Association of Math Teachers of New Jersey
Annual Two-Day Conference
October 25, 2013
Instructional Strategies
to Meet
New CCSS Assessments:
What are Performance Tasks?
Deborah Ives, Ed.D.
Montclair State University, Montclair, NJ
How do you use math in your daily life?
• How have you used math today?
• How did you use math this week?
• At home?
• At work?
• In your daily activities?
How have you used technology today? This week?
NCTM Focus in Mathematics:
Reasoning & Sense Making
• Many students have difficulty because they
find mathematics meaningless…
• Should occur in every mathematics classroom
every day.
NCTM 2009, pp. 5-6
Reasoning Habits of Mind
“Attention to reasoning habits needs to be integrated within the
curriculum to ensure that students both understand and
can use what they are taught”
•
•
•
•
Analyzing a problem
Seeking and using connections
Implementing a strategy
Reflecting on a solution
NCTM 2009, p.9
Problem Solving
Common Core State Standards
Define what students should understand and be
able to do in their study of mathematics.
–Standards for Mathematical Practices
–Standards for Mathematical Content
CCSSM (page 12)
CCSS Mathematical Practices*
Use Real World Applications to:
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning
of others.
• Model with mathematics.
• Use appropriate (technology) tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
*Common Core Standards 2010
Overview of Mathematics Task Types
PARCC mathematics assessments will include three types of tasks.
Task Type
Description of Task Type
I. Tasks assessing
concepts, skills and
procedures
•
•
•
•
Balance of conceptual understanding, fluency, and application
Can involve any or all mathematical practice standards
Machine scorable including innovative, computer-based formats
Will appear on the End of Year and Performance Based Assessment
components
II. Tasks assessing
expressing
mathematical
reasoning
•
Each task calls for written arguments / justifications, critique of
reasoning, or precision in mathematical statements (MP.3, 6).
Can involve other mathematical practice standards
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment component
III. Tasks assessing
modeling /
applications
•
8
•
•
•
•
•
•
Each task calls for modeling/application in a real-world context or
scenario (MP.4)
Can involve other mathematical practice standards.
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment component
For more information see PARCC Item Development ITN Appendix D.
Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
2 Optional Assessments/Flexible Administration
Diagnostic Assessment
• Early indicator of
student knowledge
and skills to inform
instruction, supports,
and PD
• Non-summative
Mid-Year Assessment
• Performance-based
• Emphasis on hardto-measure
standards
• Potentially
summative
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of
concepts and skills
• Required
Speaking And Listening Assessment
• Locally scored
• Non-summative, required
End-of-Year
Assessment
• Innovative,
computer-based
items
• Required
9
What is a Performance Task?
• A performance task is a goal-directed
assessment exercise.
• It consists of an activity or assignment that
is completed by the student and then
judged by the teacher or other evaluator
on the basis of specific performance
criteria.
Real World Applications/Tasks
& Technology Connections:
Access Points for Every Student
•
•
•
•
•
•
Music and Production
Fashion Design
Videogame Entrepreneurship
Math in Basketball
Math in Restaurants
Math in Special Effects
Get the Math Website
www.getthemath.org
• Full episode and video segments
• Interactive challenges or performance tasks
• Lesson Plans aligned to CCSS
getthemath.org
Math in Fashion Module
• Featured professional: Chloe Dao, Season 2 Project Runway winner
• Algebra I concepts: percent markup; writing and solving linear
inequalities; cost analysis
PARCC Online Resources:
Prototype Project
http://www.parcconline.org/samples
/mathematics/high-schoolmathematics
Dana Center: Task Type II
Isabella’s Credit Card
PARCC Resources:
Blueprints and Evidence Tables
http://www.parcconline.org/assessmentblueprints-test-specs
Let’s look at Algebra I EOY
Common Core Toolbox
Assessment Resources
www.ccsstoolbox.com
Thank You for your
participation!
Any questions?
deborah.ives.edd@gmail.com
24
Other Technology Resources
• WNET’s Video in Teaching and Learning (VITAL) platform as selfpaced, student-directed lessons (http://vital.thirteen.org)
• http://www.educause.edu/library/resources/college-readylearning-technologies
(Next Generation Learning Challenge Technologies Catalog)
• http://nextgenlearning.org/blog/19-promising-and-commoncore-aligned-tools-and-resources-middle-school-classrooms
(NGLC Blog post)
• Common Core State StandardsToolbox (www.ccsstoolbox.com)
• www.insidemathematics.org
• http://www.nctm.org and http://illuminations.nctm.org
• http://www.mathedleadership.org
• http://map.mathshell.org.uk/materials/index.php
• www.mathsnacks.com