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Achieve CCSS Classroom Tasks. To help educators and education leaders address this challenge, Achieve and the National Association of State Directors of Career Technical Education (NASDCTEc) jointly piloted a process where educators evaluated, modified, and/or developed instructional tasks that demonstrate how Career Technical Education (CTE) content can be leveraged throughout high school mathematics.

Achieve CCSS Classroom Tasks

All of the tasks below were developed by high school and postsecondary mathematics and CTE educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. They were developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses. Interested in replicating such an activity in your state, district, or school? Architecture/Pre-Design (Illinois) Smarter Balanced Assessment Consortium. Smarter-Balanced-Mathematics-Claims. Achievement Level Descriptors and College Content-Readiness. Achievement level descriptors (ALDs) articulate the knowledge, skills, and processes expected of students at different levels of performance on the Smarter Balanced assessments.

Achievement Level Descriptors and College Content-Readiness

Smarter Balanced is developing an integrated suite of ALDs aligned with the Common Core State Standards and the Smarter Balanced assessment claims in English language arts/literacy and mathematics. Draft initial ALDs were developed in October 2012 by K-12 teachers and administrators and higher education faculty from two- and four-year colleges and universities representing Smarter Balanced Governing States. The ALDs are linked to an operational definition of college content-readiness, as well as a policy framework to guide score interpretation for high schools and colleges.

Following their initial development, both the ALDs and the definition of college content-readiness were revised based on a series of reviews from member states, partners, and individual stakeholders. Grade 6 CC Math Tasks on wikispaces. LIVEBINDERS CCSS for Mathematics. MARS Mathematics Assessment Project. News New – TRU Math: Teaching for Robust Understanding of Mathematics is a suite of tools for professional develompent and research - the alpha versions of these documents are available here… More International Awards for Team: Hugh Burkhardt and Malcolm Swan, leaders of the Shell Centre team, have been chosen by the International Commission on Mathematical instruction (ICMI) as the first recipients of the Emma Castelnuovo Medal for Excellence in the Practice of Mathematics Education.

MARS Mathematics Assessment Project

This complements the award by ICMI to Alan Schoenfeld of the 2011 Felix Klein Medal for Lifetime Achievement in research. Read more… The project is working to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics. Products Tools for formative and summative assessment that make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress. The Team What's on this site? CCSS-CTE Classroom Tasks. Developing Effective Fractions Instruction for Kindergarten Through 8th Grade. A high percentage of U.S. students lack conceptual understanding of fractions, even after studying fractions for several years.

Developing Effective Fractions Instruction for Kindergarten Through 8th Grade

The Practice Guide "Developing Effective Fractions Instruction for Kindergarten Through 8th Grade" offers evidence-based recommendations for improving students' understanding of fractions. The guide is based on an extensive review of the literature and is designed for educators who work with students in kindergarten through 8th grade, when almost all instruction in fractions takes place. The guide addresses early developing concepts of fractions, computation with fractions, and the more advanced topics of ratio, rate, and proportion. The panel's recommendations reflect the perspective that conceptual understanding of fractions is essential for students to learn about the topic, to remember what they learned, and to apply this knowledge to solve problems involving fractions. Sample Questions 3-8 CC with commentary: APDA : P-12.