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Mathematics Standards of Learning Instruction and Assessment Update
TCTM – General SessionPrincess Anne High School, Virginia BeachOctober 1, 2013
Michael Bolling, Director of Mathematics and Governor’s Schools
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• communicate mathematically; • reason mathematically;• make mathematical connections; and• use mathematical representations to model
and interpret practical situations
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Process Goals
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 in Activities
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Leve
l of
Cog
nitiv
e D
eman
d
Low
Med
Med
High
Level of Cognitive Demand in Activities
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Leve
l of
Cog
nitiv
e D
eman
d
Simplify.
Is the value of this expression more or less than 1? How do you know?
Write a real-world problem using this expression.
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
Planning/Pacinglong/short term
Instruction what/how
Common Assessments
development/ modification
Analyze Data and Student
Work
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• 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• 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 15
SOL Institutes – FOCUS
2009 •SOL changes (content)
2010 •Vertical articulation of the SOL and areas of greatest challenge (content and pedagogy)
2011 •Process goals (standards) and cognitively rich tasks
2012 •Formative assessments (performance tasks) to inform instruction
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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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Mathematics Vocabulary Word Wall Cards
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)
• 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 ItemsFrequently 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.
ABC x<3 1/2 3R431
Test Development
• TEI: Fill-in-the-Blank ItemsFrequently 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 ItemsFrequently 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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