*Analysis is hard.

فهرست عناوین اصلی در این پاورپوینت

فهرست عناوین اصلی در این پاورپوینت

● Session Objectives
● Agenda
● Introduction
● Why Assess At All?
● So…
● Two Big Ideas About Assessment Design:
● Other Considerations
(Not Our Focus Today)
● What Not To Do:
● From the Publishers’ Criteria:
● Procedural Fluency
● Conceptual Understanding
● Application
● 7.RP.1
● Three Free, Public On-Line Resources To Support A Balance of Rigor
● Illustrative Math Task
● Annotated Item
● Module Assessment
● Connect To Your Practice
● Three Free, Public On-Line Resources To Support Learning About Students at All Levels
● Performance Level Descriptions
● Important Questions
● Annotated Item
● Use Cluster and Domain Headings
● Illustrative Math Task
● Connect To Your Practice
● Two Big Ideas Revisited
● AET
● Check In With The Pyramid
● *Analysis is hard.
● Sample Assessment: Ms. Alonzo’s Class
● Think Aloud…
● Examine Sample Assessment
● Two Big Ideas About Data Analysis:
● Looking At Student Work
● Caitlin
● Truman
● Summary
● Connect To Your Practice
● How Do We Track Data?
● Tracking The Class
● Each Item, Through Multiple Lenses
● Useful Disaggregation
● Possible Modifications
● Connect To Your Practice
● Using Questions to Lead Data Meetings
● “Pre-Cursors”
● “Conversation Starters & Re-Directors”
● Recap
● Two Big Ideas About Assessment Design:
● Two Big Ideas About Data Analysis:
● Session Objectives
● Thanks!

نوع زبان: انگلیسی حجم: 4.03 مگا بایت
نوع فایل: اسلاید پاورپوینت تعداد اسلایدها: 82 صفحه
سطح مطلب: نامشخص پسوند فایل: pptx
گروه موضوعی: زمان استخراج مطلب: 2019/05/16 04:27:21

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., student, assessment, level, item, task, grade, information, math, mathematical, datum, standard,

توجه: این مطلب در تاریخ 2019/05/16 04:27:21 به صورت خودکار از فضای وب آشکار توسط موتور جستجوی پاورپوینت جمع آوری شده است و در صورت اعلام عدم رضایت تهیه کننده ی آن، طبق قوانین سایت از روی وب گاه حذف خواهد شد. این مطلب از وب سایت زیر استخراج شده است و مسئولیت انتشار آن با منبع اصلی است.

https://www.engageny.org/file/98616/download/ddi_math_primer_deck_july_nti.pptx

در صورتی که محتوای فایل ارائه شده با عنوان مطلب سازگار نبود یا مطلب مذکور خلاف قوانین کشور بود لطفا در بخش دیدگاه (در پایین صفحه) به ما اطلاع دهید تا بعد از بررسی در کوتاه ترین زمان نسبت به حدف با اصلاح آن اقدام نماییم. جهت جستجوی پاورپوینت های بیشتر بر روی اینجا کلیک کنید.

عبارات پرتکرار و مهم در این اسلاید عبارتند از: ., student, assessment, level, item, task, grade, information, math, mathematical, datum, standard,

