Abstract
As schools and teachers in the U.S. fine-tune their implementation of mathematics standards promoting college and career readiness, the number of support resources continues to expand. One resource focus experiencing significant growth involves sample items and tasks asserting alignment with the college and career ready mathematical content and practice standards. Such samples regularly identify both the content standards addressed and the mathematical habits of mind that students have the potential to engage in. Consistently absent are evaluation criteria articulating how engagement and demonstration of associated mathematical practices can be assessed, concurrent with content. The authors discuss the development of rubrics that attempt to faithfully assess the integration of mathematical content and practice standards and highlight the benefits to mathematics teachers, coaches, professional developers, and mathematics teacher educators of engaging in such reflective rubric-creating activities.
Highlights
As schools and teachers in the U.S refine and enhance implementation of college and career readiness standards (Common Core State Standards for Mathematics, Nebraska’s College and Career Ready Standards for Mathematics), the number of resources supporting enactment continues to expand in both breadth and depth
Teachers were requested to work in pairs to create, select, or modify a task or tasks they believed would be most effective at evaluating students’ abilities to engage in and exhibit proficiency with the “solve linear equations and inequalities in one variable, including equations with coefficients represented by letters” content standard and those mathematical practices teachers deemed most relevant to their chosen task(s)
The assessment task, whose rubrics and their development are the focus of this report, is one of two tasks participating teachers and the first author developed to thoroughly assess, from their point of view, the “solve linear equations and inequalities in one variable, including equations with coefficients represented by letters” content standard and associated mathematical practices
Summary
As schools and teachers in the U.S refine and enhance implementation of college and career readiness standards (Common Core State Standards for Mathematics, Nebraska’s College and Career Ready Standards for Mathematics), the number of resources supporting enactment continues to expand in both breadth and depth. One resource focus experiencing significant growth involves sample items, tasks, and assessments proclaiming alignment with such standards. A variety of organizational and individual entities, not to mention the plethora of mathematics textbook publishers, continue to add to the inventory of available items and tasks (Dan Meyer’s Three-Act Math Tasks, Illustrative Mathematics, Achieve the Core’s Mathematics Tasks and Assessments). Such sample tasks regularly identify both the content standards addressed and the mathematical habits of mind that students have the potential to engage in The rubrics themselves might appear of limited value, due
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