<p>The <a href="http://www.corestandards.org/Math/Practice/">Common Core State Standards</a> (CCSS) offer one potential learning progression for mathematics. EdInstruments has adopted CCSS’ widely recognized standards as domains in this subcategory. As students progress through their academic careers, CCSS states that students should develop proficiency in the following general areas if they are adequately meeting grade level standards: </p>
<ul>
<li>Making sense of problems and persevere in solving them</li>
<li>Reasoning abstractly and quantitatively</li>
<li>Constructing viable arguments and critiquing the reasoning of others</li>
<li>Modeling with mathematics</li>
<li>Using appropriate tools strategically</li>
<li>Attending to precision </li>
<li>Looking for and making use of structure</li>
<li>Looking for and expressing regularity in repeated reasoning</li>
</ul>
<p>If you would like to learn more about CCSS in Math or grade-level specific standards, please visit the <a href="http://www.corestandards.org/Math/Practice/">Common Core</a> website. </p>
<p><strong>Choosing the Right Measurement Tool</strong></p>
<p>As you search our selection of math assessments, keep in mind these assessments can serve a range of purposes. These uses may include individual diagnostics, universal screening, progress monitoring, accountability, research, and/or evaluation. As such, content coverage of a given assessment will vary depending on its intended purpose and use. Users should carefully consider their needs and ensure alignment with the intended purpose of the assessment, as well as the appropriate grade-level learning objectives.</p>
<p style="line-height:1.38">WestEd’s <a href="https://mpm.wested.org/">Math Practical Measurement Repository</a> houses “practical measurement” tools and guidance for their use in the context of continuous improvement of 6th-9th grade math teaching and learning. Practical measurement is the deliberate and routine gathering, analysis, and interpretation of information with the distinct purpose of enhancing the learning of educators as they test changes and improve processes that are at the heart of their work. These measures are therefore designed to be used with minimal measurement burden over repeated instances. They are not designed for accountability purposes and they should not be used to evaluate educators.</p>
The Common Core State Standards (CCSS) offer one potential learning progression for mathematics. EdInstruments has adopted CCSS’ widely recognized standards as domains in this subcategory. As students progress through their academic careers, CCSS states that students should develop proficiency in the following general areas if they are adequately meeting grade level standards:
- Making sense of problems and persevere in solving them
- Reasoning abstractly and quantitatively
- Constructing viable arguments and critiquing the reasoning of others
- Modeling with mathematics
- Using appropriate tools strategically
- Attending to precision
- Looking for and making use of structure
- Looking for and expressing regularity in repeated reasoning
If you would like to learn more about CCSS in Math or grade-level specific standards, please visit the Common Core website.
Choosing the Right Measurement Tool
As you search our selection of math assessments, keep in mind these assessments can serve a range of purposes. These uses may include individual diagnostics, universal screening, progress monitoring, accountability, research, and/or evaluation. As such, content coverage of a given assessment will vary depending on its intended purpose and use. Users should carefully consider their needs and ensure alignment with the intended purpose of the assessment, as well as the appropriate grade-level learning objectives.
WestEd’s Math Practical Measurement Repository houses “practical measurement” tools and guidance for their use in the context of continuous improvement of 6th-9th grade math teaching and learning. Practical measurement is the deliberate and routine gathering, analysis, and interpretation of information with the distinct purpose of enhancing the learning of educators as they test changes and improve processes that are at the heart of their work. These measures are therefore designed to be used with minimal measurement burden over repeated instances. They are not designed for accountability purposes and they should not be used to evaluate educators.
