Best Practices for the New MAP Tests - PowerPoint PPT Presentation

Loading...

PPT – Best Practices for the New MAP Tests PowerPoint presentation | free to download - id: 578da7-ZmI2N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Best Practices for the New MAP Tests

Description:

Title: Slide 1 Author: MIKE WILLARDD Last modified by: Rebecca C. Langrall Created Date: 4/14/2004 4:46:53 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

Number of Views:173
Avg rating:3.0/5.0
Slides: 107
Provided by: MIKEWI84
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Best Practices for the New MAP Tests


1
Best Practices for the New MAP Tests
  • SMCAA

Show-Me Curriculum Administrators
Association 1111 Madison Street, Suite 4,
Jefferson City, MO 65101 www.smcaa.org 573/635-22
99
2
(No Transcript)
3
Code for First Grade GLE Ma, AR, 1, A, 1
  • The content area is math Ma
  • Code the Strand AR for first letters of
    Algebraic Relationships.
  • Code the Big Idea 1
  • Code the Concept A for Recognize and Extend
    Patterns.
  • Code the Grade Level 1 for first grade.

4
Important Tip 1
  • When comparing the GLEs to your objectives, it is
    important to realize that the learner objectives
    should be (at least) at the same cognitive level
    as the GLEs. (e.g. If the GLE says to analyze
    and your objective says identify, the objective
    will need to be pushed up to require students to
    analyze.)
  • In turn, you will need to make the necessary
    adjustments to the learning activities and the
    assessments to make them teach and assess the
    cognitive levels of the objectives.

5
Important Tip 2
  • If the GLE mentions several component pieces and
    your objective(s) fail to address all of these
    component pieces, you will need to modify your
    learner objective(s) to be more inclusive.
  • In turn, you will need to expand your learning
    activities and assessments to address/assess the
    added component pieces.

6
GLE/Curriculum Alignment
Taught
Tested State/Local
Written
Written
Written Taught Tested
The more the three overlap the more effective and
efficient the curriculum becomes. The written
curriculum will be a smaller circle than the
taught curriculum.
7
What Types of Items Can Be Used in Assessments?
  • Selected-Response Items - provide two or more
    options from which the test taker selects the
    best answer. (multiple-choice, true-false, and
    matching)
  • Constructed Response Items - require students to
    produce answers and to defend their thinking
    rather than select a correct choice from an array
    of possibilities.
  • Performance Events require students to
    demonstrate higher level thinking skills on
    questions that have a range of appropriate
    responses. (assesses student progress toward the
    attainment of predetermined criteria and often
    reflects real life application)

Roblyn Hatch
8
Assessment Questions
  • Selected Response
    Closed-ended Constructed Response
  • 21-(-3) At 500 p.m. the temperature was 21
    F. Later that
  • A. 18 night the temperature dropped to 3 F
    below zero.
  • B. 24 How many degrees did the temperature
    drop?
  • C. -63 Describe or show how you solved the
    problem
  • D. -7
  • Open-ended Constructed Response Performance
    Event
  • Describe a real-life situation when a person
    Create a visual that demonstrates a 24 hour
    period
  • needs to know how to subtract a negative
    when the temperature drops below zero.
  • number from a positive number. Describe the
    hourly changes in temperature and
  • Create and solve a problem that demonstrates
    and the total change in temperature.
  • your example.
  • Justify how you solved the problem.

9
Constructed Response Item Formats
  • stimulus (fiction/CA2 or nonfiction/CA3 reading
    passage)
  • prompt
  • a. content aligned to GLE process aligned to
    Show-Me Standard/Goal Standard (e.g., R2C, 3.5)
    specific verbs cue students to the task
  • b. the number of details required to earn the top
    points is clearly specified (e.g., two details
    and/or examples or use information or two
    details/examples for each)
  • scoring guidemost common is a 2-pt top score
  • 2 clear/complete evidence of understanding
  • 1 partial evidence of understanding
  • 0 criteria not met

10
Constructed Response Items Paragraph Response
Format
  • lines are provided for the student response
  • content is scored for evidence of conceptual
    understandingnot for writing conventions
  • scoring guide
  • 2 clear/complete evidence of understanding
  • 1 partial evidence of understanding
  • 0 criteria not met

11
Constructed Response Items Graphic Organizer
Format
  • students provide text-based information students
    are asked to create an appropriate graphic
    organizer and cued to provide labels and a title
  • a blank space is provided for the student
    response
  • content is scored for evidence of conceptual
    understandingincluding correct placement of
    information in the graphic organizer
  • scoring guide could contain two parts
  • Part A content
  • 2 clear/complete evidence of conceptual
    understanding information correctly placed in
    graphic organizer
  • 1 partial evidence of understanding
  • 0 criteria not met
  • Part B writing points for creating a graphic
    organizer
  • 1 appropriate graphic organizer with labels
    and title
  • 0 criteria not met

