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Mary Holmberg

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Title: Slide 1 Author: OSPI Last modified by: Andrea Created Date: 10/29/2007 5:55:40 PM Document presentation format: On-screen Show (4:3) Company – PowerPoint PPT presentation

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Title: Mary Holmberg


1
OSPI Mathematics Assessment Update for Grades
3-5
  • Mary Holmberg
  • mary.holmberg_at_k12.wa.us

2
Agenda
  • Assessment Tools and Resources
  • - Assessment OF and FOR Learning
  • - Lessons Learned
  • - Released Items Document
  • Assessment Update
  • - Assessment 2009
  • - Assessment 2010

3
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.

4
  • An average is a thing that hens lay their eggs
    on--for example, "My hens lay four eggs a week on
    the average."

5
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

6
Assessment of Learning
  • assessment in the United States..has led to the
    strongly held view that school improvement
    requires
  • - the articulation of higher achievement
    standards
  • - transformation of expectations into rigorous
    assessments, and
  • - accountability for student achievement

7
Assessment for Learning
  • There is another way in which assessment can
    contribute to the development of effective
    schools..assessments for learning serve to help
    students learn more.

8
The Mathemtics Washington Assessment of Student
Learning (WASL)
  • Purpose Assessment of Student Learning
    (Summative Assessment)
  • Lessons Learned/Released Items Assessment for
    Student Learning

9
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

10
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

11
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

12
Lessons Learned
  • Students misrepresent what they know and
    understand.
  • Students can improve their scores by following
    guidelines in Lessons Learned.

13
Lessons Learned
  • Format
  • - Actions students could take for improvement of
    scores
  • - General guidelines for all grades
  • - Grade level bands
  • Read Grades 3-5 first column

14
3-5 Number Sense Grade 4 2002 RIDs
15
3-5 Number Sense
16
Partitive and Quotative Division
  • Quotative Measurement
  • 186 pencils in packages of six. How many
    packages?
  • PartitiveFair Sharing
  • 186 pencils distributed to six tables. How many
    pencils at each table?

17
More Partitive and Quotative Division Examples
  • I have 12. If socks cost 3 a pair, how many
    pairs can I buy?
  • Quotative
  • Socks are on sale at 3 pairs for 12. How much
    is this per pair?
  • Partitive

18
More Partitive and Quotative Division Examples
  • There are 240 rooms on 24 floors of a hotel. How
    many rooms are there per floor?
  • Partitive
  • There are 240 rooms with 24 rooms per floor. How
    many floors?
  • Quotative

19
Grades 3-5 Measurement
20
Mislabels everywhere. . . . . .
21
Grades 3-8 Geometric Sense
  • Use geometric attributes/mathematical vocabulary
    to identify, describe, compare, classify figures
    such as number of sides, angle measures, 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.

22
Grades 3-8 Geometric Sense
  • Examples of descriptions that do NOT use
    geometric vocabulary and/or mathematical
    language
  • - They are the same shape.
  • - They are shaped like flags (or houses).
  • - They have sharp edges.
  • - They have letters in them.

23
Questions
  • Read Algebraic Sense through Problem Solving.

24
Grade 3-5 Algebraic Sense Grade 4 2007 RIDs
  • Connect operations in equations to situations

25
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26
Questions Grades 3-5
27
Lessons Learned
  • Assessment FOR Learning
  • Translating classroom assessment results into
    frequent descriptive feedback for students,
    providing them with specific insights as to how
    to improve
  • http//www.k12.wa.us/assessment/WASL/Mathematics/r
    esources.aspx
  • -2008 Lessons Learned (ppt) (pdf)
  • -2007 Lessons Learned (Word)
  • -2006 Lessons Learned (ppt) (Word) (pdf)

28
Released Items
  • Eighth annual release of operational items
  • Three multiple-choice items, three short-answer
    items Student Examples (Grades 3-5)
  • Three multiple-choice items, two short-answer
    items, one extended-response item Student
    Examples (Grades 6-8)
  • Resources
  • - CD Grades 3-8
  • - Extra Data

29
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30
Scoring Rubric
  • A 2-point response
  • - shows relationship between 2 feet and 24
    inches by using 12 or 24 in the supporting work
  • -writes 8
  • A 1-point response (one of the following)
  • - shows relationship between 2 feet and 24 inches
    by using 12 or 24 in the supporting work
  • - writes 8
  • - makes a computational error and the answer
    given is a result of that error.

31
2008 Released Items Data Grade 5, Problem 5
Options LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Total
0 84.7 52.8 19.8 3.5 32.8
1 8.5 17.8 15.7 7.0 12.2
2 4.4 28.8 64.2 89.4 54.3
B 2.3 0.7 0.4 0.1 0.7
Total 0.18 0.76 1.45 1.86 1.22
32
2008 Released Items Data Grade 4, Problem 2
33
2008 Released Items Data Grade 4, Problem 2
Options LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 TOTAL
A (1?) 40.1 38.4 30.2 16.9 54.5
B (2?) 28.2 17.2 11.0 5.1 54.5
C (3?) 31.0 44.2 58.6 77.9 54.5
Blank 0.6 0.2 0.2 0.1 54.5
34
Released Items
  • Assessment 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

