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.The system—which includes both summative assessments for accountability purposes and optional interim assessments for instructional use—will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.
SBAC Reports- Monthly News and Quarterly Reports
Illustrative Mathematics- Illustrative Mathematics provides guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards.
Achieve the Core-
A nonprofit organization that assembles educators and researchers to design actions based on evidence that substantially improve student achievement. This link provides resources to strengthen understanding of the Shifts: Focus, Coherence, and Rigor: resources, sample problems, PD videos, progression of math topics, and much more.
A nonprofit organization that assembles educators and researchers to design actions based on evidence that substantially improve student achievement. This link provides resources to strengthen understanding of the Shifts: Focus, Coherence, and Rigor: resources, sample problems, PD videos, progression of math topics, and much more.
NCTM Illuminations- Explore their library of virtual manipulatives, activities, lessons, standards, and web links.
National Library of Virtual Manipulatives: The National Library of Virtual Manipulatives (NLVM) is an NSF supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis).
Virtual Mathematics Manipulatives- various apps and sites
Thinking Blocks- Singapore Thinking Blocks was developed by Colleen King in 2003 to help students who were struggling with math word problems. Before creating Thinking Blocks, Colleen was using problem sets from Singapore Math texts in a course for accelerated students at a math enrichment center. The model drawing approach in these texts gave upper elementary students a path to more advanced concepts and algebraic reasoning. Colleen sought a more flexible solution for struggling learners and designed a model drawing application called Blocks. The first group of students to test the program often made comments about how smart they were when using Blocks and how Blocks made "their brains work better".
National Library of Virtual Manipulatives: The National Library of Virtual Manipulatives (NLVM) is an NSF supported project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis).
Virtual Mathematics Manipulatives- various apps and sites
Thinking Blocks- Singapore Thinking Blocks was developed by Colleen King in 2003 to help students who were struggling with math word problems. Before creating Thinking Blocks, Colleen was using problem sets from Singapore Math texts in a course for accelerated students at a math enrichment center. The model drawing approach in these texts gave upper elementary students a path to more advanced concepts and algebraic reasoning. Colleen sought a more flexible solution for struggling learners and designed a model drawing application called Blocks. The first group of students to test the program often made comments about how smart they were when using Blocks and how Blocks made "their brains work better".
Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement
- Which shifts look as if they might be interesting to explore further?
- What are some suggestions of things that need to happen to help with the implementation of the shifts included in this book?
Now……..
Which shifts do you feel are most important and want to start on now?
What is your role?
What plans you do have in place to support these shift?