Assessment in Core Plus Mathematics is an extension of the learning process, as well as an opportunity to check what students know and are able to do. For this reason, assessment is multidimensional, giving students many ways to demonstrate how they are making sense of the mathematics. Throughout the Core Plus Mathematics curriculum, the term assessment is meant to include all instances of gathering information about students level of understanding. Assessment dimensions include procedures, concepts, applications, problem solving, reasoning, communications, and connections.
Forms of Assessment
Daily homework typically includes completing problems begun in class or other problems that are related to the current class work. Students should devote approximately 15-20 minutes to working on these assignments. The expectation is that students spend time thinking deeply about these problems and at a minimum show evidence of their work or record their ideas on how to solve the problems. Although many students accurately complete these problems, it is not a requirement. These problems will be discussed briefly during the next class period. We expect that all students will be able to share ideas during a discussion of the problem.
Often parents ask how to help his/her child with homework. The following link provides some helpful hints.
Long Term Assignments (LTA)
Long term assignments are comprised of several problems assigned as a set. Students are given several days to complete these assignments. Problems typically assigned emphasize reasoning and making connections so that students can develop deeper understandings of the concepts and skills developed in class. Therefore, the problems included in these assignments are rarely the same type of problems that appear on tests. Several resources are available to students for these assignments, including the math help room and individual teacher help.
There are several purposes of a Math Toolkit (MTK). The Math Toolkit provides students an opportunity to summarize, in their own words, the concepts and skills that have been developed in class. It is a student’s individual record of the mathematics they have learned and how they understand the mathematics. The best math toolkit entries communicate reasoning and connections clearly and concisely, and include not only verbal explanations, but also appropriate examples, diagrams, or sketches of graphs or tables to illustrate. In addition, math toolkits often help the teacher become aware of misunderstandings and misconceptions that need to be addressed. Finally, the math toolkit serves as a reference for students when preparing for other assessments such as tests, midterms, or final exams.
A sample scoring rubric for the math toolkit is shown below.
Math Toolkit Scoring Rubric
§ Contains clear and focused response
§ Has relevant details that clearly address all parts of the question
§ Includes tables, charts, graphs, or diagrams where appropriate
§ Shows complete understanding of the question’s mathematical ideas
§ Contains good solid response with some, but not all of the characteristics above
§ Explains less completely
§ May include minor computational errors, but no conceptual errors
§ Contains complete response, but explanation is unclear or arguments are incomplete
§ Tables, charts, graphs, or diagrams are not used appropriately
§ Shows clear understanding of some important ideas, but makes one or more fundamental, specific errors
§ Fails to answer all parts of the question, or
§ Has major errors, or
§ Uses inappropriate strategies
§ No response, or
§ Frivolous or irrelevant response
For exemplar toolkits, click the links below.
Collaborative Assignments (CA)
In line with the Standards for Mathematical Practices, we regularly provide students the opportunity to work with one another to deepen their mathematical understanding. Collaborative assignments given during class serve different purposes:
- We seek to encourage and develop essential collaborative skills and to provide opportunities for students to further their mathematical understandings. Problems are thoughtfully selected to promote both collaboration and further development of mathematical ideas.
- A collaborative assignment connects current content to other mathematical concepts and/or extends understanding of current content to a deeper level. Challenging problems are selected that require collaboration; we would not expect students to complete these problems individually.
For specifics on how a collaborative assignment is graded, click the links below.
Formal end of the unit tests as well as midterms are composed of a combination of multiple choice and free response questions. Multiple choice questions are included because the majority of questions on Regents Exams and other high stakes assessments, such as SATs and AP Exams are of this type. Free response questions are included because they allow students the freedom to problem solve in any mathematically correct way. Some questions on the tests might be old Regents Exam questions.
Parents and students often ask how best to prepare for a test. The following link will provide some helpful suggestions.