12
Constructed Response Items News Article Format
  • students write a brief, text-based summary in
    some cases, students are asked to create an
    appropriate headline
  • lines are provided for the student response
  • content is scored for evidence of conceptual
    understandingnot for writing conventions
  • scoring guide could contain two parts
  • Part A content
  • 2 clear/complete evidence of conceptual
    understanding
  • 1 partial evidence of understanding
  • 0 criteria not met
  • Part B writing points for creating a headline
  • 1 appropriate/clear evidence of understanding
  • 0 criteria not met

13
Constructed Response Items Letter Format
  • students write a letter to a specific audience
    for a specific purpose typical tasks include
    summarizing, explaining, predicting
  • lines are provided for the student response
  • content is scored in two parts
  • Part A content
  • 2 clear/complete evidence of conceptual
    understanding
  • 1 partial evidence of understanding
  • 0 criteria not met
  • Part B writing points for letter format and
    awareness of audience purpose
  • 2 four components of letter format AND complete
    message with controlling idea consistent with
    audience and purpose
  • 1 four components of letter format OR complete
    message with controlling idea consistent with
    audience and purpose
  • 0 criteria not met

14
Constructed Response Items Journal Entry Format
  • students write a journal entry for a specific
    purpose typical tasks include summarizing,
    explaining, predicting
  • lines are provided for the student response
  • content is scored in two parts
  • Part A content
  • 2 clear/complete evidence of conceptual
    understanding
  • 1 partial evidence of understanding
  • 0 criteria not met
  • Part B writing points for awareness of purpose
  • 1 complete message with controlling idea
    consistent with purpose
  • 0 criteria not met

15
Cathy Barr Communication Arts Consultant Departmen
t of Elementary and Secondary Education
  • Cathy.Barr_at_dese.mo.gov
  • 573/751-4898

16
Examining the MAP-assessed GLEs for third grade
  • R1E vocabulary
  • R1H post-reading skills
  • R1I making connections
  • R2A fiction R3A nonfiction text features
  • R2B fiction R3B nonfiction literary devices
  • R2C fiction R3C nonfiction text elements
  • W1A writing process
  • W2B capitalization
  • W2C punctuation
  • W2D parts of speech
  • W2E spelling
  • W2F sentence construction
  • W3B note-taking
  • W3C expository writing
  • IL1A research plan

17
Examining the MAP-assessed Show-Me Goal Standards
for third grade
  • 1.1 questions/ideas to initiate research
  • 1.6 patterns and relationships
  • 1.8 organize data, information and ideas
  • 2.1 plan and make written presentations
  • 2.2 review and revise communications
  • 3.1 identify and define problems
  • 3.4 evaluate processes used in solving problems
  • 3.5 reason inductively and deductively
  • 3.6 examine problems/solutions from multiple
    perspectives
  • 3.7 evaluate the extent to which a strategy
    addresses a problem

18
GLE R1E vocabulary
  • Develop vocabulary through text, with assistance,
    using
  • base words
  • synonyms and antonyms
  • context clues
  • glossary, dictionary
  • CA 2, 3 1.5, 1.6
  • I 1e, 6d, K-4

19
Show-Me Standard 1.6
  • 1.6 discover and evaluate patterns and
    relationships in information, ideas and
    structures

20
Assessment R1E vocabulary 1.6 patterns
relationships
  • What is the meaning of vocabulary word or
    phrase from the story? What context clues
    helped you define the word? Use two details or
    examples from the story to support your answer.

21
R1E Vocabulary
  • 4 Read this sentence from the story.
  • Some of the boys shirked, wasting time and
    machinery by not replacing the small bobbins
    when they ran out.
  • Explain the meaning of shirked. Use
    information from the story to support your
    explanation.

22
GLE R1H post-reading skills
  • Apply post-reading skills to identify and explain
    the relationship between the main idea and
    supporting details
  • question to clarify
  • reflect
  • analyze
  • draw conclusions
  • summarize
  • paraphrase
  • CA 2, 3 1.6 3.5
  • I 1e,3g,4e f, II 1c,d,f h, 2d K-4

23
Assessment R1H post-reading skills 1.6 patterns
relationships
  • paraphrase
  • Rewrite sentence from the story in your own
    words without changing the original meaning.

24
Assessment R1H post-reading skills 1.6 patterns
relationships
  • summarize
  • Retell, in your own words, the events that occur
    in the story.

