Mathematics Standards of Learning
Instruction and Assessment Update
TCTM – General Session
Princess Anne High School, Virginia Beach
October 1, 2013
Michael Bolling, Director of Mathematics and Governor’s Schools
[email protected]
Instruction and Assessment
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“The content of the mathematics
standards is intended to support the five
goals for students”
- 2009 Mathematics Standards of Learning
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Five goals…for students to
• become mathematical problem solvers that
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communicate mathematically;
reason mathematically;
make mathematical connections; and
use mathematical representations to model
and interpret practical situations
Process Goals
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Increased Rigor…
Seriously, what does that mean?
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Level of Cognitive Demand in Activities
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Level of Cognitive Demand
Level of Cognitive Demand in Activities
High
Med
Med
Low
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Level of Cognitive Demand
Level of Cognitive Demand in Activities
Write a real-world
problem using this
expression.
Is the value of this
expression more or
less than 1? How
do you know?
Simplify.
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So how could we increase cognitive demand ?
• Mark has ¾ cup of water and Mary has ½ cup
of water. How much do they have all
together?
• Write the equation of the line that passes
through the points (2,3) and (4, 8).
Collaboration is Key
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Learning Community
Analyze Data
and Student
Work
Common
Assessments
development/
modification
Planning/Pacing
long/short term
Instruction
what/how
Increased Rigor in Daily Instruction and Assessment
• Consider the level of cognitive demand that
instructional activities and assessments
require
• Consider the engagement level of the activity
• Reflect on the kinds of questions that you are
asking students
• Let students struggle with the mathematics
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Effective Questioning When Kids Struggle
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Ask students what they know
Ask about their approach to solve
Ask them where they ran into trouble
Ask them why
Restate what they’ve said
Ask them to reflect on possible other routes
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Effective Questioning and Discourse
• Ask students to justify and explain their
thinking
• Have students share their problem solving
approaches with others
• Ask them to explain others’ approaches in
their own words
• Ask them to evaluate others’ approaches
(error analysis)
• Ask them “what if” questions
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Virginia Department of Education
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Standards of Learning
Curriculum Framework
Testing blueprints
SOL Institutes (2009, 2010, 2011, 2012)
Instructional Videos
ESS Sample Lesson Plans
Technical assistance documents
SOL Practice Items and Tools Practice
Vocabulary resources
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SOL Institutes – FOCUS
2009
• SOL changes (content)
• Vertical articulation of the SOL and areas of
greatest challenge (content and pedagogy)
2010
• Process goals (standards) and cognitively
rich tasks
2011
• Formative assessments (performance tasks)
to inform instruction
2012
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2013 Mathematics SOL Institutes
Participants will
• Analyze and modify an assessment – compare
expectations of SOL and Curriculum
Framework to an assessment and modify it to
meet intended expectations; and
• modify an existing instructional task to
emphasize process goals and problem solving.
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Professional Development
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Mathematics Instructional Resources
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Mathematics Instructional Resources
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Mathematics Instructional Resources
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ESS Sample Lesson Plans
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ESS Sample Lesson Plans
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Instructional Videos
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Algebraic Properties
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Mathematics Vocabulary Word Wall Cards
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Practice SOL Items
• Practice SOL Items: Available for grades 3-8,
Algebra I, Geometry, and Algebra II
• Grades 3-8 Practice Tool: Practice measuring with
the ruler, measuring angles with the protractor,
using the four function calculator, and provides a
grid for open practice with tools
• EOC Practice Tool: Practice with geometric
constructions and provides a grid for open practice
with tools
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Current Projects (some of them)
• Mathematics Vocabulary Word Wall Cards
– Algebra (includes Algebra I and II)
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SOL to CCSS lookup tables
Technical assistance – box-and-whisker plots
Models for algebraic properties
Division through OSI
Algebra Readiness Diagnostic Test (ARDT)
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Test Development
• TEI: Fill-in-the-Blank Items
Frequently asked question: Will a student be
marked wrong for not spelling a word correctly in
fill-in-the-blank items?
Currently, there are no items that require students
to spell a word to correctly answer a question. Students do
not need to enter words. May require letters, numbers,
and/or characters.
3R4
x<3
ABC
1/2
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Test Development
• TEI: Fill-in-the-Blank Items
Frequently asked question: Can students enter a
decimal equivalent when asked specifically for a
fraction?
Acceptable character keys are controlled for student
responses. In this case, the decimal would not be
an allowable character.
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Test Development
• TEI: Fill-in-the-Blank Items
Frequently asked question: Do students have to
give an exact answer for FIB items that require them
to use a ruler or protractor?
There is a range of acceptable answers for certain
items, depending on the type of measure required.
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[email protected]
Questions? / Thoughts?
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