Abstract
As SimCalc targets mathematics achievement goals that lie beyond what many schools today focus on, new assessments are needed to measure what students learn and what teachers must know to support their learning. We provide an overview of how we developed four assessments for the Scaling Up SimCalc project and describe each of the processes we used to document the technical qualities of the assessments. This methodological approach can be used to measure the effectiveness of dynamic mathematics approaches at scale.
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Appendix: Sample Items
Appendix: Sample Items
Annie and Bonnie are running on the same track. They practice several 45-meter races. For each race, make a line graph that represents their position by time.
Race 1: Annie and Bonnie start at the starting line (0 meters) at the same time, and each runs at a constant speed. Annie finishes the 45-meter race 2 seconds before Bonnie.
Here is a graph of a 50-meter dash that a student made. Notice that distance is on the x-axis and time is on the y-axis.
Which are true statements about the relationship between the line graph and the speed of the runner? (Choose all that apply.)
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A.
The slope of the line is 9/50 or 0.18 as was the average speed in meters per second of the runner during the dash.
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B.
The slope of the line is 50/9 or 5.56 as was the average speed in meters per second of the runner during the dash.
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C.
The slope of the line is 9/50 or 0.18, and the average speed of the runner was 50/9 or 5.56 meters per second.
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D.
The slope of the line is 50/9 or 5.56, and the average speed of the runner was 9/50 or 0.18 meters per second.
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E.
None of the above.
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Shechtman, N., Haertel, G., Roschelle, J., Knudsen, J., Singleton, C. (2013). Development of Student and Teacher Assessments in the Scaling Up SimCalc Project. In: Hegedus, S., Roschelle, J. (eds) The SimCalc Vision and Contributions. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5696-0_10
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DOI: https://doi.org/10.1007/978-94-007-5696-0_10
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