25
R1H Post-Reading
  • Imagine you have a friend who is considering a
    career as an FBI agent. Write a letter to your
    friend to summarize the typical duties of an FBI
    agent. Be sure your letter is a complete message
    to your friend, stays on the topic, and uses
    correct letter-writing format.

26
Classroom Instruction / Assessment R2A fiction
text features 1.6 patterns relationships
  • front / back covers
  • Predict what you think this story will be about.
  • table of contents / chapter titles
  • What do the chapter titles mean?
  • illustrations
  • How does the illustration on page help you
    understand the story?

27
Assessment R2A fiction text features 1.6
patterns relationships
  • Why did the author use specific text feature,
    such as boldface type, italics, quotation marks,
    capital letters in this sentence, stanza,
    title?

28
R2A Fiction Text Features R3A Nonfiction Text
Features
  • A student made a web based on the excerpt. Use
    the web to do Numbers 15 and 16.

29
R2A Fiction Text Features R3A Nonfiction Text
Features
  • 16 This web is most helpful for
  • F explaining the structure of a news station
  • G comparing and contrasting the different
    opinions voiced in the excerpt
  • H organizing the major points in the excerpt
  • J showing the sequence of events in a
    photographers typical day

30
GLE R2B fiction literary devices
  • Explain examples of
  • sensory details
  • figurative language
  • within the context of poetry and prose
  • CA 2 1.5, 1.6
  • I 1i, 5e, K-4

31
Assessment R2B fiction literary devices 1.6
patterns relationships
  • sensory details
  • Give two examples of words or phrases that the
    author uses to make the reader experience the
    story by what is seen, heard, touched, tasted, or
    smelled. Explain how each example helps the
    reader understand the story better.

32
Assessment R2B fiction literary devices 1.6
patterns relationships
  • figurative language
  • Explain the meaning of figurative language.
    Use two details or examples from the story to
    support your answer.

33
Instruction R2B fiction literary devices 1.6
patterns relationships
  • GLE Glossary
  • Figurative language language which makes use of
    certain literary devices or literary techniques
    often called figures of speech in which
    something other than the literal meaning is
    implied
  • See hyperbole, imagery, irony, metaphor,
    personification, simile, symbolism.

34
Classroom Instruction / Assessment R2B fiction
literary devices 1.6 patterns relationships
  • figurative language
  • Read this sentence from the story
  • Zeke was a nightmare.
  • Explain why Zeke is described as a nightmare.
    Use two details and/or examples from the story to
    support your answer.

35
R2B Fiction Literary Devices R3B Nonfiction
Literary Devices
  • 24 The author says of Candide and Cacambo
    that their hands itched enormously. This
    phrase probably means they were
  • F suffering from their travels
  • G eager to grab some treasure
  • H longing to make new friends with the rich
    people
  • J nervous about displeasing the local
    inhabitants

36
GLE R2C fiction text elements
  • Use details from text to
  • make inferences about setting, character traits
    and problem and solution
  • make predictions
  • draw conclusions
  • compare and contrast characters and changes in
    problems and settings
  • identify the narrator
  • identify cause and effect
  • identify events from the beginning, middle and
    end
  • identify author's purpose
  • CA 2 1.5, 1.6, 2.4, 3.1, 3.5
  • I 3b, II 1b g, , III 1a, c I, 2a-f, IV 1f-h,
    2b-c, K-4

37
Show-Me Standards
  • 1.6 discover and evaluate patterns and
    relationships in information, ideas and
    structures
  • 3.5 reason inductively from a set of specific
    facts and deductively from general premises

38
Assessment R2C fiction text elements 1.6
patterns relationships
  • compare and contrast characters and changes in
    problems and settings
  • Compare and contrast character A to character
    B in the story. Use two details and/or examples
    from the story to support your answer.

39
Classroom Instruction / Assessment R2C fiction
text elements 1.6 patterns relationships
  • OR
  • compare and contrast characters and changes in
    problems and settings
  • IN A GRAPHIC ORGANIZER
  • Complete the chart to compare and contrast how
    Tabby and Zeke are alike and different. Use two
    details and/or examples from the story for how
    they are alike and two details/examples for how
    they are different.

How Tabby and Zeke are ALIKE How Tabby and Zeke are DIFFERENT
1. 2. 1. 2.
40
Assessment R2C fiction text elements 1.6
patterns relationships
  • compare and contrast characters and changes in
    problems and settings
  • How did character / problem / setting change
    from the beginning to the end of the story?

41
Instruction R2C fiction text elements 1.6
patterns relationships
  • identify the narrator
  • How do you know the narrator in the story is not
    one of the characters?
  • Who is the narrator? How do you know?

