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Exemplars
Getting Started
Page 1
Getting Started
T
his guide will provide you with an individualized approach to
using Exemplars Math. The Guide to Getting Started is an effective staff
development tool, that can be used alone or in a workshop setting.
This step-by-step tutorial for using the Exemplars Math program
helps your students use performance assessment tasks that reflect state,
national and Common Core standards in mathematics. You will gain an
understanding of how to use the Exemplars activities with your students.
We did not bind the guide, so you could easily make copies to share with
your colleagues. You can also download additional copies from Exemplars
Web site, please visit http://www.exemplars.com/assets/files/the guide.pdf.
For more information: Please call 800-450-4050; send an e-mail to
info@exemplars.com; and be sure to visit our Web site at www.exemplars.
com, where we continue to add new material. We also encourage you to
join Exemplars Online Users Group a forum where educators using
Exemplars can share their experiences. The Users Group is a complimentary
resource, allowing you to communicate with your colleagues around the
country and with the Exemplars team about what challenges you face, or
strategies that you have found to be successful. You can join by sending
an e-mail to info@exemplars.com and letting us know that you would like
to become a member. Write to us often and let us know what issues are
important to you and what your needs are. We look forward to hearing
from you.
Exemplars
Math Guide
Exemplars
Getting Started
Page 5
Introduction
Exemplars can be used...
To help instruct your students in problem solving and applying concepts in
meaningful, real-life situations
To explore how your class is performing in problem solving and give you an
overall feel of your students skills
To diagnose the ability of particular students to apply and use math concepts
and solve problems
To help your students learn to self-assess their mathematical skills using the
rubrics and anchor papers
To help your students communicate mathematically by sharing their
thinking process verbally and in written form
In the beginning, it is
important to model
the problem-solving
process repeatedly
with students as a
whole group until
each student feels
comfortable using it
independently.
Getting Started
Exemplars
Page 14
Assessing Student Work
The Rubrics
An exciting component of the Exemplars program is our rubrics (pgs. 3133).
These scoring rubrics allow you to examine a students work against a set of
desired learner responses (analytic assessment criteria), and determine where
the student is on a developmental continuum. Students may use the rubric to
self-assess.
Before You Begin Familiarize Your Students
In order to be successful, many students need to first understand the rubric that
is being used to assess their performance before it is implemented. To facilitate
this, we recommend that teachers introduce the idea of a rubric to their students
by collectively developing one (or several) that does not address a specific
content area, but rather other areas of performance, quality or self-evaluation.
For suggestions on getting started with rubrics and/or sample non-content
area rubrics, refer to the piece on page 26 called, Introducing Rubrics to Students,
written by Deb Armitage, Exemplars consultant.
Exemplars Classic 3-Level Rubric Criteria
The Exemplars Classic Rubric (p. 31) was used for the first eight volumes of the
subscription as well as for the Best of Math Exemplars CD-ROMs. It uses three
analytic assessment criteria, that are located along the top of the rubric.
The first, Understanding, asks the question, How well did the student
understand the problem?
The second, Strategies, Reasoning and Procedures, draws your
attention to the strategies the student uses in solving the problem. It
asks whether or not there is evidence of mathematical reasoning, and
points to the appropriate application of mathematics procedures the
child uses in solving the problem.
Finally, Communication focuses on both the students own explanation
of his/her solution, and the use of mathematical representation,
terminology and notation.
Levels of Performance: Along the left column of the rubric, you will
see the four levels of performance that are used to describe what type
of learner strategies and understandings each student exhibits as s/he
completes each task. Read through the descriptions of the Novice,
Apprentice, Practitioner and Expert categories to understand the
distinctions between each.
Exemplars
Getting Started
Page 15
Exemplars Classic 5-Level Rubric Criteria
Exemplars current Standards-Based Rubric (pgs. 3235) has been modified
to reflect revisions in the NCTM Process Standards. These process standards
highlight ways students should acquire and use the five content standards
(Number and Operations, Algebra, Geometry, Measurement, and Data
Analysis and Probability), and are more specifically defined than in the past.
