High School Mathematics Assessment Resources

Analytic Geometry – Sample Rubric

http://www.lessonplans.com/ext-resource.php?l=http://www.databdirect.com/Sample/MathSecondary/Rubric2.pdf

Assessment in Mathematics – includes a variety of links

http://mathforum.org/mathed/assessment.html

Authentic High School Math Assessments
http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/examples_standards_math.htm

Balanced Assessment in Mathematics Project

http://balancedassessment.concord.org/amuse.html

Exemplars – Showing how a Novice, Apprentice, Practitioner or Expert solves a problem

http://www.exemplars.com/materials/samples/math_9-12.php

Georgia Performance Frameworks - Performance Tasks for Math Grades 9-12

https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/math9-12.aspx

High School Balanced Assessments – Tasks and Rubrics

http://balancedassessment.concord.org/packeths1.html


Books

Assessment in Middle & High School Mathematics by Daniel J. Brahier (2001)

Making Mathematics Accessible to English Learners, Grades 6-12: A Guidebook  By John Carr, Cathy Caroll, Sarah Cremer, Mardi Gale & Rachel Lagunoff (2009)

Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment (Styles & Strategies) by Edward J. Thomas, John R. Brunsting, & Pam L. Warrick (2010)

Teaching, Learning & Assessment Together: Reflective Assessments for Middle & High School Mathematics & Science by Arthur K. Ellis & David W. Denton (2010)

Scored Discussions for Upper Level Students - Thinking Aloud About Problem Solving

Several days a week Eilene Leach begins class with the following scenario: a challenging homework problem is presented to a group of four students who sit in front of their classmates. The group is given five minutes to discuss and solve the problem while the rest of the class observes. "When I first tried scored discussion, I was afraid the students would hate it. I was wrong. Those students in front of the class were trying their best, since they were working in front of their peers. The students in the audience listened intently. I learned more about how students reasoned than I had by watching them in cooperative groups....[After the timer bell rang] the audience could contribute to the suggestions.... Sometimes the students in the audience were so excited they could hardly keep quiet until the five-minute timer rang."

Leach has developed a rubric that she uses to score group members as they puzzle through the problem. Problem-solving skills and the successful use of appropriate mathematical strategies are valued, as are indications of skillful group interaction. "By seeing the scored discussions the students learned how to discuss mathematics....When a group has a particularly difficult time with their problem, I pull my chair into the group and continue the discussion for several more minutes, modeling how to develop a strategy and how to involve all members in the solution process."

The discourse sessions give every participant the possibility of success. The sessions provide an alternative to paper-and-pencil assessments and let students explain their thinking and demonstrate their ideas. Once or twice a semester, Leach devotes the entire period to scored discussions.

At the beginning of the semester, Leach explains the activity and enlists several students in a "trial run." She emphasizes problem-solving strategies and successful group techniques as well as ways students can lose points through interrupting or monopolizing the discussion. She gives the students copies of the score sheet so they will know expectations for a successful session. An added bonus: if the students solve the problem, it is not on that night's homework.

http://www.sedl.org/scimath/compass/v02n02/scored.html