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A Brief Guide for Teachers and Administrators-Mathematics Assessment Project

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Grade Level Ranges:
Grades 6 - 8, Grades 9 -12
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Formative Assessment, lessons
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Teacher Quality Standards

  • QS I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
    • Element C: Teachers demonstrate knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught.
  • QS II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
    • Element A: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
    • Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
  • QS III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.
    • Element A: Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.
    • Element B: Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.
    • Element D: Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.
    • Element E: Teachers provide students with opportunities to work in teams and develop leadership.

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The Mathematics Assessment Project is a collaboration between University of Nottingham and UC Berkeley.  This booklet is meant to lead teachers and administrators through the process of the Mathematics Assessment Project to utilize the program in the classroom.  Through this process teachers are guided through lessons and protocols that connect mathematical concepts to greater mathematical understanding for students.  

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