35
Released Items, continued
  • http//www.k12.wa.us/assessment/WASL/Mathematics/
  • resources.aspx
  • Released Item Documents (RIDs) view description -
    2008 - 2007 - 2006 - 2004 - 2003 - 2002 - 2001

36
2009 Assessment Update
  • Grade Level Expectations (GLEs)
  • Two sessions Grades 3-8
  • Shortened Test

37
Mathematics Assessment WASL Redesign
Grades 2008 MC 2008 SA 2008 ER 2009 MC 2009 SA 2009 ER
3 23 12 0 22 8 0
4 - 5 21 11 3 22 8 0
6 - 8 27 11 4 26 8 2
High School 27 11 4 No change No change No change
38
2010 Assessment Update
  • Testing Cycle
  • As of now
  • - Washington K-8 Mathematics Standards,
    adopted April 28, 2008
  • - Clarifications fluency algorithms
  • - Test and Item Specs

39
Assessment Timeline
  • April 2008
  • - New Grade 3-8 Math Standards approved
  • - Draft Test and Items Specifications
  • May - November 2008
  • - Align or revise items in existing test items to
    new grade-level standards
  • - Write new items to fill in gaps, Content
    Review, Bias and Fairness
  • October January 2009
  • - Laser Rounds edit items for 2008 Spring WASL
  • - Review, edit, and place pilot items
  • April-May 2009
  • - Last year of current Grade 3-8 math WASL
  • - Pilot new and rewritten items

40
Assessment Timeline cont.
  • 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

41
The term fluency . . . .
  • A student is considered fluent when the procedure
    can be performed immediately and accurately.
  • Also, when fluent, the student knows when it is
    appropriate to use a particular procedure in a
    problem or situation.

42
Algorithms
  • Understand and use the standard algorithms
    generally seen in the United States to add,
    subtract, multiply, and divide whole numbers.
  • Some teachers may find value in students learning
    other algorithms to enhance understanding.

43
  • On the WASL, the standard algorithms and other
    possible algorithms, step-by-step mathematical
    procedures that, if followed correctly, always
    produce a correct solution or answer will be
    given credit.

44
Item Specs
  • Goals
  • Retain clarity and specificity of Standards
    Document.
  • Identify which Performance Expectations to assess
    on WASL.

45
Goal
  • Identify restrictions, if any, for
  • Vocabulary
  • - Vocabulary First Used in Assessment Items
  • - Measurement Vocabulary
  • Computation
  • - Number of addends
  • - Denominators
  • - Decimal places
  • Measurements

46
Goal
  • For each Performance Expectation Identify
  • Cognitive Complexity (Webbs model)
  • Item Type (MC or SA)
  • Contextual Situation or not
  • Tools or No-Tools day

47
Performance Expectations with Restrictions
Items may ask students to C.C. Format Sit Tool
5.3.A Classify quadrilaterals. 2 MC,SA N I
5.3.B Identify, sketch, and measure acute, right, and obtuse angles. 1 MC,SA N I
5.3.C Identify, describe, and classify triangles by angle measure and number of congruent sides. 1,2 MC,SA N I
5.3.D Determine the formula for the area of a parallelogram by relating it to the area of a rectangle. NA NA NA NA
5.3.E Determine the formula for the area of a triangle by relating it to the area of a parallelogram. NA NA NA NA
5.3.F Determine the perimeters and areas of triangles and parallelograms. 1 MC N I
5.3.G Draw quadrilaterals and triangles from given information about sides and angles. 2 SA I I
5.3.H Determine the number and location of lines of symmetry in triangles and quadrilaterals. 1 MC N I
5.3.I Solve single- and multi-step word problems about the perimeters and areas of quadrilaterals and triangles and verify the solutions. 2 MC,SA Y I
48
Stimulus, Stem, and Prompt Rules
  • Use Item Development Guidelines at the beginning
    of this document.
  • Answer choices will be stated in terms of the
    same system of measurement.
  • Items will not require students to convert
    between U.S. customary and metric units.
  • Exponents will not be used to express square
    units.
  • Items may tell students to use a straight edge or
    a protractor.
  • Items will not require use of a particular
    strategy to determine a derived measurement.
  • Grids may be provided in items that require
    students to draw angles or figures.

49
Stimulus, Stem, and Prompt Rules
  • Items assessing 5.3.A may include parallelograms,
    kites, squares, rhombi, trapezoids, and
    rectangles.
  • Items assessing 5.3.C may require triangles to be
    classified by angles as acute, right obtuse or by
    sides as scalene, isosceles, or equilateral.
  • Items assessing 5.3.F may include side measures
    or may require students to measure sides of
    figures.

50
Alignment
Standards
Standards
Assessment
Assess-ment
Assessment Items
Assessment
Standards
Adapted from Norman Webb, 2005
51
Performance Expectation Information Grades 3-8
GRADE Total PEs PEs Assessed of items Assessed 2010
3 37 32 31
4 43 37 31
5 40 33 31
6 39 35 40
7 35 32 40
8 33 31 40
52
Instruction
Standards
Assessment
53
Standards
Instruction
Assessment
54
Instruction
Standards
Assessment
55
Questions
56
  • Thank you
  • for all you do
  • for the students
  • of Washington!
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