This course promotes the understanding of theories guiding math instruction within the framework of the Common Core State Standards (CCSS) and National Council of Teachers of Mathematics (NCTM) principles and standards. Participants select, develop, and evaluate assessment tools aligned to Common Core State Standards in the K-8 mathematics classroom. Particular emphasis is given to implementing timely, relevant, and thoughtful assessment and analyzing student errors and misunderstandings. By using this approach, ongoing, constructive, and supportive feedback serves as a meaningful instructional tool for students.
This graduate course is 4 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Mathematics Standards and Assessment Tools
- Explain how to use National Council of Teachers of Mathematics (NCTM) assessment standards.
- Describe the relationship between National Council of Teachers of Mathematics (NCTM) standards and Common Core State Standards (CCSS).
- Explain how changing expectations in mathematics instruction and assessment affects classroom practice as students are prepared for 21st century success.
- Evaluate individual and group assessment types.
- Discuss the use of rubrics in assessment.
- Select appropriate assessment tools for Common Core State Standards and mathematical practice.
Developing and Managing Mathematics Assessment Tools
- Create an assessment menu.
- Create an assessment management plan to monitor student progress and provide specific, ongoing feedback.
- Differentiate between formative and summative assessments.
- Explain why problem-solving is integral to mathematics instruction and assessment.
Implementing Mathematics Assessment Tools
- Develop a plan to implement assessments for a diverse classroom.
- Explain the characteristics of assessment tools that can be used to accommodate student diversity.
- Evaluate the implementation of student assessments.
Evaluating Mathematics Assessment Results
- Determine students’ point of view on assessments.
- Evaluate the assessment practices of your classroom and school.
- Develop a three phase lesson plan (before, during, and after) that differentiates instruction based on assessment results.
- Examine guidelines for evaluating technological tools that can be used in mathematics instruction and assessment.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with an Enrollment Representative.
If you have a question contact us at 866-354-1800.