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MTHED 278

Assessment of Student Learning

Mathematics Education College of Physical and Mathematical Sciences

Course Description

Strengthen understanding of high-school mathematics, with an emphasis on transformational geometry and trigonometry, in the context of creating and critiquing formative and summative assessments that support students' development of both conceptual understanding and procedural fluency.

When Taught

Fall and Winter

Min

3

Fixed

3

Fixed

3

Fixed

0

Note

MthEd 277 to be completed or concurrent enrollment in.

Title

Mathematics

Learning Outcome

Students have a deep understanding of select central concepts of high school mathematics, with significant attention to transformational geometry and trigonometry, as well as core representations, canonical examples, and alternative algorithms germaine to teaching these concepts.  Other learning outcomes in the course are situated in the mathematics of transformational geometry and trigonometry.

Title

Interpreting Evidence of Mathematical Thinking

Learning Outcome

Students can interpret evidence of mathematical thinking as demonstrated in adolescents' use of diagrams, discourse, physical models or symbolic notation, and use these multiple sources of evidence to assess mathematical understanding.  

Title

Formative Assessment

Learning Outcome

Students can critique, modify and create formative assessment tasks that provide evidence and insight into adolescents' understanding of particular concepts and procedures, and plan formative questions for use during instruction. Students can use formative assessment strategies to support adolescents' development of conceptual understanding and procedural fluency.

Title

Summative Assessment

Learning Outcome

Students can create different types of summative assessments (quizzes, quick writes, tests, tasks, projects, etc.) focused on evaluating adolescents' current understanding of mathematical concepts, techniques, and skills. Students understand the advantages and disadvantages of different types of summative assessments for supporting adolescents' development of conceptual and procedural fluency. Students can create rubrics that are equitable and provide students with feedback that can improve their mathematical understanding.

Title

Aligning Assessment with Learning Goals

Learning Outcome

Students can write measurable or observable learning goals and create assessments that fully align with those goals.

Title

Assessment Design for Promoting Equity

Learning Outcome

Students can analyze assessments for what mathematical discourse and literacies are privileged and for what features might discriminate against certain populations. Students will create assessments that promote access for a wide range of adolescent identities.