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OAT Toolkit for Social Studies

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Samuel Adams, 1765 ... Samuel Adams disagrees. ... 2 points: The response explains that Adams (or the colonists) and The London ... – PowerPoint PPT presentation

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Title: OAT Toolkit for Social Studies


1
OAT Toolkit for Social Studies
Using OAT Grade 8 Score Reports
2
Why analyze data?
  • To improve student achievement results, use data
    to focus on a few simple, specific goals.
  • Mike Schmoker

3
Data Analysis Cycle
Assessments Classroom, School, District, State
Standards
Standards
Compile Data
Classroom Implementation
Standards
Standards
Analysis, Interpretation and Dialogue
Determine Aligned Resources
Standards
Curriculum Design and Planning for New Learning
and Re-Teaching
Standards
4
Enhanced Class Score Report
Page one is a welcome page. One item to note on
this page is the web address for Ohios
Instructional Management System (IMS)
http//ims.ode.state.oh.us/ode/ims/ On this site
you can access released test items, model
lessons, research on social studies education and
other resources.
5
SUCCESS Web Site
  • See the bottom of page 1 for information on the
    SUCCESS web site.

6
Ohio Achievement Test Results
  • Compare your class average with district and
    state averages.

7
Performance Levels
  • View the percentage of students who achieved each
    performance level.

8
Standard Categories
9
Standard Categories
10
Standard Categories
11
Standard Categories
12
(No Transcript)
13
Now What?
14
Interpreting the Data
  • On which standards were your students most
    successful? Least successful?
  • On which standards does your class exceed the
    district or state average? Are those items
    clustered around a specific skill or content?
  • On which standards does your class fall below the
    district or state average? Are those items
    clustered around a specific skill or content?

15
Interpreting the Data
  • Consider the OAT data using three filters
  • What does this mean for
  • Curriculum?
  • Instruction?
  • Assessment?

16
Interpreting the Data
17
Interpreting the Data
18
Interpreting the Data

19
Interpreting the Data
Question 22, Grade 8 OAT in Social Studies, 2007
22. In what way did Shays Rebellion of 1786
lead to the formation of the United States
Constitution?
  • It demonstrated a need for a process for
    accepting territories into the union.
  • Disputes between states could not be resolved
    without a national judiciary.
  • It showed that farmers needed the right to vote
    in national elections.
  • The lack of a national army showed the need for a
    stronger national government.

20
Interpreting the Data
Item 22 Commentary (edited) This
multiple-choice question requires students to
explain how Shays Rebellion helped lead to
adoption of the United States Constitution.
Option D is correct because Shays Rebellion
exposed the need for a stronger national
government. Under the Articles of Confederation
the national government was very weak and the
public began to question whether the government
could handle the countrys problems without
control over the economy or a national army.
Shays Rebellion contributed to these concerns
and citizens began to demand a change, leading to
the 1787 Constitutional Convention.
21
Discussion Questions
  • Which benchmark is being assessed?
  • How does this item test understanding of the
    benchmark?
  • What is the cognitive level of this item?
  • What can we learn from student performance on
    this item?

22
Constructed Response Items
Constructed response items include both short
answer and extended response. Though few in
number, they have a significant impact on the
total score.
  • How did your students fare with these items?
  • Do they frequently write in the classroom?
  • Are they expected to answer questions completely
    and to provide supporting details?
  • Do they share examples of thorough responses?

23
Interpreting the Data
24
Interpreting the Data
Question 21, Grade 8 OAT in Social Studies, 2007
The British Parliaments decision to tax the
American colonists caused conflict between the
colonies and Britain. Read the following
quotations from a British newspaper and a
Massachusetts colonist. The Colonies were
acquired with no other view than to be a
convenience to us, and therefore it can never be
imagined that we are to consult their
interest. The London Chronicle, 1764 If
our trade be taxed, why not our lands, or produce
... in short, everything we possess? They tax us
without having legal representation. Samuel
Adams, 1765 In your Answer Document, compare
how these two authors differ in their opinions
about taxing the colonies. (2 points)
25
Interpreting the Data
Scoring Guidelines for Item 21 (Short
Answer) Exemplar The London Chronicle writer
believes that the colonies should serve British
interests and that there is no need to consult
the colonists before taxing them or passing laws
that affect them. Samuel Adams disagrees. He
believes that the British do not have the right
to tax the colonists because the colonists are
not represented in Parliament. Other correct
responses may include, but are not limited
to The British believe that they have the right
to tax the colonists. The colonists believe that
they must have representation in the British
government before taxes are levied upon them.
26
Interpreting the Data
Scoring Guidelines for Item 21 (Short
Answer) Score Point Description 2 points
The response explains that Adams (or the
colonists) and The London Chronicle writer (or
the British) disagree over whether American
interests need to be represented before Britain
can tax the colonies. The response may imply the
difference by accurately summarizing both
views. 1 point The response explains the point
of view of EITHER the British OR the colonists
regarding taxation.
27
Discussion Questions
  • Which benchmark is being assessed?
  • How does this item test understanding of the
    benchmark?
  • What is the cognitive level of this item?
  • What can we learn from student performance on
    this item?

28
Interpreting the Data
29
Interpreting the Data
Question 40, Grade 8 OAT in Social Studies, 2007
40. One way United States citizens can
participate in government is by voting.
The right to participate in government through
voting originated in which ancient civilization?
A. Rome B. Egypt C. Greece D. Babylon
30
Interpreting the Data
Item 4 Commentary (edited) This multiple-choice
question requires students to show understanding
of the historical origins of rights U.S. citizens
have today by identifying which ancient
civilization first developed a voting system.
Option C, Greece, is correct because the ancient
Greeks established the first known democracy,
which allowed citizens to vote on all laws. Many
governments today, including the United States,
include the right to vote for all citizens, which
can be traced to the ancient Greeks.
31
Discussion Questions
  • Which benchmark is being assessed?
  • How does this item test understanding of the
    benchmark?
  • What is the cognitive level of this item?
  • What can we learn from student performance on
    this item?

32
Next Steps
What would you suggest to the teacher of this
class?
  • Review alignment of lesson plans and assessments
    with the knowledge and skills outlined in the
    standards.
  • Work with 6-8 teachers to plan together. Start by
    looking at how each grade contributes to
    understanding of the benchmarks. How can we make
    connections between grade levels?
  • Review classroom resources and materials and
    identify gaps. Talk to the Media Specialist about
    supplemental texts, Web resources, or
    audio/visual materials.
  • Review classroom assessments to ensure that they
    push students to explain their answers and make
    connections between ideas.

33
If we are not going to try to improve what we
do, there is little sense in assessing
it. William Glasser
34
Interpreting the Data
Resources Mertler, Craig A. Interpreting
Standardized Test Scores, Strategies for
Data-Driven Instructional Decision Making. Sage
Publications, Inc. Thousand Oaks, 2007.
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