SBAC Claims > Targets > CCSSm Standards

Understanding the assessment scheme

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Your LP starts like this:

Assessment & Curriculum Development “Backward Planning”

1. Develop learning targets;

2. Develop assessments;

3. Develop instructional activities;

4. Consider quality and equity issues.

Wiggins, G., McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development. Alexandria, Va.

1. Develop learning targets;

2. Develop assessments;

3. Develop instructional activities;

4. Consider quality and equity issues.

a. Develop statements of evidence;

b. Develop appropriate opportunities for students to provide evidence;

c. Develop useful scoring guides (=> feedback);

d. Help students use the feedback to facilitate further learning.

Assessment & Curriculum Development “Backward Planning”

Claims > Targets > Standards

http://k12.wa.us/Mathematics/Resources.aspx scroll down to find “Smarter Balanced Claims.”

Claims > Targets > Standards

http://www.rcoe.us/educational-services/files/2014/09/SBAC-Claims-Targets-Standard-Alignment-High-School-Math.pdf

Mathematical Practices vs SBAC Claims

Mathematical Practice # 1• Make sense of problems and persevere in

solving them. Mathematical Practice # 2• Reason abstractly and quantitatively.Mathematical Practice # 3• Construct viable arguments and critique the

reasoning of others.Mathematical Practice # 4• Model with mathematics.Mathematical Practice # 5• Use appropriate tools strategically. Mathematical Practice # 6• Attend to precision. Mathematical Practice # 7• Look for and make use of structure. Mathematical Practice # 8Look for and express regularity in repeated reasoning.

Claim #1 – Concepts & Procedures• Explain and apply mathematical concepts and

interpret and carry out mathematical procedures with precision and fluency.

Claim #2 – Problem Solving• Solve a range of complex well-posed problems in

pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Claim #3 – Communicating Reasoning• Clearly and precisely construct viable arguments

to support their own reasoning and to critique the reasoning of others.

Claim #4 – Modeling and Data Analysis• Analyze complex, real-world scenarios and can

construct and use mathematical models to interpret and solve problems.

http://www.k12.wa.us/Mathematics/pubdocs/WhatisaClaimVideo.mp4

Claim 1: Concepts & ProceduresClaim 2: Problem Solving

Claim 3: Communicating Reasoning

Claim 4: Modeling and Data Analysis

Claim 1: Concepts & Procedures

Claim 1: Concepts & Procedures

Claim 2: Problem Solving7.RP.A.2 Recognize and represent proportional relationships between quantities.

8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Claim 3: Communicating Reasoning

Construct viable arguments …

… and critique the reasoning of others

Claim 4: Modeling and Data Analysis Mathematical modeling is the bridge between school mathematics and the real world.While claim 2 items are well-posed, claim 4 items are often “messy.”

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Now that you know something about the claims and their relationship to the test, …

Which claim covers ground that is most familiar to teachers?

Which claim covers ground that is least familiar?

What do you need to do in order to help your teachers develop what they need to help their students meet claims 0 - 4?

Now that you know something about the claims and their relationship to the test, …

In the final hour of this module, work in interest groups to draft and then upload a document that you could take back to your district that would tell teachers what they need to know about SBAC claims and targets as they relate to the Common Core math standards. OR create a plan for steps you want to take with your teachers in order to guide them in their learning about Claims > Targets > Standards.