Transitioning to the

Next Generation of Assessments

Teaching in Year 3

Dana ButtoMathematics Supervisor

TCESC

Today’s Objectives:

Familiarization with NGA Components

Increasing Rigor in the Classroom - Resources

MathematicsSummative Assessment Components:

“How”

End-of-Year Assessment

• Innovative, computer-based items

Performance-BasedAssessment (PBA)

• Extended tasks• Applications of

concepts and skills

• Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

• End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The math EOY will be comprised of innovative, machine-scorable items

(Rinehart, R., BGSU, 2013)

Create

Evaluate

Analyze

Apply

Understanding

Remembering

Subjective Items

Performance Tasks

Objective Items

Summative Assessment Components: “What”

Task Types

Blueprints

Model Content Framework

Test Specifications

Calculator Policy

Reference Sheets: 5-8 , HS

TEACHER PERFORMANCE RUBRIC

Differentiation

Rule of Four: The Rule of Four suggests that a concept be presented:• Using natural language (words)• Numerically (concrete examples, 'plugging in',

use of data tables, etc.)• Visually (e.g., using graphs, charts, concrete

models)• Symbolically (algebraic mode)

Resources for Rigor

Sample Assessment ItemsPARCC

Smarter Balanced

Resources for Rigor

Performance Based Tasks K-5

6-12K-12

Resources for Rigor

TCESC Mathematics Center

TEACHER PERFORMANCE RUBRIC