مشاهده محتوای متنیِ این اسلاید ppt

مشاهده محتوای متنیِ این اسلاید ppt

common core aligned ddi primer in math designing and leading ddi using assessment guidance documents july ۹ ۲ ۱۴ session objectives assessment design know the elements of a high quality common core aligned mathematics assessment know how to create and choose assessment tasks that reflect a balance of rigor and give comprehensive information about students at all levels session objectives data analysis be able to describe what to look for when analyzing student work for a common core aligned assessment be able to create a data tracker for assessments develop questions that drive data analysis meetings around common core aligned assessment data agenda introduction i. what makes a high quality assessment sorting task why do we assess balance of rigor students at all levels ii. how can we analyze assessment data looking at student work tracking data leading a data meeting introduction high quality common core aligned assessments data analysis and action part ii part i why assess at all to learn information about students why assess at all ۱. compare the assessments documents a b and c . what kinds of information would we learn about students from each one ۲. what are the strengths and weaknesses of each so… what kinds of information do we want to learn about our students two big ideas about assessment design ۱. the assessment should reflect a balance of rigor helping us understand students’ procedural abilities conceptual understanding and abilities to apply. ۲. the assessment should give us information about students at all levels. other considerations not our focus today focus strong majority of questions assess the major work of the grade course coherence supporting content is assessed in ways that engage students in the major work practices items signal the standards for mathematical practice not necessarily all items what not to do from the publishers’ criteria k ۸ and hs math ۱. balance of rigor procedural fluency conceptual understanding application from the publishers’ criteria procedural fluency ۶۴ question are there items that ask or imply that students do math procedures some good verbs solve add subtract divide multiply graph compute find practice connections mp.۷ look for and make use of structure mp.۸ look for and express regularity in repeated reasoning note fluency expectations named at each grade level. while these are not named for hs level courses there should still be procedural assessment. but what does mathematical understanding look like one hallmark of mathematical understanding is the ability to justify in a way appropriate to the student’s mathematical maturity why a particular mathematical statement is true or where a mathematical rule comes from. there is a world of difference between a student who can summon a mnemonic device to expand a product such as a b x y and a student who can explain where the mnemonic comes from. the student who can explain the rule understands the mathematics and may have a better chance to succeed at a less familiar task such as expanding a b c x y . mathematical understanding and procedural skill are equally important and both are assessable using mathematical tasks of sufficient richness. from the new york state common core learning standards conceptual understanding ۶۴ question are there items that ask students to explain their thinking some good verbs explain determine prove show compare justify practice connections mp.۳ construct viable arguments and critique the reasoning of others. mp.۶ attend to precision. more important in standards that begin with understand. application ۶۴ question does the item have a real world context some good examples single step word problems multi step word problems model building practice connections mp.۱ make sense of problems and persevere in solving them. mp.۲ reason abstractly and quantitatively. mp.۴ model with mathematics. application paradox the more directed the task the more we can be sure it aligns to the standard but the less authentic it becomes. ۷.rp.۱ let’s look at a standard together. what would assessment items based on procedural conceptual and application aspects look like three free public on line resources to support a balance of rigor ۱. www.illustrativemathematics.org ۲. engageny curriculum modules ۳. engageny annotated items illustrative math task illustrative math task illustrative math task annotated item module assessment connect to your practice what is an activity that you could do yourself or lead others in to promote a balance of rigor in assessments ۲. students at all levels from the k ۸ publishers’ criteria the natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content but should prompt explicit attention to connecting grade level content to content from prior learning. to do this instruction should reflect the progressions on which the ccssm are built. for example the development of fluency with division using the standard algorithm in grade ۶ is the occasion to surface and deal with unfinished learning with respect to place value. much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking. three free public on line resources to support learning about students at all levels engageny performance level descriptions common core learning standards progressions performance level descriptions describe the trajectory of knowledge and skills at each grade level. provide rich information about what students in each performance category know and can do. serve as basis of discussion among educators about the specific knowledge and skills that distinguish the just barely level ۳ proficient student or the just barely level ۲ student. performance level descriptions performance level descriptions important questions what performance levels does the item tell us about how could the item be modified to tell us information about different performance levels annotated item use cluster and domain headings illustrative math task illustrative math task connect to your practice what is an activity that you could do yourself or lead others in to promote assessments that provide information about students at a variety of levels two big ideas revisited ۱. the assessment should reflect a …

کلمات کلیدی پرکاربرد در این اسلاید پاورپوینت: ., student, assessment, level, item, task, grade, information, math, mathematical, datum, standard,

این فایل پاورپوینت شامل 82 اسلاید و به زبان انگلیسی و حجم آن 4.03 مگا بایت است. نوع قالب فایل pptx بوده که با این لینک قابل دانلود است. این مطلب برگرفته از سایت زیر است و مسئولیت انتشار آن با منبع اصلی می باشد که در تاریخ 2019/05/16 04:27:21 استخراج شده است.

https://www.engageny.org/file/98616/download/ddi_math_primer_deck_july_nti.pptx

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