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 PresentationTRANSCRIPT
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 [email protected]
Laurie [email protected]
Patti [email protected]