Assessment Targets and Concepts in Mathematics

The module provides an overview of the key differences in the Common Core State Standards for mathematics between grades 3-8 and high school. It covers topics such as appropriate vocabulary, numerical representation, context, and item difficulty. The module also explores the conceptual categories in high school math and discusses the claims and assessment targets defined by the Smarter Balanced Assessment Consortium.

What is the primary focus of the Smarter Balanced Assessment Consortium's training module?

• To teach advanced calculus concepts

• To provide a history of mathematics education

• To describe key differences in math standards between grades

• To compare different state standards

Why is it important to use grade-appropriate vocabulary in assessment items?

• To reduce the length of the test

• To make the test more interesting

• To ensure students can understand the items without difficulty

• To challenge students with difficult words

When should numerals be used instead of words in mathematical items?

• For all numbers regardless of context

• For numbers 0-9

• For numbers that appear in equations

• For numbers at the start of a sentence

Which of the following is an appropriate context for high school math items?

• Paying a mortgage

• Skiing

• Buying snacks

• Using retirement funds

Why is a range of difficulty necessary in assessment items?

• To make the test longer

• To discriminate between low and high performing students

• To confuse students

• To ensure all students fail

How are the high school Common Core State Standards organized?

• By grade level

• Alphabetically

• Into conceptual categories

• By difficulty

Which conceptual category involves modeling with a variety of units?

• Geometry

• Number and Quantity

• Functions

• Algebra

What is the focus of Claim 1 in the assessment targets?

• Concepts and Procedures

• Data Analysis

• Problem-solving

• Modeling

Which claim focuses on students' ability to construct viable arguments?

• Claim 4

• Claim 3

• Claim 2

• Claim 1