Keystone Exams: Geometry Assessment Anchors and Eligible Content. Pennsylvania Department of Education


 Barrie Johnson
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1 Assessment Anchors and Pennsylvania Department of Education
2 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction Since the introduction of the Keystone Exams, the Pennsylvania Department of Education (PDE) has been working to create a set of tools designed to help educators improve instructional practices and better understand the Keystone Exams. The Assessment Anchors, as defined by the, are one of the many tools the Department believes will better align curriculum, instruction, and assessment practices throughout the commonwealth. Without this alignment, it will not be possible to significantly improve student achievement across the Commonwealth. How were Keystone Exam Assessment Anchors developed? Prior to the development of the Assessment Anchors, multiple groups of PA educators convened to create a set of standards for each of the Keystone Exams. standards, derived from a review of existing standards, focused on what students need to know and be able to do in order to be college and career ready. Additionally, the Assessment Anchors and statements were created by other groups of educators charged with the task of clarifying the standards assessed on the Keystone Exams. The Assessment Anchors, as defined by the, have been designed to hold together or anchor the state assessment system and curriculum/instructional practices in schools. Assessment Anchors, as defined by the, were created with the following design parameters: Clear: The Assessment Anchors are easy to read and are user friendly; they clearly detail which standards are assessed on the Keystone Exams. Focused: The Assessment Anchors identify a core set of standards that could be reasonably assessed on a largescale assessment, which will keep educators from having to guess which standards are critical. Rigorous: The Assessment Anchors support the rigor of the state standards by assessing higherorder and reasoning skills. Manageable: The Assessment Anchors define the standards in a way that can be easily incorporated into a course to prepare students for success. How can teachers, administrators, schools, and districts use these Assessment Anchors? The Assessment Anchors, as defined by the, can help focus teaching and learning because they are clear, manageable, and closely aligned with the Keystone Exams. Teachers and administrators will be better informed about which standards will be assessed. The Assessment Anchors and should be used along with the s and the Curriculum Framework of the s Aligned System (SAS) to build curriculum, design lessons, and support student achievement. Pennsylvania Department of Education Keystone Exams: Geometry Page 2 Assessment Anchors and Final March 1, 2010
3 The Assessment Anchors and are designed to enable educators to determine when they feel students are prepared to be successful in the Keystone Exams. An evaluation of current course offerings, through the lens of what is assessed on those particular Keystone Exams may provide an opportunity for an alignment to ensure student preparedness. How are the Assessment Anchors organized? The Assessment Anchors, as defined by the, are organized into cohesive blueprints, each structured with a common labeling system that can be read like an outline. This framework is organized first by module, then by Assessment Anchor, followed by, and then finally, at the greatest level of detail, by an statement. The common format of this outline is followed across the Keystone Exams. Here is a description of each level in the labeling system for the Keystone Exams: Module: The Assessment Anchors are organized into two thematic modules for each of the Keystone Exams. The module title appears at the top of each page. The module level is important because the Keystone Exams are built using a module format, with each of the Keystone Exams divided into two equallysized test modules. Each module is made up of two or more Assessment Anchors. Assessment Anchor: The Assessment Anchor appears in the shaded bar across the top of each Assessment Anchor table. The Assessment Anchors represent categories of subject matter that anchor the content of the Keystone Exams. Each Assessment Anchor is part of a module and has one or more s unified under it. : Below each Assessment Anchor is a specific. The level provides further details that delineate the scope of content covered by the Assessment Anchor. Each is part of an Assessment Anchor and has one or more unified under it. : The column to the right of the contains the statements. The is the most specific description of the content that is assessed on the Keystone Exams. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exams. : In the column to the right of each statement is a code representing one or more s that correlate to the statement. What impact will the implementation of the K 12 Common Core s have on the content of this document? It is anticipated that there will be significant alignment between PA s Academic s and the Common Core. Every effort will be made to ensure that the alignment of the standards to the Assessment Anchors and is maintained. As more information becomes available, PDE will inform state educators. s Aligned System Pennsylvania Department of Education Cover photo Hill Street Studios/Harmik Nazarian/Blend Images/Corbis. Pennsylvania Department of Education Keystone Exams: Geometry Page 3 Assessment Anchors and Final March 1, 2010
4 MODULE 1 Geometric Properties and Reasoning FINAL March 1, 2010 G.1.1 Properties of Circles, Spheres, and Cylinders G Identify and/or use parts of circles and segments associated with circles, spheres, and cylinders. G Identify, determine, and/or use the radius, diameter, segment, and/or 2.9.G.A G.C.2 weak tangent of a circle. G Identify, determine, and/or use the arcs, semicircles, sectors, and/or 2.9.G.A G.C.5 weak angles of a circle. G Use chords, tangents, and secants to find missing arc measures or missing segment measures. 2.9.G.A G.C.2 G.C.5 weak G Identify and/or use the properties of a sphere or cylinder. 2.9.G.A G.GMD weak may be assessed using problemsolving situations. Pennsylvania Department of Education Keystone Exams: Geometry Page 4 Assessment Anchors and Final March 1, 2010
