Advanced proficiency level: 8th Grade Math

 

Support materials:

Lesson Plan

Overall rating & analysis

Overall rating: Four AP Strands equals an overall AP rating.

Beginning

Advanced

Exemplary

Strand 1: The alignment of assessments with learning goals, and the degree to which assessments are scaffolded

Creates or obtains diagnostics that assess students' readiness, as well as formative (including lesson assessments) and summative assessments that measure each learning goal taught. Assessments contain no questions unrelated to the learning goals taught.

Creates or obtains diagnostics that assess the extent of readiness of most students, as well as formative assessments (including lesson assessments) that, when appropriate, scaffold questions to discern extent of mastery of each learning goal taught and summative assessments that measure mastery of each learning goal taught. Assessments do not contain any items unrelated to the learning goals taught.

Creates or obtains diagnostics that provide detailed information about the extent of readiness of each student, formative assessments (as well as lesson assessments) that, when appropriate, scaffold questions to discern the extent of mastery of each learning goal taught, and summative assessments that measure mastery of each learning goal taught, including components requiring higher-order thinking. Assessments contain no questions unrelated to the learning goals taught.

Strand 2: The reliability of assessments, as indicated by the number and variation of assessment items aligned to the objectives being tested

Uses items (e.g., questions, rubric rows) aligned to the objectives being tested

Uses multiple items aligned to the same objective, in summative and, if appropriate, formative assessments (while also balancing the need for efficiency)

Uses multiple items in multiple modes, aligned to the same objective, in summative, and if appropriate, formative assessments (while balancing the need for efficiency)

Strand 3: The degree to which (and efficiency with which) assessments test students' genuine mastery of the objective

Ensures assessment reveals true mastery of the intended objectives

Ensures each item reveals true mastery (while balancing the need for efficiency)

Uses authentic assessments, when appropriate, to reveal true mastery (while balancing the need for efficiency)

Strand 4: The quality, reliability and efficiency of the grading systems.

Grading systems provide an accurate picture of student performance against goals to guide future planning, and the teacher can accurately articulate a vision of student mastery

Grading systems efficiently provide a detailed, increasingly reliable picture of student performance against goals to guide future planning, and the teacher can accurately articulate what explicit degrees of student mastery look like on items.

Grading systems are consistent and extremely efficient, provide a detailed, increasingly reliable picture of student performance against goals to guide future planning and the teacher can accurately articulate what explicit degrees of student mastery look like on individual items.

 

Analysis: Why did the teacher receive these ratings?

Rating: APStrand 1: The alignment of assessments with learning goals, and the degree to which assessments are scaffolded

Why AP?

According to the lesson plan, the objective to be taught/assessed is: “SWBAT Identify pairs of angles formed when lines are cut by a transversal (alternate and consecutive, interior and exterior, corresponding).” There are no items unrelated to the objective.”

The assessment “scaffolds questions…to determine the extent of mastery” of the objective.” Item 3 asks students to define and then find examples of each type of angle pair in a diagram. Item 4 asks students to identify various angle pairs in a diagram with two lines, and item 5, the most complex, asks students to identify angle pairs in a diagram with three lines. This will allow the teacher to determine if the root of misunderstanding lies in the define or identify stage.

Why not E?

There are no components of the lesson assessment that require higher-order thinking.

Rating: APStrand 2: The reliability of assessments, as indicated by the number and variation of assessment items aligned to the objectives being tested

Why AP?

The assessment includes “multiple items aligned to the same’ objective. The assessment includes three opportunities for students to demonstrate that they can identify each of the five types of angle pairs in questions 3, 4 and 5.

Why not E?

The assessment does not include “multiple modes” to assess the culminating objective, “SWBAT indentify pairs of angles…” In items 4 and 5, students match the type of angle to a given angle pair.

Rating: APStrand 3: The degree to which (and efficiency with which) assessments test students' genuine mastery of the objective

Why AP?

Each item reveals true mastery of the objective being assessed because each item contains a different diagram, and therefore one item is unlikely to give away answers to another.

Why not E?

The assessment does not include any tasks that “mimic real world application.”

Rating: APStrand 4: The quality, reliability and efficiency of the grading systems.

Why AP?

The grading system, as shown in the mastery table and answer key, provides a “detailed, increasingly reliable picture” of student performance. The mastery table shows the teacher each student’s mastery on two axes—by type of angle pair (alternate interior, corresponding, etc) and skill (define, identify). The grading system allows the teacher to assess what students have and have not mastered in order to plan future instruction. The teacher can “articulate what explicit degrees of mastery looks like” through the table. For example, the teacher can articulate whether the student is able to identify all, some or none of the angle pairs in item 5. Additionally, the teacher can articulate whether the student can define, match and/or identify each type of angle pair.

Why not E?

There is insufficient evidence that the teacher uses this grading system “consistently.” Additionally, the grading system is probably not “extremely efficient.”

Rating: I/EStrand 5: The specificity of information provided by the tracking system.

Why I/E?

There is no evidence that the teacher has created a tracking system. For lesson assessments, this is often the case. This will not count against the score for this rubric row.