assessing math looking closer at parcc task types 2

Assessing MathLooking closer at PARCC Task Types

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Assessment……………………definedAssessment is the process of collecting

and interpreting information that informs educators, students, and families about

students’ progress in attaining the knowledge, skills, attitudes, and behaviors

to be learned or acquired in school. (JCSEE, 2013)

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Assessment in the Implementation Guide

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PARCC Design Claims: inferences we

want to make about students

Evidence: gather evidence to support claims

Tasks: designed to elicit evidence from students to support claims

.Claims .

Evidence .Tasks

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PARCC Task Typestask types are describe on the basis of

several factors

most importantly, the purpose of the tasks in generating evidence for certain sub

claims

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Task Type 1

includes a balance of conceptual understanding, fluency, and

application

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Type 1 Task

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Task Type IIassesses expressing mathematical

reasoning

these tasks call for written arguments/justifications, critique of

reasoning, or precision in mathematical statements

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Type II Task

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Task Type III

assesses modeling and applications in a real-world

context

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Type III Task

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Instructional Uses of the Evidence Tables To use in Vertical Alignment Conversations To use to evaluate a curriculum’s Scope and Sequence To recognize the transparency of PARCC assessment design To see how the evidence tables, which lead to PARCC Assessment design, are

tied to the standards and the language of the standards To see ways to combine standards naturally when designing instructional

tasks To develop the stem for questions/tasks for instruction aligned with the

standards To determine and create instructional scaffolding (to think through which

individual, simpler skills can be taught first to build to more complex skills)  To develop rubrics and scoring tools for classroom use

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Using the Evidence Tables to Plan LessonsStep 1: Determine which of the evidence statements you want students to demonstrate.

Step2: Create or find lessons and tasks that elicit that evidence.

Step 3: Anticipate student misconceptions and develop quality follow up questions .

Step 4: Address any misconceptions and help students find appropriate strategies to use to accurately answer all tasks related to the evidence statements.

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Lessons Learned from PARCCIntegrated ProblemsReasoning (Practice Standard 3)Modeling (Practice Standard 4) Multiple selectMultiple Parts

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It all comes down to implementation!