Geometry is a major curricular strand, yet when standards suggest that particular concepts are central to the domain, it is often not clear that authors and readers interpret them in the same ways.
The purposes of this workshop are:
1) to identify and describe core ideas in geometry, and
2) to develop tools for examining mathematical competence related to
these ideas.
Participants will identify and describe some domains of competence that teachers, educational researchers and mathematicians agree are central to the geometry curriculum. Then they will create written tasks that will be useful for assessing these areas of competence. Following the workshop, the organizers will work with participants to compile a collection of task responses that are representative of various populations.
2:00-2:30 - Welcome and framing of the work to be done
2:30-3:30 - Participants work on constructed response assessment items
provided by organizers
3:30-5:00 - Discussion of purposes, goals, design, evaluation and use
of constructed response assessments in geometry
Friday March 20
8:30-10:00 - Focus on "What needs to be assessed" Identification of
core concepts (small and whole group)
10:00-12:00 - Review of existing assessment items
12:00-1:00 - Lunch
1:00-3:00 - Writing and/or adapting items (small group)
3:00-4:00 - Writing responses to assessment items from other groups (individual)
4:00-5:00 - Examination of responses (small group)
Saturday March 21
8:30-10:00 - Analysis of feedback and revision of assessment items
10:00-11:30 - Discussion and organization of items (whole group)
11:30-12:00 - Planning next steps, setting deadlines, closure