42
Assessment R2C fiction text elements 1.6
patterns relationships
  • identify cause and effect
  • Explain the cause of event. Use two details
    and/or examples from the story to support your
    answer.

43
Assessment R2C fiction text elements 1.6
patterns relationships
  • identify cause and effect
  • Explain the results of event. Use two details
    and/or examples from the story to support your
    answer.

44
Assessment R2C fiction text elements 1.6
patterns relationships
  • identify events from the beginning, middle and
    end
  • Complete the story map to show the major events
    in the order that they happened.

1 Jay walked to school one morning. 2 3 Lucy had no lunch money. 4 5 Lucy and Jay had the best lunch ever.
45
Assessment R2C fiction text elements 3.5
reasoning
  • make inferences about problem and solution
  • Was character in the story solution to the
    problem a good solution? Circle one
  • YES NO
  • Explain why or why not. Use two details and/or
    examples from the story to support your answer.

46
Assessment R2C fiction text elements 3.5
reasoning
  • make predictions
  • Predict what will happen to a character after
    the end of the story. Use two details and/or
    examples from the story to support your answer.

47
Assessment R2C fiction text elements 3.5
reasoning
  • draw conclusions
  • Why did character do specific action? Use
    two details and/or examples from the story to
    support your answer.

48
R2C Fiction Text Elements R3C Nonfiction Text
Elements
  • 6 According to the passage, which of these
    statements is probably true?
  • F Language is static and predictable.
  • G Language is flexible and adaptable.
  • H Language is never a barrier between people.
  • J Language is rarely influenced by different
    cultures.

49
R3A nonfiction text features
  • Locate and interpret key information in
    illustrations, title, chapter headings, table of
    contents, charts, diagrams, graphs, glossary,
    captions and maps to answer questions
  • CA 3 1.6
  • I 2g, II 2f, K-4

50
R3C nonfiction text elements
  • Use details from text to
  • answer questions
  • retell main idea and important details
  • organize a sequence of events
  • identify simple cause and effect
  • draw conclusions
  • compare and contrast texts
  • identify author's purpose for writing text
  • make inferences about problems and solutions
  • CA 3 1.6, 2.4, 3.1, 3.5, 3.7
  • I 3c, II 1f, III 2e-f, 3a, K-4

51
W1A writing process
  • Follow a writing process to
  • independently use a simple graphic organizer in
    pre-writing
  • generate a draft
  • routinely reread and revise work
  • routinely edit and proofread for capitalization
    and ending punctuation
  • independently publish writing
  • CA 1, 4 1.8, 2.1, 2.2
  • II 1a, 2e, 3c, 4c-e, g-h, j, III 4c, IV 3a, K-4

52
Assessment W1A writing process 2.1 plan and
make written presentations 2.2 review and revise
communications
  • The writing prompt is themed to the story in
    Session 1 of the MAP.
  • Students are asked to plan, using a graphic
    organizer, to generate a first draft, to review
    and revise the draft, and to write a final copy
    that is scored using a 4-point holistic scoring
    guide.
  • also correlated to W3A narrative writing

53
W2B capitalization
  • Use conventions of capitalization in written text
  • months of year
  • titles of individuals
  • greeting and closing of letter
  • CA 1 1.6, 2.2
  • I 1a, 6a, II 6d, g, K-4

54
Assessment W2B capitalization 1.6 patterns and
relationships
  • Read the sentence and decide which part, if any,
    needs a capital letter. Fill in the circle that
    goes with the answer you choose. If no capital
    letter is missing, fill in the circle that goes
    with the word None.
  • 1. she gave / her homework / to the teacher.
    None

55
W2C punctuation
  • In composing text, use
  • correct ending punctuation in imperative and
    exclamatory sentences
  • comma in the greeting and closing of a letter
  • CA 1 1.6, 2.2
  • I 6a, II 2i, 4b, 6c-d g, K-4

56
Assessment W2C punctuation 1.6 patterns and
relationships
  • Choose the sentence that has correct
    punctuation.
  • What, do you, want?
  • How are you feeling today?
  • I would like, an apple.
  • The library, book, is overdue.

57
W2C Punctuation
  • Look at the underlined part of each sentence.
    For Numbers 9 and 10, choose the answer that
    shows the best capitalization and punctuation for
    that part.
  • 9 Tania would you mind looking over my
    paper? Id ask my
  • 10 brother, Nick but hes not available
    today.
  • 9 A Tania would 10 F brother Nick
  • B Tania. Would G brother, Nick.
  • C Tania, would H brother Nick.
  • D Correct as it is. J Correct as it is.

