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STRATEGIC PLAN The Constructed Response Assessment: Building Teacher Understanding of the Common Core State Standards LEAD Conference October 9, 2012 Agenda 5 min Welcome & Introductions 10 min Focusing on the Standards 10 min Analyzing a Task 20 min Scoring Resources (Guides & Protocols) 20 min Scoring a Task 20 min Closing & Questions 1 Session Objectives • Analyze a 5th grade task in relation to the Common Core State Standards • Review resources and elements of CRA scoring • Practice a scoring protocol • Discuss the opportunity to improve instruction through the CRA • Expected Concerns – Time requirements with scoring – Disagreement between scores – Process elements 2 Our Approach • The expansion of the Constructed Response Assessment is designed to promote: –Learning about the Standards, both for Content and Mathematical Practice –Insight into the expected format of the PARCC Assessment –A lens into student understanding against the expectations of the Standards 3 Focusing on the Standards Grade 3rd Grade TNCore Focus Standards 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Represent and solve problems involving multiplication and division Understand properties of multiplication and the relationship between multiplication and division Extend understanding of fraction equivalence and ordering Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers Use equivalent fractions as a strategy to add and subtract fractions Apply and extend previous understanding of multiplication and division to multiply and divide fractions Understand ratio concepts and use ratio reasoning to solve problems Apply and extend previous understanding of arithmetic to algebraic expressions Analyze proportional relationships and use them to solve real-world and mathematical problems Solve real-life and mathematical problems using numerical and algebraic expressions and equations Define, evaluate, and compare functions Understand the connections between proportional relationships, lines, and linear equations 4 Focusing on the Standards The Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 5 Analyzing a Task Task 1. 48 Gumdrops Task Two children are sharing 48 gumdrops. 2 Jessica says, “I want 4 of the set of 48 gumdrops.” 2 Samuel says, “I want 3 of the set of 48 gumdrops.” a. Is it possible for Jessica and Samuel to each have the fraction of the gumdrops they want? Answer: b. If you respond yes, use diagrams and equations to explain how you know they can each receive the share of gumdrops they want. If you respond no, use diagrams and equations to explain why the children cannot receive the number of gum drops they each want. 6 Analyzing a Task 7 Analyzing a Task 8 Scoring Resources • Scoring Guides • Protocols document •Video for every task 9 Scoring Guide Protocols Document 10 Scoring Guide •Structure of Scoring Guides –Task from test booklet –Guide sheet (rubric) –List of content and practice standards associated with the task –Student responses and annotations 11 Scoring Guide • See Scoring Guide: Task 1: 48 Gumdrops 12 Guide paper 1 13 Guide paper 4 14 Guide paper 10 15 Scoring Practice • Try scoring the first three papers in the training set on your own. Please do not score the last paper at this time. • As you are scoring, refer back to the guide sheet and papers 1, 4, and 10 from the scoring guide that we reviewed. • Keep in mind: what evidence does the student provide to demonstrate his/her knowledge and abilities in relation to the standards and practices? • In a few minutes you will be asked to share your scores with a neighbor. Check for agreement on the content and practices. If you don’t agree, discuss the student work, referring back to the guide sheet and papers in the guide, and try to reach consensus. 16 Our Approach • The expansion of the Constructed Response Assessment is designed to promote: –Learning about the Common Core State Standards for Mathematics, both Content and Practice –Insight into the expected format of the PARCC Assessment –A lens into student understanding against the expectations of the Standards 17 CRA Scoring Support Scoring window begins Scoring window closes CORE Specialists available for regional support Districts communicate scores with parents Core Coaches available for grade level questions Scoring guide videos released Nov. 30, 2012 Oct. 29, 2012 Support plans released for regional meetings and core coach support CRA administration window closes Oct. 26, 2012 Oct. 15, 2012 CRA Administration Begins 18 CRA Scoring Support • At least 2 meetings in each CORE w/ Regional Math Coordinator for district staff (before Oct. 26) • Video for every task • Core coaches are available for grade-level questions (contacts released Oct. 15) • Scoring guides themselves – TNCore username: tncore-math password: firsttothetop% • [email protected] • Each other – conversations are critical! 19 CRA Scoring Support TN Region Math Coordinator Southwest Eddie Keel [email protected] Northwest Iris Hubbard [email protected] Mid-Cumberland David Williams [email protected] South Central Courtney Woods [email protected] 20 CRA Scoring Support TN Region Math Coordinator Upper Cumberland Virginia Mayfield [email protected] Southeast April Kabler [email protected] East Christi Sampson [email protected] First Amanda Waits [email protected] 21 Session Objectives - Review • Analyze a 5th grade task in relation to the Common Core State Standards • Review resources and elements of CRA scoring • Practice a scoring protocol • Discuss the opportunity to improve instruction through the CRA • Expected Concerns – Time Requirements with scoring – Disagreement between scores – Process elements 22 Closing • This is about learning. –Learning about the Common Core State Standards for Mathematics, both Content and Practice –Insight into the expected format of the PARCC Assessment –A lens into student understanding against the expectations of the Standards Contact Information: Virginia Mayfield Corey Palermo [email protected] [email protected] 23