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Standards-based assessment and Instruction

K–5 Math Institute, Level 2

Assessing Student Performance Against the Common Core Standards

  • Presenter: Deb Armitage, M.Ed. 
  • Location: Hunter College, Rm E1203, 68th & Lexington, NYC
  • Date: May 21st (1-day session)
  • Cost: $220

This K–5 mathematics session is designed for participants that have a basic understanding of performance-based assessment and instruction as well as the Exemplars assessment rubric. Typically, participants will have completed the Exemplars Level 1 training and have some experience doing problem solving and formative assessment in their classrooms.


In this K–5 session, participants will:


  • Review the Exemplars rubric and Preliminary Planning Sheets to address specific questions and correct misunderstandings in order to improve scoring validity and reliability.
  • Assess student work samples aligned to the Common Core Content Standards and the Mathematical Practices.

  • Analyze assessment data from the sample tasks to inform instruction.
  • Use student errors in mathematical reasoning and proof as a teaching tool.
  • Share strategies to help student's develop formal mathematical communication.
  • Learn how to integrate mathematical representations into problem solving.
  • Utilize critical-thinking and inquiry to promote mathematical connections.
  • Develop strategies for moving students from the Apprentice performance level to the Practitioner performance level.

Our teacher-friendly tasks are designed to support both the Common Core and Citywide instructional expectations. GO Math! alignments are also available.
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Explore our latest K-5 math material and begin using it in your classroom.
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Here's What People Are Saying

"I love Exemplars. In fact, it is all I want to do with the kids. I am amazed at the thought processes it evokes from the children. Exemplars gives a perfect view into the child's thinking and their minds. Exemplars tasks also give the child who has difficulty grasping math concepts the opportunity to explore, and apply techniques and thoughts to the mathematical process."



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