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Reflection Summary of Mathematical Assessments

Dr. Cam Wong
Cassie McLemore
MIAA 330 Mathematical Assessments
December 17, 2013








REFLECTION SUMMARY McLemore 2
Reflection Summary of Mathematical Assessments
In this class on mathematical assessments we looked at the six different types of common
core assessment design, but focused primarily on these three; selected response, constructed
response and extended constructed response. Another area that we studied that common core
will change and needs addressing is error analysis/learning trajectories. A final area that needs
addressing is making sure that all learners have access to assessments. These are the three areas
for immediate concern in designing mathematical assessments.
The selected response questions are the type of test questions that educators have seen
and used for most assessments (state and local) since No Child Left Behind took effect in 2001.
These test are multiple choice, true/false and matching exams that only check factoid
information. Students that know the answer select it, but those that dont can simply use testing
strategies to make an educated guess. While these questions do have their place they do not
allow instructors or students to demonstrate deep understanding of concepts. Because these are
the only types of questions currently being used in standardized testing the majority of students
have not developed problem-solving skills necessary in answering the other types of questions
associated with the common core.
Constructed response questions demonstrate a slightly deeper understanding than selected
response. A constructed response questions requires the student to synthesize data from a
questions and determine mathematical process are required to solve it. Often times in
constructed response questions the students is asked to explain how they went about solving the
problem, which requires the student to verbalize their thinking. Currently no standardized
testing addresses this skill and therefore will require teachers to adjust their current practice and
local level assessments to include these types of questions.
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The last type of common core assessment questions we examined were the extended
constructed response. This type of question requires students to analyze more in-depth, relevant
information and determine how to solve the problem. In extended constructed response
questions the student may have to interact with multiple types of data and synthesize that
information into a multi-dimensional project or essay so show mastery of the problem.
Currently, standardized testing both state and local only address writing in limited formats
(narrative, persuasive, and response to literature). At the state level this currently only occurs in
3
rd
, 7
th
and 11
th
grades. At the local level writing is a part of English Language Arts at all grade
spans, but most occurs in the same formats. Again this is a big shift in teaching and learning and
will require a big shift for students and teachers.
The shifting in testing (which will require the shift in learning and teaching) is a task that
also requires a huge shift in thinking (Confrey, J., Maloney, A., & Nguyen, K., 2011). Our
current teaching practice is very isolated. Teachers are handed the standards and asked to get
their kids to where they need to be in specific areas using adopted text books, and in some
district scripted lesson plans, that are centered around factoid response standards. The shift to
the common core will require that district (or at the minimum the entire school) work as a team
to develop learning trajectories from for their students. This shift cannot happen in isolation. It
requires teachers to work together to plan lessons and assessments that span more than a school
year, that set students on a trajectory of success in all subjects.
The last important factor I will address in this reflection is error analysis. It is important
to note that error analysis is crucial to the overall success of our students and teaching practice.
Looking at our lessons and assessments and discussing why misconceptions or errors occurred is
vital to our development of common core ideals. Error analysis needs to be done reflectively on
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a regular basis and misconceptions need to be addressed when they occur. This is a brand new
era and checking ourselves through our student progress will make us better educators.