58
W2D parts of speech
  • Use parts of speech correctly in written text
  • verbs that agree with the subject
  • words that answer when, where, why and how
    questions (adverbs)
  • words to compare (adverbs)
  • CA 1 1.6, 2.2
  • II 4b, 6c f-g, K-4

59
Assessment W2D parts of speech 1.6 patterns and
relationships
  • Find the word that best completes the sentence
  • Tomorrow I will _____ my friend.
  • saw
  • see
  • seen

60
Assessment W2D parts of speech 1.6 patterns and
relationships
  • Find the words that best fits both sentences
  • I will play the ___ of the clown.
  • My sister could not ___ with her cat.
  • role
  • home
  • part
  • fun

61
W2D Parts of Speech
  • Find the word that best completes the sentence.
  • Choose the best way to write sentence 3.

62
W2E spelling
  • In writing, use
  • correct spelling of simple compounds, homophones,
    contractions and words with affixes
  • standard spelling classroom resources and
    dictionary to verify correct spelling
  • CA 1 1.6, 2.1, 2.2
  • II 3a, 6e, II 2h, K-4

63
Assessment W2E spelling 1.6 patterns and
relationships
  • Find the underlined word that is not spelled
    correctly.
  • impossible job
  • simmular experience
  • regular mealtimes
  • final chapter

64
W2E Spelling
  • Find the phrase containing an underlined word
    that is not spelled correctly. If all the words
    are spelled correctly, mark All correct.
  • 11 A confirmed suspicians
  • B forced separation
  • C special privilege
  • D All correct.

65
W3A narrative and descriptive writing
  • Write narrative text that
  • contains a beginning, middle and end
  • relevant details to develop the main idea
  • a clear controlling idea
  • precise and descriptive language
  • CA 4 1.8, 2.1
  • II 1c, 2b-c, 3a d, 4a, c f, III 4d, K-4

66
Assessment / Scoring Guide W3A narrative and
descriptive writing 2.1 plan and make written
communications
  • elements of top responses
  • clear controlling idea, and strong awareness of
    audience and purpose
  • structure of beginning, middle, ending
  • relevant details to develop the main idea
  • precise and descriptive language
  • voice

these elements must be taught so that students
can learn
67
W3B Note-Taking
  • Identify information in written text to complete
    an organizer.
  • CA 2, 3, 4 1.6, 1.8
  • I.3.h-i, II.4.c, K-4

68
Assessment W3B Note-Taking 1.8 organize data,
information and ideas into useful forms
  • Complete the chart to describe / compare /
    contrast. Use two details and/or examples from
    the story to support your answer. On the blank
    line above the chart, write a title for the chart.

_________________________________________________
Label Provided Label Provided

Students write the information in the correct
space provided.
69
W3B Note-Taking
  • Which of these best fills blank 5 in the outline?
  • Which information should go in oval 1?

70
IL1A research plan
  • Formulate
  • keywords
  • questions
  • to investigate topics
  • CA 2, 3 1.1, 1.4
  • I 2a, d, III 1d, K-4

71
Assessment IL1A research plan 1.1 develop
questions and ideas to initiate and refine
research
  • keywords
  • List two additional keywords or phrases that you
    might use to research information about topic.
  • example
  • example
  • 1. ______________________________
  • 2. ______________________________

72
Assessment IL1A research plan 1.1 develop
questions and ideas to initiate and refine
research
  • questions
  • Write a letter to appropriate audience asking
    two questions that would help in your research of
    topic. Be sure your letter is written like a
    letter, asks two questions about topic and
    makes sense to the appropriate audience.

Letters are scored for writing points two
components of the letter format and a complete
message with a clear controlling idea are needed
to earn the full 2 points.
73
IL1A Research Plan
  • Imagine that you have chosen given as your
    topic for an oral report. List three keywords
    that you would look up, either in the library or
    on the Internet, to start your search.
  • Imagine that you have chosen given as your
    topic for a research paper. Write two questions
    for which you would like to find answers as you
    conduct your research. Explain the importance of
    each question to your research.

74
GLE Goal Standards Correlation
1.6 R1E, R1I, R2A, R2B, R2C, R3A, R3B, R3C W2B, W2C, W2D, W2E, W2F
3.5 R1H, R2C, R3C
3.1 R2C, R3C
2.1 2.2 W1A, W2B, W2C, W2D, W2E, W2F, W3A
1.1 IL1A
3.7 R3C
2.4 R2C, R3C
1.8 W3B
75
  • Mathematics
  • Number and Operations
  • GLE NO 2 C 4
  • 1.6 1.10
  • Apply cumulative and identity properties of
    multiplication to whole numbers

