Area of Focus V
Assessment of Mathematical Content, Practices, and Language
Specification 13A
Teacher materials should provide examples of teacher-student and student-student interactions that model and reflect the intent of mathematical practices.
related resources →Specification 13B
Teacher materials present examples in a way that highlights student potential for English proficiency, not deficit-based.
related resources →Specification 14A
Assessments prompt students to use math practices through language (including but not limited to vocabulary).
related resources →Specification 14B
Rubrics specifically identify and describe typical mathematical content, practice, and language achievements.
related resources →Specification 14C
Teacher materials suggest ways to capture students' progress from everyday language to language for more formal academic and mathematical purposes.
related resources →Specification 15A
Teacher materials instruct teachers to avoid interpreting lower level language proficiency as lower level mathematics proficiency.
related resources →Specification 15B
Units include a range of assessments for formative purposes that enable students to draw on and make use of their existing language resources.
related resources →Specification 15C
Summative assessment tools specifically identify, describe, and measure mathematical and language successes, errors, and misconceptions and guide teachers to score them accordingly.
related resources →
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