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
Grade Rule
Grade Rule 8: A, B, C, D, E, I (Standard grade rule)
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.