76
Assessment NO 2 C 4 1.6 1.10 Your teacher
has given you 50 nickels. Organize these
nickels so you can count them quickly. Sketch
and describe in a sentence how you organized your
nickels. How much are the 50 nickels worth? Show
your work!
77
Mathematics Algebraic Relationships AR 1 B 8
  • Generalize patterns represented graphically or
    numerically using words or symbolic rules,
    including recursive notation

78
AR 1 B 8 1.6 1.10
  • A company hires men and women for jobs in three
    categories executive, supervisor, and worker.
    The company claims that it is not discriminating
    against female applicants, since it hires about
    the same over all proportions of men and women.
    (130/800 men compared to 135/800 women. A
    womens group claims that the company is
    discriminating against female applicants.
  • A. Fill in the second table to obtain a different
    perspective.
  • B. In this situation, which argument is more
    valid, that of the womens group or that of the
    company?
  • Category Number of Number of Number of Number
    or
  • men who men hired women who
    women hired
  • applied applied
  • Category of men applicants of women
    applicants
  • hired hired

79
Mathematics Geometric and Spatial
Relationships GSR 1 B 11 1.6
  • Determine the effect on surface area or volume of
    changing one measurement

80
GSR 1 B 11 1.6 MA2
  • Calculate and describe how the volume of a
    cylinder changes when the height is doubled.
    Show your work!

81
Social Studies Elements of Geographical Study
Analysis Geo 5 B 6
  • Locate major cities and nations of the world
  • Locate the worlds continents, oceans and major
    topographic features
  • Locate and describe geographic places, using
    absolute and relative locations

82
Geo 5 B 6 1.8
  • Create a world map on a pumpkin and locate the
    following
  • the seven continents
  • oceans - Pacific, Atlantic, Indian,
  • nations - U.S.A, England, France, China, Japan
  • cities - New York, Washington D.C., London,
    Paris, Hong Kong

83
Elements of Geographical Study and Analysis Geo 5
E 2
  • Describe different types of communication and
    transportation and identify their advantages and
    disadvantages

84
Geo 5 E 2 1.5 1.8
  • Read the following paragraphs and complete the
    Communication Chart
  • Paragraph One
  • Paragraph Two
  • Paragraph Three
  • Communication Chart
  • Type Describe
    Advantages Disadvantages

85
Economic Concepts and Principles Econ 4 G Gov
  • Identify the roles of government in a market
    economy (defining and protecting property rights,
    maintaining competition, promoting goals such as
    full employment, stable prices, growth and
    justice)

86
Economic Concepts and Principles Econ 4 G Gov 1.6
  • Governments role in a market economy includes
  • A. Setting Prices
  • B. Promoting Stable Prices
  • C. Allowing Demand to Totally Control Prices
  • D. Establishing a Minimum Price and Not Allowing
  • Prices to Fall Below that Price

87
Achievement Targets
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Com Arts 18.4 19.4 20.4 38.8 26.6 39.8 40.8 59.2 60.2 61.2 79.6 80.6 81.6 100
Math 8.3 9.3 10.3 31.1 17.5 32.1 33.1 54.2 55.2 56.2 77.1 78.1 79.1 100
All Pacific Islander Intermediate goals
Equal increments Asian that have all students
Proficient by 2014 Black White Hispanic LN
D (Level Not Determined) Indian Must not be
more than 5 Other LEP Other Indicators
IEP Elementary and Middle School
Attendance Free Reduced Lunch High School
Graduation Rate
DESE
88
Changes in Missouris Proficiency Levels
  • In 2006 Missouri will go to four Achievement
    Levels based on NAEP
  • Advanced
  • Proficient
  • Basic
  • Below Basic
  • However Missouri law SB 1080 requires that the
    new achievement levels must meet but not exceed
    NAEP standards.

89
2006 Math MAP
  • Grade Level Tested MC CR PE
  • 3rd (K-3) x x
  • 4th x x x
  • 5th x x
  • 6th x x
  • 7th x x
  • 8th x x x
  • 10th (9-10) x x x
  • All MAP tests will be aligned to the GLEs.
  • All MAP Math tests will have two sessions and
    grades 4, 8, and 10 will have only one PE.

