• The New Standards Reference Examination
• Two on-demand performance tasks
• One extended performance task

New Standards Reference Examination

This is the standardized examination issued by the Rhode Island Department of Education each year. The Mathematics portion contains questions on Mathematical Skills, Mathematical Concepts, and Problem Solving. For the Rhode Island Skills Commission CIM, a student needs to receive 7 out of 9 points. (The points are based on the overall reading, writing, and mathematics scores.)

An "on-demand" task is an on-the-spot demonstration of mathematical skills and knowledge. These tasks are similar to classroom tests in that they are given in a 45-minute class period, and students are expected to work independently. Unlike tests and quizzes, however, the tasks usually focus on a single "question" -- an application of some skills and knowledge the students have learned in class.  For example, one task asked students to use their knowledge of geometric concepts such as volume and surface area and determine the best way for a manufacturer to create packages for cookies. For further examples, click here.

The on-demand tasks are created each year by a "task development group," consisting primarily of teachers from the Skills Commission districts. A teacher can give any number of tasks to his or her class, depending on how they fit with the curriculum.

An "extended" task is also given as a classroom assignment. These tasks are more like projects, and, depending on the complexity of the project, students may be gvien up to two weeks to complete them. For examples of extended tasks, click here.

Like the on-demand tasks, the extended tasks are created each year by the Skills Commission's task development group. While teachers may assign any number of extended tasks to their classes, we expect each teacher will probably assign one per year.
 

The on-demand and extended tasks are scored by teachers across the Skills Commission districts during special scoring sessions. Each task comes with a rubric, which describes how the task will be scored, and what qualities the scorer will expect to find in a response that meets the standard.

Each task is scored by two different people. If the two scorers do not agree on a score, the task may be scored by a third person. The on-demand tasks are scored on a scale of 1 to 4; a score of 3 or better means the student has "met the standard" on the task. The extended tasks are scored on a scale of 2 to 8; a score of 6 is required to pass the task.
 

On-demand and extended tasks are important components of the CIM. This is because they both exercise skills that are important in both business and higher education. Mastering these skills is an important rqeuirement for success in both these environments.

On-demand tasks simulate one kind of demand for rapid, high quality production that is made by both business and higher education. In business, people are often asked to write memos, make estimates, assemble information or complete other jobs quickly and accurately. Those who fulfill these requests are typically expected to work without outside help. In these situations, success depends on understanding the request and quickly and thoroughly  fulfilling the request. In education, similar demands are made in the form of quizzes or spontaneous requests for information.

It is also the case that people are expected to wokr on more extended tasks in both business and higher education. In the business world, people are called up on to develop estimates, create presentations and complete other tasks that require a range of skills over the course of a few days or weeks. These tasks require more extended effort, but also alllow a more reflective approach and execution due to the extended scope of time they give.