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FRAPPYs Utilizing Free Response AP Problems (Yay!) as Formative Assessments Jason M. Molesky Assessment & Accountability Coordinator Lakeville Area Public Schools Lakeville, MN AP Annual Conference Washington, DC June 16, 2010 Paul Buckley Department of Mathematics Gonzaga College High School Washington, DC

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Bens Chili Bowl 1213 U. Street, NW

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Paradoxical Intent

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Learning Targets Session Goal: Introduce the FRAPPY process as formative assessment to strengthen student understanding and develop statistical communication skills. What constitutes a quality statistical response? How do we utilize AP Free Response Problems as formative assessments to develop statistical understanding and effective communication skills?

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FRAPPYs Part 1: Background Information Formative Assessment

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AP Statistics Free Response Questions Statistical Knowledge Clear Communication

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The Purpose of The FRAPPY Important Note #1: We over-TEST our kids. We under-ASSESS them. We under-ASSESS them. I mportant Note #2: AP Statistics is NOT a test-preparation course. Our goal is to teach students statistical concepts, how to apply them, and how to communicate statistically. Our goal is to teach students statistical concepts, how to apply them, and how to communicate statistically. The primary intent of the FRAPPY process is NOT test preparation...it is a tool to help develop statistical understanding and communication skills.

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Adaptive Reasoni ng Procedur al Fluency Attributes of Statistical Proficiency Strategic Compete nce Conceptu al Understa nding Productiv e Dispositio n National Research Council. (2001). Adding it up: Helping children learn mathematics. J Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education. Washington, DC: National Academy Press.

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Reasoning and Sense Making Reasoning and Sense Making are the foundations for the processes of mathematics......teachers must judiciously select tasks that require [students] to figure things out for themselves and ask probing questions.

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What is Formative Assessment? How do we increase Conceptual Understanding and Communication Skills {ie. Statistical Proficiency}? Stiggins, R., (2006) Classroom Assessment for Learning. Assessment Training Institute, Educational Testing Service, Portland, Oregon.

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Strategies of Assessment For Learning Where Am I Going? Provide Clear, Understandable Learning Targets Use Examples and Models of Strong and Weak Work Chappuis, J., (2009) Seven Strategies of Assessment for Learning. Assessment Training Institute, Educational Testing Service, Portland, Oregon. How Can I Close the Gap? Focus on ONE Learning Target Teach Students Focused Revision Engage Students in Self-Reflection Where Am I Now? Offer Regular Descriptive Feedback Teach Students to Self Assess and Set Goals

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...not Rocket Science Sadler, R.- Presented by Rick Stiggins Assessment Training Institute The POWER is in the Intentional, Student- Involved use of FRAPPYs as Learning Tools!

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FRAPPYs Part 2: The Purpose of the FRAPPY The FRAPPY Process

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What Have We Learned as Readers? AP FRQs are QUALITY assessment items. COLLABORATION is critical for success. There are 4 things that will maximize a students score on a Free Response Question. Proper application of a Statistical Concept(s). Proper application of a Statistical Concept(s). CLEAR COMMUNICATION CLEAR COMMUNICATION

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The FRAPPY Process Free Response AP Problem, Yay! 1 Class Period Intent of Question Sample Student Responses Rubric Discussion Score and Reflect

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Where Am I Going? FRAPPY Step 1 15 Minutes to work on Problem READ the ENTIRE problem. Determine Intent of Question What are they looking for? Formulate Response Proper application of Statistical Concept(s) CLEAR COMMUNICATION Context, Context, Context!

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What Does Good Look Like? FRAPPY Step 2 Discuss Intent of Question View sample student responses Available at AP Central How would YOU score these? What constitutes... Minimal Developing Substantial Complete

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Where Am I Now? FRAPPY Step 3 Share Rubric/Scoring Guideline Review Intent of Question Identify model solution for each part Score your papers with a partner Each part receives Essentially Correct, Partially Correct, or Incorrect Assign 1-4 score using a holistic approach

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How Can I Close the Gap? FRAPPY Step 4 Effective Feedback is critical What made each part an E, P, or I? What could you have done differently to increase your score? How would you approach a similar problem in the future? Note key items on your FRAPPY. File for AP Review and Prep.

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When Should You FRAPPY? SepOctNovDecJanFebMarAprMay Descriptiv e Stats Produci ng Data ProbabilityInference Exam Prep Teach Review Test Teach Review Test Teach Review Test Teach Review Test Teach Review Test Review FRQs as Test Preparation FRQs as Formative Assessment FRAPPY early. FRAPPY often.

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FRAPPYs Part 3: Its FRAPPY Time!

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What did other students say? Complete

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Developing

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What does Good look like?

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How did YOU do? FRAPPY Step 3 Score your papers with a partner Each part receives Essentially Correct, Partially Correct, or Incorrect Assign 1-4 score using a holistic approach What did you do well? What could use some work? How could you improve your response?

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FRAPPYs Part 4: Wrapping it up

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Concluding Thoughts

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Resources 7.html - Past Free Response Question and Student Samples - StatsMonkey Resource Clearinghouse, FRAPPYs - Pearson Assessment Training Institute - NCTM Focus in High School Mathematics, Assessment Handbook

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Questions - Discussion

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