DESE
90
MA Test Design New MAP Tests Number of Items on
Each Test
Grade Level Session Number Number of Items Time (in minutes) X-Y Suggested Z allowable
3 1 SR 26 CR 4 PE 0
2 SR 30 CR 3 PE 0
4 1 SR 24 CR 6 PE 1
2 SR 32 CR 3 PE 0
5-7 1 SR 24 CR 4 PE 0
2 SR 32 CR 3 PE 0
8 1 SR 24 CR 6 PE 1
2 SR 31 CR 3 PE 0
10 1 SR 26 CR 6 PE 1
2 SR 25 CR 4 PE 0
91
MA Test Design New MAP Tests Percent of Points on
Each Test GLE Math Strand
Percent of Points from Each MA Strand
Strands Gr. 3 Gr. 4 Gr. 5-7 Gr. 8 Gr. 10
1. Number Operations 31 27 26 22 16
2. Geometric Spatial Relationships 14 17 18 17 20
3. Measurement 19 19 18 18 14
4. Data Probability 17 17 19 20 20
5. Algebraic Relationships 19 20 19 23 30
92
2006 Comm Arts MAP
  • Grade Level Tested MC CR PE
  • 3rd (K-3) x x x
  • 4th x x
  • 5th x x
  • 6th x x
  • 7th x x x
  • 8th x x
  • 11th (9-11) x x x
  • All MAP tests will be aligned to the GLEs. All
    Comm Arts MAP will be 2 sessions except for
    grades 3, 7, and 11 which will have 3 sessions
    because of the PE.

DESE
93
CA Test Design New MAP Tests Number of Items on
Each Test
Grade Level Session Number Number of Items Time (in minutes) X-Y Suggested Z allowable
3 1 SR 2 CR 4 WP 0 20-50
2 SR 0 CR 0 WP 1 60-90
3 SR 45 CR 4 WP 0 65
4 - 6 1 SR 2 CR 4 WP 0 20-50
2 SR 45 CR 4 WP 0 80
7 1 SR 2 CR 4 WP 0 20-50
2 SR 0 CR 0 WP 1 60-90
3 SR 49 CR 3 WP 0 80
8 1 SR 2 CR 4 WP 0 20-50
2 SR 49 CR 4 WP 0 80
11 1 SR 2 CR 4 WP0 20-50
2 SR 0 CR 0 WP 1 60-90
3 SR 49 CR 3 WP 0 100
94
CA Test Design New MAP Tests Percent of Points on
Each Test
Grade Level Content Standard CA 1 4 Writing Standard English CA 2 3 Reading (fiction and nonfiction) Percent of Points
3 CA 1 CA 2 3 CA 4 22 69 09
4 CA 1 CA 2 3 CA 4 15 83 02
5 CA 1 CA 2 3 CA 4 18 80 02
6 CA 1 CA 2 3 CA 4 20 78 02
7 CA 1 CA 2 3 CA 4 22 70 08
8 CA 1 CA 2 3 CA 4 22 77 01
11 CA 1 CA 2 3 CA 4 21 71 08
95
Examining the MAP-assessed GLEs for third grade
  • R1E vocabulary
  • R1H post-reading skills
  • R1I making connections
  • R2A fiction R3A nonfiction text features
  • R2B fiction R3B nonfiction literary devices
  • R2C fiction R3C nonfiction text elements
  • W1A writing process
  • W2B capitalization
  • W2C punctuation
  • W2D parts of speech
  • W2E spelling
  • W2F sentence construction
  • W3B note-taking
  • W3C expository writing
  • IL1A research plan

96
Examining the MAP-assessed Show-Me Goal Standards
for third grade
  • 1.1 questions/ideas to initiate research
  • 1.5 comprehend and evaluate
  • 1.6 patterns and relationships
  • 1.8 organize data, information and ideas
  • 2.1 plan and make written presentations
  • 2.2 review and revise communications
  • 2.4 write about your perceptions
  • 3.1 identify and define problems
  • 3.4 evaluate processes used in solving problems
  • 3.5 reason inductively and deductively
  • 3.6 examine problems/solutions from multiple
    perspectives
  • 3.7 evaluate the extent to which a strategy
    addresses a problem

97
2008 Science MAP
  • Grade Level Tested MC CR PE
  • 5th grade x x x
  • 8th grade x x x
  • 11th grade x x x
  • All Science MAP tests will be aligned with the
    Science GLEs.

98
Science Test Design 2008 MAP Tests Number of
Items on Each Test
Grade Level Session Number Number of Items Time (in minutes) X-Y Suggested Z allowable
5 1 SR 0 CR 18 WP 0 55-110
2 SR 0 CR 0 WP 1 50-95
3 SR 25 CR 5 WP 0 55-80
8 1 SR 0 CR 18 WP 0 55-110
2 SR 0 CR 0 WP 1 50-95
3 SR 25 CR 6 WP 0 55-80
11 1 SR 0 CR 18 WP 0 55-110
2 SR 0 CR 0 WP 1 50-95
3 SR 25 CR 6 WP 0 55-80
99
Science Test Design 2008 MAP Tests Percent of
Points on Each Test GLE Science Strand
Percent of Points from
Each Strand
Strand Gr. 5 Gr. 8 Gr. 11
1. Properties Principles of Matter Energy 13 13 13
2. Properties Principles of Force Motion 10 8 11
3. Characteristics Interactions of Living Organisms 11 13 12
4. Changes in Ecosystems Interactions of Organisms with Their Environment 11 9 9
5. Processes Interactions of Earths Systems 12 13 10
6. Composition and Structure of the Universe the Motions of the Objects Within It 11 10 9
7. Processes of Scientific Inquiry 25 28 30
8. Impact of Science, Technology, Human Activity 8 7 7
100
Major Points
  • Develop lessons around Big Ideas and Concepts.
  • Cluster the Expectations.
  • Instruct across Strands.
  • Examine Expectations progression.
  • Use a variety of teaching strategies.
  • Incorporate Inquiry Learning regularly into all
    unit plans