The levels of performance Novice, Apprentice, Practitioner and Expert
have not changed. The criteria for assessing student performance parallel
the NCTM process standards (Problem Solving, Reasoning and Proof,
Communication, Connections, and Representation). Even though there are
more criteria, five compared to three in the original rubric, the language of the
rubric is more precise and will make assessment easier. There is also a glossary
of terms used in the rubric to help teachers as they assess.
The revisions to this rubric make it easier for teachers to pinpoint students
specific strengths and weaknesses in the problem-solving processes, providing
more diagnostic information to teachers in assisting students to meet high
standards. Of course if you prefer, you may still continue to use the Exemplars
Classic Rubric.
Anchor Papers
In assessing student work, it helps to select anchor papers. These are examples
of previously scored student work at each level of performance. This will
make your assessment more efficient. The anchor papers follow each
Exemplars task.
Remember that anchor papers are guides to be used with judgment. At times,
you may need to step back to see where a particular students solution fits.
Please note: Do
not panic if each
of the four levels
of performance
(Novice, Apprentice,
Practitioner, Expert)
are not represented
in a particular
problem. It is pos-
sible to not have any
Novices, or in some
cases, there may not
be any Experts. Your
students may have a
great deal of experi-
ence concentrated
in one performance
area.
Getting Started
Exemplars
Page 16
Examining Student Work in the Classroom
After the students have worked with the task, you can use the Exemplars
scoring rubric to look at student work. But first you should look at the work
and make your own observations about what you see.
1. Sort the work into groups by level of performance: Novice, Apprentice,
Practitioner or Expert.
2. Describe what the work in each group has in common:
Novice:
Apprentice:
Practitioner:
Expert:
3. Return to the Exemplars scoring rubric and see if your descriptions ft with
the Exemplars descriptions.
4. Examine any discrepancies in scoring and try to understand what causes
them. Write some of your thoughts: (Please refer to our rubric scoring notes
located in the back of this guide).
Exemplars
Getting Started
Page 17
Formative Assessment
Assessment That Improves Performance
Exploring how your classroom is performing, diagnosing students abilities
to apply math concepts, helping your students self-assess, and using that
information to alter instruction and learning, all adds up to effective formative
assessment. Formative assessments sole purpose is to improve student
performance in comparison to summative assessment, which focuses on
accountability and is used to label, sort or classify students performance.
The conditions for successful formative assessment include:
1. The student and teacher share a common understanding of what
constitutes quality work. That is, they have the same standards for
achievement.
2. Both student and teacher can compare the students performance to the
standards that have been mutually set.
The student self-assesses as s/he is working on the task and
upon completion of the task.
The teacher may assess the students work while it is in
progress or when completed.
3. Teaching and learning activities are adjusted, so the gap between the
standard and the performance is closed.
After the teacher assesses the students performance, they will
provide feedback (guidance), enabling the student to improve
her/his performance.
The teacher also assesses the instruction that preceded the
performance. The teacher will adjust future instruction based
on this assessment.
The student will use what they have learned from the
assessment to improve future performances.
Helping students become effective self-assessors has an enormous impact
on student performance. Studies by Paul Black and Dylan William
1, 2
show that
effective classroom assessment has a greater impact on student achievement
than any other approach.
Getting Started
Exemplars
Page 18
Using Exemplars to Implement Formative Assessment
in Your Classroom
Exemplars is designed to help teachers integrate formative assessment into
their classrooms. Each math task provides information that students can use
for self-assessment.
Annotated Anchor Papers and Rubrics
All of our material includes anchor papers (student work samples), general
assessment rubrics and task-specific rubrics. These tools enable teachers to
define for their students what type of performance is expected on lessons
throughout their units of study. Students peer- and self-appraisals encourage
them to compare their work using student rubrics and annotated anchor
papers. This process demonstrates success as well as offers opportunities for
refinement. Based on student performance, teaching and learning strategies
can be adjusted.
Assessment and Teaching Strategies
Tied to Successful Formative Assessment
According to Wiliam and Black
1, 2
the assessment and teaching strategies
closely tied to successful formative assessment are:
Effective Questions - Ask meaningful questions, increase wait time for
student answers, and have rich follow-up activities that extend student
thinking. Put simply, the only point of asking questions is to raise
issues about which a teacher needs information or about which the
students need to think.
