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2012 Mathematics SOL Institutes General SessionOctober 2012
Michael Bolling, Acting Director, Office of Mathematics and Governor’s Schools
Deborah Wickham, Ph.D., Mathematics Specialist, K-5
Christa Southall, Mathematics Specialist
SOL Institutes – FOCUS
2009
•Specific SOL changes (content)
2010
•Vertical articulation of the SOL and areas of greatest challenge (content and pedagogy)
2011
•Process goals (standards) in mathematics
2012
•Using formative assessments (performance tasks) to inform instruction
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“The content of the mathematics standards is intended to support the five
goals for students”
- 2009 Mathematics Standards of Learning
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Five goals…for students to
• become mathematical problem solvers that• communicate mathematically; • reason mathematically;• make mathematical connections; and• use mathematical representations to model
and interpret practical situations
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Virginia’s Process Goals for Students
• Mathematical Problem Solving• Mathematical Communication• Mathematical Reasoning• Mathematical Connections• Mathematical Representations
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2012 Mathematics SOL Institutes - Purpose• The purpose of the 2012 Mathematics SOL
Institutes is to provide teachers with online professional development focused on using formative assessment resources to inform instruction.
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Performance Task - Definition• An assessment that requires students to
synthesize SOL content in a problem-solving setting that encourages communication, reasoning, critical thinking, connections, and use of varied representations.
Assessment Types• Formal
– Formative (prior to or during instruction)– Summative (following instruction)
• Informal– Listening– Questioning– Observing
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Formative Assessment• ‘Assessment FOR learning’• Checking in on understanding and on the
formation of learning• Diagnostic in nature – should lead to
changes in instruction• Class tasks, homework, quizzes,
benchmark tests• Includes a lot of student feedback
Summative Assessment• ‘Assessment OF learning’• Typically provides a level of student
performance (grade)• Tests, projects, simulation tests• Less student feedback
Format of Assessment Items• Multiple choice• Open response
– Short response• Fill in the blank• Solve, simplify• Explain why/justify
– Open-ended • doesn’t have a predefined answer• synthesizes multiple concepts
Instruction, Assessment, and Backwards Design1. What are the content objectives that
students should master?2. How will we assess the content?3. What instructional experiences will we
provide that will assist ALL students to access and master the content?
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Purposes of assessment
Improve student learning• Checking for student understanding, growth,
and progress• Determining common misunderstandings• Determining common errors• Informing instructional and assessment
decisions (currently and in the future)
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Online Professional Development Products• Available in November• Organized into modules within a grade band• Your role
– Assist the school division with the rollout of professional development focused on formative assessments and performance tasks in mathematics
– Provide professional development that helps learning communities get started in the online modules
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We, as teachers, should be…• Engaging students in the learning, providing
relevant and rigorous activities and tasks• Asking high-leverage questions – make
students work harder than you• Requiring students to communicate their
thinking and listen carefully to them• Making students justify their thinking• Using multiple models
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Proce
ss G
oals!
We, as teachers, should be…• Using formative assessments to learn about
the level of student understanding to reflect on and change your own teaching
• Collaborating to develop a deeper understanding of what needs to be taught and how it should and could be assessed
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