About MAP

What is the Mathematics Assessment Project?

The Mathematics Assessment Program (MAP) aims to bring to life the Common Core State Standards (CCSSM) in a way that will help teachers and their students turn their aspirations for achieving them into classroom realities. MAP is a collaboration between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The team works with the Silicon Valley Mathematics Initiative and school systems across the US and UK to develop improved assessment.

The materials from this project will exemplify CCSSM in explicit down-to-earth performance terms.

What material is MAP developing?

MAP materials are of two complementary kinds:

These materials have been developed in classrooms across the US, using the research-based design and development methods that the MARS Shell Center team has advanced over the last three decades. MAP is grateful to the teachers and students who took part in the development process. They, in turn, are helping to lead the way toward preparing students across the nation with the knowledge and skills they need to succeed in college and careers.

The team

Design and development is led by the MARS Shell Center team at the University of Nottingham.

The Classroom Challenges have been designed and developed by Malcolm Swan, Sheila Evans, Nick Clarke, Colin Foster, Marie Joubert and Clare Dawson with Daniel Pead, Hugh Burkhardt and Rita Crust, working with Alan Schoenfeld and Phil Daro at UC Berkeley, and groups of observer-researchers in California, Michigan, Indiana and Rhode Island.

The design of the summative assessment tasks and tests has been led by Rita Crust, with Hugh Burkhardt, Daniel Pead, Alan Schoenfeld, Malcolm Swan and others.

The Mathematics Assessment Project is directed by Hugh Burkhardt, Malcolm Swan, Daniel Pead, Phil Daro and the Principal Investigator, Alan Schoenfeld.

MARS, the Mathematics Assessment Resource Service, is an international collaboration dedicated to the improvement of assessment.

Rationale and methodology

Formative “assessment for learning”, when used as part of day- by-day teaching, has proven one of the most effective ways of enhancing student learning. This approach is very different from testing; it involves qualitative feedback to develop each student’s reasoning.

Equally important, the learning activities in most classrooms closely reflect the range and balance of task types in high-stakes tests, which currently cover only a small part of the range implied by CCSSM – these prototype summative tests are designed to exemplify what is needed.

The team uses its well-established engineering research [PDF,100K] methods involving: input from prior research; design skills to produce draft materials; iterative systematic development through trials in US classrooms, with revision informed by structured feedback data from the observer teams.

External evaluation

In addition to our own research on the outcomes an impact of MAP, we engaged Inverness Research to provide feedback during the development of the project, and to evaluate the impact of MAP on its intended users.

The work of Inverness Research Inc. primarily involves the study of reform initiatives taking place at the K-12 grade levels, but also includes higher education and teacher education. Inverness also has a long history of studying informal science education initiatives.

(From www.inverness-research.org)

Inverness' report is available from their website in the form of a project portfolio, which describes the project from various perspectives, including the experiences of teachers, students and educational leadership.

See: http://inverness-research.org/mars_map/.

Formative assessment