Indicator 1g

Indicator 1g Assessments include opportunities for students to demonstrate the full intent

of grade-level/course-level standards and practices across the series.

Scoring

4 points

● Assessments include

opportunities for students to

demonstrate the full intent of

grade-level/course-level

standards and practices across

the series.

2 points

● Assessments do not include

opportunities for students to

demonstrate the full intent of

grade-level/course-level

standards across the series.

OR

● Assessments do not include

opportunities for students to

demonstrate the full intent of

grade-level/course-level

practices across the series.

0 points

● Assessments do not include

opportunities for students to

demonstrate the full intent of

grade-level/course-level

standards and practices across

the series.

About this indicator:

What is the purpose of this Indicator?

This indicator examines the assessments within and across the materials to determine whether they include a

variety of assessment types that are constructed in a manner that allows for the depth of the grade-level

standards and practices to be assessed.

ALL standards in the CCSSM and Mathematical Practices should be considered throughout evidence collection

for indicator 1g.

Research or Standards connection:

● Common Core State Standards for Mathematics (CCSSM)

● High School Publishers' Criteria for the CCSSM (Spring 2013)

● Student Achievement Partners (SAP) Instructional Materials Evaluation Tool for High School Mathematics

● Achieve EQuIP Rubric for Lessons & Units

● CCSS Mathematics Curriculum Materials Analysis Project

Resources:

● SAP Coherence Map

● Institute for Mathematics Education Progressions Documents

Indicator 1g Guiding Question:

Do the assessments include opportunities for students to demonstrate the full intent of

grade-level/course-level standards and practices across the series?

Evidence Collection

Review assessments and corresponding assessment guidance across the series.

Look for and record evidence to:

● Describe the different types of modalities used in student assessments (e.g., writing, illustrating,

demonstrating, modeling, oral presentations, and performance tasks) and explain how they ensure

students can fully demonstrate the intent of grade-level standards and mathematical practices.

● Describe the different types of items used for student assessments (e.g., performance tasks, discussion

questions, constructed response questions, project- or problem-based tasks, portfolios, justified multiple

choice) and explain how they are designed to measure student performance while fully addressing the

intent of grade-level standards and mathematical practices.

● Demonstrate that assessments address sufficient complexity to ensure students engage meaningfully with

the full intent of grade-level standards and mathematical practices.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● Do the assessments include a variety of modalities (e.g., writing, illustrating, demonstrating, modeling,

oral presentations, and performance tasks), and how do these modalities ensure students can fully

demonstrate the intent of grade-level standards and mathematical practices across different

assessments, grades/courses, and series?

● Do the assessments include a variety of item types (e.g., performance tasks, discussion questions,

constructed response questions, project- or problem-based tasks, portfolios, justified multiple choice),

and how are these item types designed to fully develop and measure the intent of grade-level

standards and mathematical practices across different assessments, grades/courses, and series?

● Is there an appropriate balance of complexity in assessment tasks to ensure that students are provided

opportunities to fully engage with and demonstrate the intent of grade-level standards and

mathematical practices?

Gateway 2: Rigor & Mathematical Practices

Criterion 2.1

Rigor and Balance

Materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations by

giving appropriate attention to: developing students’ conceptual understanding; procedural skill and fluency;

and engaging applications.

What is the purpose of this Criterion?

Criterion 1 considers the ways in which the materials for each grade reflect the balances in the Standards and

help students to meet the rigorous expectations by providing students with opportunities to make their own

connections to the mathematics to develop conceptual understanding, procedural skill and fluency, and

application.

Research Connection

● Common Core State Standards Mathematics

Scoring

Meets Expectations

● 7-8 points

Partially Meets Expectations

● 5-6 points

Does Not Meet Expectations

● <5 points

Gateway 2: Rigor & Mathematical Practices

Criterion 2.1 Materials reflect the balances in the Standards and help students meet the

Standards’ rigorous expectations by giving appropriate attention to:

developing students’ conceptual understanding; procedural skill and fluency;

and engaging applications.