mathematics assessment tasks using comparison data to improve student achievement

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Mathematics Assessment Tasks Using Comparison Data to Improve Student Achievement. Mathematics Assessment Tasks Coffee talk. - PowerPoint PPT Presentation

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June 2010

Mathematics Assessment TasksUsing Comparison Data to Improve Student Achievement

June 2010

Mathematics Assessment TasksCoffee talk

Classroom assessments can actively promote access to learning. In fact, assessments might be the best way to connect more students to conversations and activities directly related to standards.

Cole, K., Coffey, J. & Goldman, S. Using Assessments to Improve Equity in Mathematics. March 1999, 56(6) pp. 56-58.

June 2010

Mathematics Assessment TasksCoffee talk

Our current assessment systems are harming huge numbers of students for reasons that few understand. And that harm arises directly from our failure to balance our use of standardized tests and classroom assessments in the service of school improvement.

Stiggins, R. J. (2002, June). Assessment crisis: The absence of assessment FOR Learning. Phi Delta Kappan, 83, 758-765.

June 2010

Mathematics Assessment TasksHistory and intent

This project is a collaboration between The NoyceFoundation and The Charles A. Dana Center…

…centered around the extensive work of the Noyce Foundation’s Silicon Valley Mathematics Initiative Mathematics Assessment Resource Service (MARS) assessment items, and

…intended to support effective district, school, and classroom use of quality constructed-response assessment tools and resources.

June 2010

Group Norms

• Understand that those who work, learn.• Look for solutions, not blame.• Be honest.• Recognize that everyone has expertise.• Challenge ideas.• Phrase questions and comments for the benefit of

the group.• Share talk time.

June 2010

Learning ExpectationsParticipants will:• Learn the purpose of and how to use the various components

of this assessment resource.

• Determine how the comparison data component can be used to influence decisions about curriculum, instruction, and assessment.

• Develop inter-rater reliability by utilizing the provided scoring guides and student work samples.

• Identify potential next steps and implications for use of this assessment resource at the district and/or classroom level.

June 2010

Mathematics Assessment Tasks

June 2010

Mathematics Assessment Tasks

June 2010

Mathematics Assessment TasksTask components(a) grade-level assessment task (blackline master)

(b) scoring guide

(c) comparison data

(d) unscored student work samples

(e) 2-3 scored student work samples

(f) table of student scores for all student work samples

June 2010

Mathematics Assessment TasksTask component: blackline master(a) Grade-level assessment task (blackline master)

June 2010

Mathematics Assessment TasksTask components(a) grade-level assessment task (blackline master)

(b) scoring guide

(c) comparison data

(d) unscored student work samples

(e) 2-3 scored student work samples

(f) table of student scores for all student work samples

June 2010

Mathematics Assessment TasksTask component: scoring guide

(b) Scoring Guide

Task descriptionSection pointsScoring notations

ft = follow throughsc = special case( ) = Partial Credit

June 2010

Mathematics Assessment TasksTask component: scoring guide

June 2010

Mathematics Assessment TasksTask components

(a) grade-level assessment task (blackline master)

(b) scoring guide

(c) comparison data

(d) unscored student work samples

(e) 2-3 scored student work samples

(f) table of student scores for all student work samples

June 2010

Mathematics Assessment TasksTask component: comparison data

(c) Comparison Data

Description of TaskPerformance DataExamining Student Work: Trends and Patterns of Understanding

What students were able to doWhat students struggled with

Implications

June 2010

Mathematics Assessment TasksTask component: comparison data

June 2010

Mathematics Assessment TasksTask components(a) grade-level assessment task (blackline master)

(b) scoring guide

(c) comparison data

(d) unscored student work samples

(e) 2-3 scored student work samples

(f) table of student scores for all student work samples

June 2010

Mathematics Assessment TasksTask component: unscored student work

June 2010

Mathematics Assessment TasksTask components(a) grade-level assessment task (blackline master)

(b) scoring guide

(c) comparison data

(d) unscored student work samples

(e) 2-3 scored student work samples

(f) table of student scores for all student work samples

June 2010

Mathematics Assessment TasksTask component: 2-3 scored student work samples

June 2010

Mathematics Assessment TasksTask components

(a) grade-level assessment task (blackline master)

(b) scoring guide

(c) comparison data

(d) unscored student work samples

(e) 2-3 scored student work samples

(f) table of student scores for all student work samples

June 2010

Mathematics Assessment TasksTask component: table of student scores

June 2010

Mathematics Assessment TasksTask components

How do the components of this assessment resource compare to other assessment resources that you use? What are the similarities and differences? What is unique?

June 2010

Mathematics Assessment TasksLearning about the components of a task

Grade 5 – Buttons

1. Independently, work the task.

2. As a table, discuss the mathematical concepts and processes in the task?

3. Align the task to the Common Core State Standards. Record your findings on the Index and Alignment Worksheet.

June 2010

Mathematics Assessment TasksLearning about the components of a task

Grade 5 – Buttons

4. Use your own work to understand the scoring guide. 5.Independently, score the student work samples.

Even tables score samples A-F and MOdd tables score samples G-M

6.Come to consensus for each student work sample.

7. Use the Table of Student Scores to determine accuracy.

June 2010

Mathematics Assessment TasksLearning about the components of a task

Grade 5 – Buttons

Look at the distribution of the scores from “this class” as represented on the bar graph.

Why might I want to compare “this class” to the larger sample size found in the comparison data?

June 2010

Mathematics Assessment TasksLearning about the components of a task

Grade 5 – Buttons

Read Examining Student Work: Trends and Patterns of Understanding.

What seems important? What is the value added of having this data?

June 2010

Mathematics Assessment TasksUsing the Data: implications for instruction

Replace once title has been revised.

June 2010

Mathematics Assessment TasksLearning about the components of a taskGrade 7 – Suzi’s Company

1.Independently, work the task and discuss the mathematical concepts and processes in the task?

2. Align the task to the Common Core State Standards.

3.Independently, score the student work samples. Come to consensus.

1.Use the Table of Student Scores to determine accuracy.

2.Review the comparison data document.

June 2010

Mathematics Assessment TasksTask component: scoring guide

(b) Scoring Guide

Task descriptionSection pointsScoring notations

ft = follow throughsc = special case( ) = Partial Credit

June 2010

Mathematics Assessment TasksAdditional considerations

• The task description printed on the blackline master and the scored student work may not be identical.

• Grade placement of a task may or may not align to your state standards and/or Common Core State Standards.

• The task, the scoring guide, and the comparison data are all connected.

June 2010

Mathematics Assessment TasksNext steps

This is your time to digest the information you’ve acquired.Possible conversations may center around the following.

Preparing for the future use of the Mathematics Assessment Tasks resources.

Determining how the Mathematics Assessment Tasks fit into your assessment program.

Training logistics Dissemination of information CD exploration

June 2010

Learning ExpectationsParticipants will:• Learn the purpose of and how to use the various components

of this assessment resource.

• Determine how the comparison data component can be used to influence decisions about curriculum, instruction, and assessment.

• Develop inter-rater reliability by utilizing the provided scoring guides and student work samples.

• Identify potential next steps and implications for use of this assessment resource at the district and/or classroom level.

June 2010

Mathematics Assessment TasksContinued support

Support materials can be found at:http://www.utdanacenter.org/umln/index.phpwww.insidemathematics.org

Omar Barnhartomar.barnhart@austin.utexas.edu

Laurie Garlandlmgarland@austin.utexas.edu

Patti Bridwellpattib@austin.utexas.edu

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