101
Major Points
  • Create local assessment items based on the
    content and verbs (applications/processes) stated
    in the GLE.
  • Teachers need time to analyze local assessment
    data and create instruction that addresses weak
    skills/concepts.
  • MA Focus first on a process, then on content.
  • CA Focus first on the content, then on
    application.
  • CR Questions Address all parts of the question.
  • A. What is needed to answer the
    question?
  • B. What is needed for a high quality
    answer?
  • C. Did I check/review all my work?
  • PE Questions Create a plan for answering the
    question. Better plans lead to better answers.
  • CA First Draft focus Beginning, Middle,
    End and flow between parts
  • Second Draft focus
    Elaboration (specifics) and vocabulary

102
Major Points
  • MA How many parts to the question? Did I
    answer all the parts?
  • What process(s) needed to answer
    the question(s)?
  • Can a reader determine the steps
    in my process(s)?
  • Is my justification logical?
  • Teach problem solving in all content areas.
    Higher level thinking doesnt just happen.
  • (Cause Effect, Compare Contrast)
  • CA Upper grade levels should teach grammar in
    context.

103
Strategies for Session Two
  • Teach students to
  • Respond to on-demand writing prompts within set
    time limits
  • Follow a writing process for a test setting
  • plan / outline in a graphic organizer
  • draft
  • review revise, using the Writers Checklist
  • complete a revised copy of the draft
  • Use the MAP holistic scoring guide to evaluate
    on-demand writing

104
Model Curriculum Unit Format
  • Measurable learner objectives consistent with
    Grade Level Expectations
  • Instructional Strategies
  • Questioning Techniques
  • Assessment Methods
  • Scoring Guides
  • Will eventually have examples of Student Work

105
Source Material
  • Classroom Connections to TerraNove, The Second
    Edition A Resource Guide for Teachers.
    Published by CTB/McGraw-Hill, 2002.
  • Communication Arts Grade-Level Expectations.
    Missouri Department of Elementary and Secondary
    Education, 2004. http//www.dese.state.mo.us/divim
    prove/curriculum/GLE/FINAL-CA_GLE_10.18.04.pdf
  • Communication Arts GLE Glossary.
    http//www.dese.state.mo.us/divimprove/curriculum/
    GLE/10.29.04GLOSSARY.pdf
  • Communication Arts Interpretation of the Show-Me
    Standards For Assessment. Missouri Department of
    Elementary and Secondary Education, 2004.
    http//www.dese.state.mo.us/divimprove/curriculum/
    commarts/revStandInterp04.pdf
  • Communication Arts Released Items.
    http//www.dese.state.mo.us/divimprove/assess/Rele
    ased_Items/ComArts/index.htm

106
MAP Resources
  • The following organizations and web sites are
    only a few of the resources that will provide
    information and materials related to the MAP
    Assessments.
  • Organizations
  • Show-Me Curriculum Administrators Association
    (573) 635- 2299
  • Department of Elementary and Secondary Education
  • Division of Improvement
  • Curriculum and Assessment (573) 751-2625
  • Curriculum Services (573) 751-4608
  • Assessment (573) 751-3545
  • Regional Professional Development Centers there
    are nine across the state
  • MAP Regional Facilitators - nine across the
    state
  • STARR Teachers (573) 526-1469
  • SuccessLink (888) 636-4395
  • Your Building and District School Improvement
    Plan
  • Web Sites
  • smcaa.org - Show-Me Curriculum Administrators
    Association (SMCAA)
  • dese.mo.gov/divimprove a good place to start a
    search for MAP information
  • dese.mo.gov/divimprove/assess/publications.html
    information about MAP and MAP type questions.
  • dese.mo.gov/divimprove/curriculum/Presentations/SM
    CAA_04_Spr_Conf.pdf use of the GLEs and
    information about the new MAP Tests
  • dese.mo.gov/divimprove/assess MAP examiners
    manual
About PowerShow.com