Lynda Eich

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WERAOSPI MathematicsAssessment Update for
Grades 6 -8

• Lynda Eich
• lynda.eich_at_k12.wa.us

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This is an OSPI approved PowerPoint, if you
change anything in the PowerPoint please remove
the OSPI footer.
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Agenda

• Assessment Tools and Resources
• -Assessment OF and FOR Learning
• -Lessons Learned
• -Released Items Document
• 2009 Assessment Update
• Item Specifications

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Looking at Student Work

• http//mathnexus.wwu.edu/
• Howlers Out of the Mouths of Actual Math
  Students--Part IV
• The commutative law of addition is when you add
  a column of figures from bottom to top and top to
  bottom and get two different answers.

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• I's sorry I do not know the formula for the
  volume of a rectangle.
• An average is a thing that hens lay their eggs
  on--for example, My hens lay four eggs a week on
  the average.

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Balanced Assessment

• Assessment Crisis The Absence of Assessment FOR
  Learning
• by Richard J. Stiggins, Phi Delta Kappan, June
  2002
• Assessment of Learning versus
• Assessment for Learning

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Balanced Assessment

• If assessments of learning provide evidence of
  achievement for public reporting, then
  assessments for learning serve to help students
  learn more.
• Crucial distinction is between assessment to
  determine the status of learning and assessment
  to promote greater learning.
• Both are important and need to be balanced.

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Assessment of Learning

• Is based on
• -the articulation of higher
• achievement standards
• -transformation of expectations
• into rigorous assessments
• -the expectation of accountability
• on the part of educators for student
• achievement

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• Purpose of WASL Assessment of Student Learning
  (Summative Assessment)
• Lessons Learned/Released Items Assessment for
  Student Learning

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Assessment for Learning

• Understanding and articulating in advance of
  teaching achievement targets
• Informing students about learning goals, in terms
  they understand, from the beginning
• Becoming assessment literate and able to
  transform expectations into assessment exercises
  and scoring procedures that accurately reflect
  student achievement

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Assessment for Learning cont.

• Using classroom assessments to build students
  confidence in themselves as learners and help
  them take responsibility for their own learning
• Translating classroom assessment results into
  frequent descriptive feedback for students,
  providing them with specific insights as to how
  to improve

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Assessment for Learning cont.

• Continuously adjusting instruction based on
  results of classroom assessments
• Engaging students in regular self-assessment,
  with standards held constant
• Actively involving students in communicating with
  their teacher and their families about their
  achievement status and improvement

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Lessons Learned

• At all grade levels
• Students misrepresent what they know and
  understand.
• Students can improve their scores by
• Reading the entire prompt before beginning
• Answering the question or completing task
• Using bullets as a checklist for complete
  response

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Lessons Learned

• Format of document
• Actions students could take for all grade levels
• Grade level bands
• Read first column of grade 6-8 on page 3

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Measurement

• Use a ruler and/or straightedge
• Measure with precision
• Record angle measure in a location where it is
  clear which angle is being measured or use angle
  measure notation

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Mislabels everywhere. . . . . .
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Grades 3-8 Geometric Sense

• Use geometric attributes/mathematical vocabulary
  to identify, describe, compare, classify figures
  such as number of sides, angle sizes, number of
  lines of symmetry, parallel and/or perpendicular
  line segments, etc.
• Some figures belong to more than one category
  e.g. a square is a rectangle, rhombus, and
  parallelogram.

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Grades 3-8 Geometric Sense

• Examples of descriptions that do NOT use
  geometric vocabulary and/or mathematical
  language
• They are the same shape.
• It is shaped like a flag. It is shaped like a
  house.
• They have sharp corners.

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Grade 6-8 Probability Statistics

• Use mean, median, and mode correctly.

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Probability Statistics

• Interpret data by using statistics to show
  connections or relations in the data .
• Interpreting data is more than describing the
  graph.

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Grade 7 2004 RIDs
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Example of "interpreting" datarelating data from
two graphs, number of tourists and amount of
precipitation
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Example of "interpreting" datarelating data from
two graphs, temperature and number of tourists
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Example of "describing the graph" instead of
"interpreting the data"
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Algebraic Sense
Maintain equality in equations when showing
work This is an example of NOT having equality
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Algebraic Sense

• This are examples of equality in equations
• 100 (16 24 35) 100 75 25

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Problem Solving, Reasoning, Communication

• Students need practice drawing conclusions and
  giving quantitative support for their
  conclusions.
• Valid conclusions are based on the data or
  describe the data.
• Support uses the specific data and/or information
  specific from the item.

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Questions Grades 6-8
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2008 Lessons Learned from Scoring Student Work

• http//www.k12.wa.us/assessment/WASL/
• Mathematics/resources.aspx.
• 2007 Lessons Learned
• 2006 Lessons Learned

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Released ItemsAssessment FOR Learning

• Able to transform expectations into assessment
  exercises and scoring procedures that accurately
  reflect student achievement
• Engaging students in regular self-assessment,
  with standards held constant

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2008 Released Items

• Grade 6 Item 2
• Geometric Sense
• Rotate a simple 2-dimensional figure 90º about
  the vertex of the figure
• Grade 8 Item 5
• Making mathematical connections
• Use concepts and procedures from two or more of
  the content strands in a given problem or
  situation

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Grade 6 Released Item
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Bonus Data Grade 6 Item 2
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Grade 8 Released Item
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Bonus Data Grade 8 Item 5
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Released Items Where to find them

• http//www.k12.wa.us/assessment/WASL/Mathematics/r
  esources.aspx
• Released Item Documents (RIDs) view description-
  2008- 2007- 2006- 2004- 2003- 2002- 2001

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Time Line for Grade 3-8 Assessments Aligned to
New Standards

• April 2008
• New Grade 3-8 Math Standards approved
• Draft of Grade 3-8 Test and Item Specifications
  draft 8
• May - November 2008
• Align or revise items in existing test items to
  new grade-level standards
• Write new items to fill in gaps
• April-May 2009
• Last year of current Grade 3-8 math WASL
• Pilot new and rewritten items
• April-May 2010
• First administration of new Grade 3-8 math WASL
• July 2010
• State Board adopts new performance standards on
  Gr. 3-8 math tests

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2009 Assessment Updates

• Grade Level Expectations (GLEs) assessed in 2009
• Two sessions Grades 3-8
• Shortened Test
• No Extended Response for Grades 3-5
• Only 2 Extended Response for Grades 6-8

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• Mathematics Assessment WASL Redesign
• Fewer constructed response items in grades 3-8
  with no changes in high school.

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Performance Expectations7.2 Proportionality and
similarity

• Students are expected to
• 7.2.A Mentally add, subtract, multiply, and
  divide simple fractions, decimals, and percents.
• 7.2.B Solve single- and multi-step problems
  involving proportional relationships and verify
  the solutions.
• 7.2.C Describe proportional relationships in
  similar figures and solve problems involving
  similar figures.
• 7.2.D Make scale drawings and solve problems
  related to scale.
• 7.2.E Represent proportional relationships
  using graphs, tables, and equations, and make
  connections among the representations.
• 7.2.F Determine the slope of a line
  corresponding to the graph of a proportional
  relationship and relate slope to similar
  triangles.
• 7.2.G Determine the unit rate in a
  proportional relationship and relate it to the
  slope of the associated line.
• 7.2.H Determine whether or not a relationship
  is proportional and explain your reasoning.
• 7.2.I Solve single- and multi-step problems
  involving conversions within or between
  measurement systems and verify the solutions.

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Item Specifications -
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• Thank you
• for all you do
• for the students
• of Washington!