Massachusetts Department of Education
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Connecting Curriculum, Instruction, and AssessmentThe University of Massachusetts Center for Educational Assessment, working with the Adult and Community Learning Services of the Massachusetts Department of Education, has developed an assessment to measure adult learners’ skills as outlined in the Massachusetts ABE Curriculum Framework for Math and Numeracy. The ABE Curriculum Framework for Math and Numeracy is not an end in itself but a part of the broader goal of aligning curriculum, instruction and assessment. To this end, Adult and Community Learning Services and ABE practitioners have worked closely with the University of Massachusetts’ Center of Educational Assessment to develop a math and numeracy assessment that is designed to measure the skills outlined in the Framework. This assessment will be capable of measuring more accurately and capturing more comprehensively, the skills that adult learners have acquired or need to acquire through the instruction provided in adult basic education classes. Both the ABE Curriculum Framework for Math and Numeracy and the results of the new math assessment are valuable tools that should be used to inform classroom instruction. The Frameworks provide teachers with Standards, Benchmarks and Examples that describe what it is adult learners need to know and be able to do, while the new math assessment will help identify how well students are acquiring the skills and knowledge as well as their ability to apply the skills and knowledge outlined in the Frameworks. By using the Frameworks and assessment results to inform instruction, programs and teachers can achieve the goal of aligning curriculum, instruction and assessment. The skill numbers in the frameworks directly correspond with the skill numbers on the math test. The skills within each level are assessed at that level unless otherwise noted as shown in the example on page 8, and below.
The math frameworks endeavor to expose students at all levels to the four strands: N-Number Sense; P-Patterns, Functions, and Algebra; S-Statistics and Probability; and G-Geometry and Measurement with the realization that some material introduced at one level might need to be expanded on in a later level. For this reason, there is overlap between the levels. Positive and negative numbers, for example, may be discussed with basic applications at Level 2, but the learner will not be expected to demonstrate knowledge and skill with the topic until Level 3 as shown above with the reference to 3P-3.7 Adult learners come to our classes with a wide range of prior learning, but often they have gaps in their knowledge. A student who is well-read may be familiar with interpreting graphs and tables, but struggle to understand the principles of area and volume relating to home decor. Some adults who are very capable with computation may have developed a mental block against algebraic notation. The Frameworks, therefore; encourages multi-level exploration within the classroom while more clearly defining skills to be demonstrated at each assessment level. Core ConceptsAdults develop numeracy skills and mathematical fluency through actions involving problem solving, reasoning, decision-making, communicating and connecting in curriculums that link to their own mathematics knowledge, experiences, strategies and goals. Fluency is enhanced by instruction that requires learners to strive for a constant interplay of accuracy, efficiency and flexibility in their work. Problem solving is an important key to independence for adults. Problem solving enables learners to:
Mathematical reasoning provides adults with access to information and the ability to orient themselves to the world. It enables learners to:
Success as an adult involves decision-making as a parent, citizen and worker. Mathematical decision-making enables learners to:
The ability to communicate mathematically means having an expanded voice and being heard in a wider audience. Mathematical communication enables learners to:
Connecting everyday life with mathematics helps adults access essential information and make informed decisions. Mathematical connections enable the learner to:
The thinking skills of accuracy, efficiency and flexibility are essential tools for success in a rapidly changing world. In mathematics, such fluency enables the learner to:
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