2
(13)
Appropriate Feedback - Black and Wiliam found that giving grades
does not improve performance. Using tasks and oral questioning that
encourages students to show understanding, providing comments
on what was done well and what needs improvement, and giving
guidance on how to make improvements should be focused on instead
of grades.
Peer- and Self-Assessment - Peer- and self-assessments secure aims
that cannot be achieved in any other way.
2
(15) Achieving success
requires that students have a clear understanding of the standards, and
that they be taught the skills of peer- and self-assessment.
1. Black, Paul and Dylan William, Assessment and Classroom Learning. Assessment in Education, Vol. 5, No. 1,
1998. Carfax Publishing Ltd.
2. Black, Paul and Dylan William, Working Inside the Black Box: Assessment for Learning in the Classroom. Phi
Delta Kappan, September 2004.
Exemplars
Getting Started
Page 19
Using Technology
If you have received an Exemplars subscription, you have received a print ver-
sion as well as a digital library on a CD-ROM. If you have received a Best of
Math Exemplars CD-ROM you have received only a CD.
Subscription
The CD in the subscription is a digital archive. It contains exactly the same
material that you will find in the print copy of the subscription. You may copy
it to your hard drive, put it on your network to share with any teacher in your
site-licensed school, or print any task from the PDF files.
Best of Math Exemplars CD-ROM I, II or III
The Best of Math Exemplars is a browser-based, searchable CD-ROM that contains
performance tasks. You can search for particular problems by standard and
grade level, by clicking on a particular NCTM standard and the appropriate
developmental level K2, 35 or 68. The tasks that correlate with that standard
and developmental level will appear. You can copy the Best of Math Exemplars to
your hard drive or put it on your site-licensed schools internal network.
Altering Tasks
While each Exemplars CD offers a differentiated version of each task, you may
still wish to revise or alter a task. You might want to make a problem more
challenging or more accessible for your students by changing the numbers or
wording. Or, you might want to personalize a task with names and places of
things that students are familiar with. With either CD, you can highlight the
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Getting Started
Exemplars
Page 34
Exemplars NCTM Classic 5-Level Rubric
The Exemplars Rubric is based on the following NCTM Standards:
Problem Solving
Instructional programs from pre-kindergarten through grade 12 should enable
all students to:
Build new mathematical knowledge through problem solving
Solve problems that arise in mathematics and in other contexts
Apply and adapt a variety of appropriate strategies to solve problems
Monitor and refect on the process of mathematical problem solving
Reasoning and Proof
Instructional programs from pre-kindergarten through grade 12 should enable
all students to:
Recognize reasoning and proof as fundamental aspects of mathematics
Make and investigate mathematical conjectures
Develop and evaluate mathematical arguments and proofs
Select and use various types of reasoning and methods of proof
Communication
Instructional programs from pre-kindergarten through grade 12 should enable
all students to:
Organize and consolidate their mathematical thinking through
communication
Communicate mathematical thinking coherently and clearly to peers,
teachers and others
Analyze and evaluate the mathematical thinking and strategies of others
Use the language of mathematics to express mathematical ideas
precisely
Connections
Instructional programs from pre-kindergarten through grade 12 should enable
all students to:
Recognize and use connections among mathematical ideas
Understand how mathematical ideas interconnect and build on one
another to produce a coherent whole
Recognize and apply mathematics in contexts outside of mathematics
Representation
Instructional programs from pre-kindergarten through grade 12 should enable
all students to:
Create and use representations to organize, record and communicate
mathematical ideas
Select, apply and translate among mathematical representations to solve
problems
Use representations to model and interpret physical, social and
mathematical phenomenon
Exemplars
Getting Started
Page 35
NCTM Standard Rubric Glossary of Terms:
Analyzing: Separating an abstract entity into its constituent elements,
determining essential features, examining carefully and in
detail
Conjecture: Formulating a theory without proof
Deductive: The process in which a conclusion follows necessarily from
the premises or facts presented. Moves from general to
particular.
Effcient: Produced with least waste of time and effort
Engagement: Occupying attention or efforts
Evaluated: Quality judged
Hypothesis: An assumed proposition
Justifcation: A reason, fact or circumstance that is shown or proven right or
reasonable.
Phenomenon: A fact, occurrence or circumstance
Systematic: Methodical, planned or ordered
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