5 MODULE 1 Geometric Properties and Reasoning FINAL March 1, 2010 G.1.2 Properties of Polygons and Polyhedra G Recognize and/or apply properties of angles, polygons, and polyhedra. G Identify and/or use properties of triangles. 2.9.G.A G.CO.10 not proving 8.G.5 G Identify and/or use properties of quadrilaterals. 2.9.G.A G.C0.10 not proving G Identify and/or use properties of isosceles and equilateral triangles. 2.9.G.A G.CO.10 G Identify and/or use properties of regular polygons. 2.9.G.A 7.G.6 5.G G Identify and/or use properties of pyramids and prisms. 2.9.G.A G.GMD.1, 2, 3 volume only may be assessed using problemsolving situations. Pennsylvania Department of Education Keystone Exams: Geometry Page 5 Assessment Anchors and Final March 1, 2010
6 MODULE 1 Geometric Properties and Reasoning FINAL March 1, 2010 G.1.3 Congruence, Similarity, and Proofs G G Use properties of congruence, correspondence, and similarity in problemsolving settings involving 2 and 3dimensional figures. Write formal proofs and/or use logic statements to construct or validate arguments. G Identify and/or use properties of congruent and similar polygons or 2.9.G.B G.SRT.2 weak solids. G Identify and/or use proportional relationships in similar figures. 2.1.G.C G.SRT.5 weak G Write, analyze, complete, or identify formal proofs (e.g., direct and/or indirect proofs/proofs by contradiction). may be assessed using problemsolving situations. 2.4.G.A G.CO.9, 10, 11 G.SRT.4 Pennsylvania Department of Education Keystone Exams: Geometry Page 6 Assessment Anchors and Final March 1, 2010
7 MODULE 2 Coordinate Geometry and Measurement FINAL March 1, 2010 G.2.1 Coordinate Geometry and Right Triangles G G G G Solve problems involving right triangles. Solve problems using analytic geometry. Compute and/or use the slope of a line. Solve and/or graph systems of equations and inequalities using coordinate geometry. G Use the Pythagorean theorem to write and/or solve problems involving right triangles. G Use trigonometric ratios to write and/or solve problems involving right triangles. G Calculate the distance and/or midpoint between two points on a number line or on a coordinate plane. G Relate slope to perpendicularity and/or parallelism (limit to linear algebraic equations). G Use slope, distance, and/or midpoint between two points on a coordinate plane to establish properties of a 2dimensional shape G.A 2.10.G.A G.SRT.8 G.SRT G.C G.GPE.6, 7 8.G G.C G.GPE.5 Very weak 2.9.G.C G.GPE.3, 4, 5 G Apply the concept of the slope of a line to solve problems. 2.8.G.B G.GPE.5 weak G Solve or graph systems of equations or systems of inequalities within a problem situation using coordinate geometry. may be assessed using problemsolving situations. 2.8.G.B A.REI.6, 12 Pennsylvania Department of Education Keystone Exams: Geometry Page 7 Assessment Anchors and Final March 1, 2010
8 MODULE 2 Coordinate Geometry and Measurement FINAL March 1, 2010 G.2.2 Measurements of TwoDimensional Shapes and Figures G G G G Use and/or compare measurements of angles. Use and/or develop procedures to determine or describe measures of perimeter, circumference, and/or area. (May require conversions within the same system.) Describe how a change in one dimension of a 2dimensional figure affects other measurements of that figure. Apply probability to practical situations. G Use properties of angles formed by intersecting lines to find the measures of missing angles. G Use properties of angles formed when two parallel lines are cut by a transversal to find the measures of missing angles. 8.G.5 G.CO9 boarder 7.G G Estimate area, perimeter, or circumference of an irregular figure G.C G Find the measurement of a missing length, given the perimeter, circumference, or area. G Find the side lengths of a polygon with a given perimeter to maximize 2.11.G.A the area of the polygon. G Develop and/or use strategies to estimate the area of a 2.11.G.C 7.G compound/composite figure. G Find the area of a sector of a circle. 6.C5 G Describe how a change in the linear dimension of a figure affects its perimeter, circumference, and area (e.g., How does changing the length of the radius of a circle affect the circumference of the circle?). G Use area models to find probabilities. 2.3.G.E 2.7.G.A Pennsylvania Department of Education Keystone Exams: Geometry Page 8 Assessment Anchors and Final March 1, 2010
9 MODULE 2 Coordinate Geometry and Measurement FINAL March 1, 2010 may be assessed using problemsolving situations. Pennsylvania Department of Education Keystone Exams: Geometry Page 9 Assessment Anchors and Final March 1, 2010
10 MODULE 2 Coordinate Geometry and Measurement FINAL March 1, 2010 G.2.3 Measurements of ThreeDimensional Shapes and Figures G G Use and/or develop procedures to determine or describe measures of surface area and/or volume. (May require conversions within the same system.) Describe how a change in one dimension of a 3dimensional figure affects other measurements of that figure. G Calculate the surface area of prisms, cylinders, cones, pyramids, and/or spheres. Formulas are provided on a reference sheet. G Calculate the volume of prisms, cylinders, cones, pyramids, and/or spheres. Formulas are provided on a reference sheet. G Find the measurement of a missing length, given the surface area or volume. G Describe how a change in the linear dimension of a figure affects its surface area or volume (e.g., How does changing the length of the edge of a cube affect the volume of the cube?). may be assessed using problemsolving situations. 2.3.G.E 7.G.6 G.GMD.3 8.G.9 Pennsylvania Department of Education Keystone Exams: Geometry Page 10 Assessment Anchors and Final March 1, 2010