Embed Size (px)
Citation preview
Classroom Assessments Based On Standards (CABS)
New Wisconsin Promise ConferenceMadison, Wisconsin
January 14, 2009
Beth Schefelker, MTS Mary Mooney, MTSMilwaukee Public Schools Milwaukee Public [email protected] [email protected]
Lee Ann Pruske, MTS Presentation slides and materials can be found at: Milwaukee Public Schools http://www4.uwm.edu/Org/mmp/_resources/presentations.html
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.
www.mmp.uwm.edu
Session Purpose To develop an understanding of Classroom
Assessments Based on Standards (CABS)
To align CABS to the State Assessment Framework Descriptors and Thinking Levels
To learn how CABS are used throughout the Milwaukee Public School system.
MMP Comprehensive Mathematics Framework (CMF)
What is CABS to you?
CABS stands for Classroom Assessments Based on Standards.
What do you think CABS might encompass? Jot down a few ideas.
The MPS Glossary Definition of CABS
Classroom assessments aligned to the Milwaukee Public Schools’ Learning Targets; these assessments are developed, administered, and scored by teachers with the purpose of providing specific, meaningful, and timely feedback designed to improve student performance.
Assessment “Of Learning” vs. Assessment “For Learning” Assessments “of learning” are those
assessments that happened after learning is supposed to have occurred to determine if it did.
Assessment “for learning” happens while learning is still under way.
(R.Stiggins, J. Arter, J. Chappuis, S.Chappuis, Classroom Assessments for Student Learning, Doing It Right-Using It Well, 2004)
Purpose of CABS To inform instruction To monitor student understanding of
mathematics’ To guide school-based discussions
around student achievement and classroom practice. (grade level, Learning Team, district)
To provide a common expectation of mathematical proficiency.
CABS Development: A Collaborative Process
Year 1 50 Assessment Pilot Leaders grades 3 - 5
studied MPS Targets and WI descriptors, wrote, discussed, and piloted grade level CABS for all mathematics content strands.
Summer Committee Work 30 Leaders reviewed and aligned
assessments for all grade levels with input from resources by NAEP, NCTM, as well as UWM mathematicians.
CABS Development: The process continues
Year 2 80 Assessment Leaders Gr. 2-7 continued
developing and testing CABS.
Summer Committee Work CABS were review by content strand with
input from 5 UWM mathematicians.
Year 3 K5-Gr1 CABS Process
Features of the MPS Model CABS
Take a moment to look over the sample CABS.
What do you notice?
What questions do you have regarding the CABS?
MMP Assessing the Assessment Guide Getting Started Clarification Statements for CABS:
Round 1 - Align to MPS Targets and WI State Framework Descriptors
Round 2 - Align to WI State Framework DOK Reflection and Comments Anticipating Student Responses and
Implications
B. Number Operations and Relationships Grade 4
MPS Learning Targ et #1
(Grade 4) MPS Learning Targ et #2
(Grade 4) Use strategies fluently to make estimates, solve, and pose real-world problems (e.g., single and multi-step) for all operations, to compare and rename numbers, and to find factors and multiples.
Represent commonly used fractions (e.g., pictures, number lines) and decimals (i.e., money) and use informal reasoning to rename, compare, add, and subtract them with and without context.
Descriptors Concepts: 1, 2, 3, 4, 5 Computation: 10, 11, 13, 15, 16
Descriptors Concepts: 5, 6, 7, ,8, 9 Computation: 12, 14, 15, 16
Wisconsin Sub-skill Descriptors (Beginning of Grade 5) Sub-skill B.a: Concepts 1) Recognize and apply place-value concepts to whole numbers less than 1,000,000. 2) Read, write, and represent numbers using words, numerals, pictures (e.g., base ten blocks),
number lines, arrays, expanded forms (243=200+40+3), and symbolic renaming e.g., 243=250-7.
3) Compare and order numbers less than 10,000 represented in numbers, arrays, symbols (<, >, =) and words.
4) Use basic facts to determine the first ten multiples of 2-10 and determine factors for numbers up to 100. Recognize the divisibility potential of numbers (divisors of 2, 5, 10, 25). Count using whole numbers less than 10,000 and by any number 1-12 and Ōfriendly numbersÕ through 100 (ex. 20, 25, etc.)
5) Read, write, represent, count, compare, and order, and make change using a collection of coins and bills equal to and less than $20.00.
6) Read, write, and identify equivalent fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s). 7) Represent fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s) using numbers, pictures (e.g., drawings
or base ten blocks), and number lines. 8) Order and compare fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s) represented numerically or as
models (including parts of a set and parts of a whole). 9) Rename improper fractions to mixed numbers. Sub-skill B.b: Computation 10) Use all operations in everyday situations to solve single or multi-step word problems. 11) Solve three- and four-digit addition and subtraction with regrouping; multiplication of
two-digit by one-digit numbers; division with single-digit divisors and two-digit dividends and with two-step or mixed operation problems with single-digit numbers.
12) Add and subtract decimals in the context of money. 13) Solve problems using basic multiplication and division facts. 14) Add and subtract fractions with like denominators. 15) Estimate: multiplication of two-digit by one-digit problems, addition and subtraction of
decimals using money, and division in context. 16) Determine reasonableness of answers.
Assessing The Assessment Round 1 Work with a partner to analyze questions
from the 4th grade CABS. Using the MPS Target/Descriptor
Worksheet align the questions to targets and descriptors.
Record your thinking next to each question or next to each descriptor on the worksheet.
What were your thoughts as you worked through this first step?
How hard was the question?
Turn and talk to your neighbor
WI State Assessment Framework DOK Level 1 - Recognizing and Recalling Level 2 - Using Fundamental Concepts
and Procedures Level 3 - Concluding and Explaining Level 4 - Evaluating, Extending and
Making Conclusions
Definition of DOK : “Depth of Knowledge” (DOK) for each item is listed on reading and mathematics Item Analysis reports. DOK is a measure of cognitive demand required to correctly answer the item.
Source: WSAS online (TurnLeaf) reports under “More Info”
Level 1 Recall / Memorize / State
Level 2 Organize / Sort / Multiple steps
Level 3 Analyze / Compare / Summarize
Level 4 Apply / Synthesize / Create / ŅWhat É if?Ó
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9
#11#11
Thinking Classification Skills (Mathematics)
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA) , is supported with funding from the National Science Foundation under Grant No. EHR-031489 8.
Assessing the Assessment Round 2 Use the DOK worksheet along with the
Thinking Classification Chart to record the level of thinking for questions on the CABS.
When finished, share your results with your table group, support your reasoning.
Talk at your table about…
What were some of the insights gained as you worked through this process of assessing the assessment?
What would be the benefit of teachers going through this process?
In what way could this process be applied to other assessments?
CABS should be…
A purposeful alignment with local and state mathematics standards
Variety of questions ranging in depth of knowledge (DOK)
Narrow in focus and open-ended An on-going process in mathematics
classrooms
Lessons Learned: CABS Implementation Teachers need support in understanding the
following: Purpose of CABS and the connection to their
work. Understanding the mathematics and interpreting
student responses. Taking action based on information gained from
the CABS. Including students in the formative assessment
process. Summarizing the results and using the data
effectively.
Impact on instruction Teachers who use CABS to guide their
instruction, have found increased student achievement and UNDERSTANDING of mathematics .
Use of CABS improves teacher content knowledge of mathematics.
Teachers improved their deliberate pedagogy of daily mathematics instruction.
Teachers became more aware of the needs of the entire classroom of students.
