Math Assessments Increasing Rigor February 20, 2013 & February 21, 2013

Math Assessme

ntsIncreasing RigorFebruary 20, 2013

&February 21, 2013

Task Sort ActivityDirections: Individually, read each task. Sort and record the

provided tasks as high or low cognitive demand. Record your answers in the google form. Discuss your results as a table group and come to a

consensus. Describe the criteria you used to sort each task. How

did you communicate your reasoning to your table group?

List the criteria in your task analysis guide.

Math Assessments & Rigor

Discussing the Task SortTask A B C D E F G H I J

Low

High

Criteria for a low level task

Criteria for a high level task


Discussing the Task SortTask A B C D E F G H I J

Low

High

Criteria for a low level task

Computation, mechanical explanationsOne step, roteSkill oriented, Clear directions/taskBasic concepts

Criteria for a high level task

Multi-task, reasoning, connections, stepsInterpret/process info/analyzeJustifyCreate ‘new’ itemExtraneous info included


Task Analysis GuideLower-level Demands

Involve recall or memory of facts, rules, formulae, or definitions

Involve exact reproduction of previously seen material

No connection of facts, rules, formulae, or definitions to concepts or underlying understandings.

Focused on producing correct answers rather than developing mathematical understandings

Require no explanations or explanations that focus only on describing the procedure used to solve

Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press


Task Analysis GuideHigher-level Demands

Focus on developing deeper understanding of concepts

Use multiple representations to develop understanding and connections

Require complex, non-algorithmic thinking and considerable cognitive effort

Require exploration of concepts, processes, or relationships

Require accessing and applying prior knowledge and relevant experiences to facilitate connections

Require critical analysis of the task and solutionsAdapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press

DOING

Mathematics


Instruction, Assessment, and Backwards Design

STEPS1. Analyze an SOL and Curriculum Framework

- what students should be able to do

2. Brainstorm ways to assess the SOL3. Develop an assessment4. Brainstorm instructional strategies 5. Develop instructional resources/lesson plans


1. Identify the nouns and verbs in the SOL2. Review the Curriculum Framework3. Examine the Essential Knowledge and Skills4. List at least 5 different things that students

should know and be able to do.

Good news! The Assessment Templates are already set up for you.

Step 1: Analyze the SOLWhat should students be able to

do?


Assessment Templates







SlopeComparative Questions

What is the slope of the line that passes through the points (2, 3) and (5, 7)?

Write a linear equation that is parallel to the given line 3x + 2y = 24.

Access ramps must be built to meet specifications with regard to slope. Federal regulations states that for every 12 inches along the base of a ramp, the height cannot rise more than 1 inch. Design an access ramp for a doctor’s office that extends no more than 108 inches. Include your solution and a scaled diagram to illustrate your design.

Modifying Assessment Items

Use these guiding questions to “upgrade” the following SOL questions

How could an old test item be revised to reflect the new rigor?

How could a test item writer ask this in a TEI format?

What types of classroom activities or assessments could I use to prepare students?














Where can I get ideas for quality assessment items?

NAEP released items (searchable database) http://nces.ed.gov/nationsreportcard/

PISA released items http://www.oecd.org/dataoecd/14/10/38709418.pdf

APEC Mathematics Assessment Database http://hrd.apec.org/index.php/Mathematics_Assessments

Heinemann Mathematics (not free, but cheap) http://books.heinemann.com/math/

JMU Center for STEM Education Outreach (by SOL in Algebra I, Geometry, Algebra II)http://www.jmu.edu/stem/outreach/features/pivotalquestions.html

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http://nces.ed.gov/nationsreportcard/

http://www.oecd.org/dataoecd/14/10/38709418.pdf

http://hrd.apec.org/index.php/Mathematics_Assessments

http://books.heinemann.com/math/

http://www.jmu.edu/stem/outreach/features/pivotalquestions.html

http://www.jmu.edu/stem/outreach/features/pivotalquestions.html






Practice SOL Items It is essential that students have experiences with

the Practice SOL Items prior to testing. http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml

Use of the Practice Item Guides is STRONGLY recommended.

Practice Item Guides provide: Guided practice with tools Information specific to TEI functionality Information on item format


http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml

Assessment Templates

http://teachers.henrico.k12.va.us/math/Teacher/Materials11.html


http://teachers.henrico.k12.va.us/math/Teacher/Materials11.html

TEI Creation


1. Download the ActivInspire template from the Math Assessments blog posting on the HCPS math website.

2. Individually or as a group, convert the questions to TEI items.

Sample Hot Spot Problem

1. Analyze an SOL and Curriculum Framework- what students should be able to do

2. Brainstorm ways to assess the SOL3. Develop assessment items4. Brainstorm instructional strategies 5. Develop instructional resources



1. Analyze an SOL and Curriculum Framework- what students should be able to do

2. Brainstorm ways to assess the SOL3. Develop assessment items4. Brainstorm instructional strategies 5. Develop instructional resources



Documents

Math Assessments Increasing Rigor February 20, 2013 & February 21, 2013