Assessment Consortium Releases Math Content Specifications

Catherine Gewertz on August 30, 2011 Education Week

SMARTER Balanced’s math content specifications rest on four statements that describe the end goals of the assessment system. For each of those claims, the consortium specifies the types of evidence that would show that students have met those goals. Here are the claims:

• #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

• #2: Students can frame and solve a range of complex problems in pure and applied mathematics.

• #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

• #4: Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.For a taste of how the claims and evidence lay out, take a look at page 19 of the content specifications. It shows one of the claims (in this case, claim #1), details the different ways evidence of mastery might be collected (“… This content can be assessed using a combination of selected response and short constructed response items, but may also be evaluated at a deeper level within long constructed response items and performance tasks…”), lists types of evidence of learning (such as this: “factors & multiples: Determine factors and multiples of whole numbers (1-100); Identify prime and composite numbers”), and specifies which standards are addressed by those activities.

Content Specifications with Content Mapping

for the Summative assessment of the

Common Core State Standards for Mathematics

REVIEW DRAFT

Available for Consortium and Stakeholder Review and Feedback

August 29, 2011

Developed with input from content experts and SMARTER Balanced Assessment Consortium Staff, Work Group Members, and Technical Advisory Committee

Project Facilitator: Linda Darling-Hammond Stanford University Palo Alto, CA

Principal Authors

Hugh Burkhardt, Shell Centre, University of Nottingham

Alan Schoenfeld, University of California, Berkeley

APPENDIX C

Provided Conjunction with

Content Specifications with Content Mapping

for the Summative assessment of the

Common Core State Standards for Mathematics