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June 2010 Mathematics Assessment Tasks Using Comparison Data to Improve Student Achievement.

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Presentation on theme: "June 2010 Mathematics Assessment Tasks Using Comparison Data to Improve Student Achievement."— Presentation transcript:

1 June 2010 Mathematics Assessment Tasks Using Comparison Data to Improve Student Achievement

2 June 2010 Mathematics Assessment Tasks Coffee 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

3 June 2010 Mathematics Assessment Tasks Coffee 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,

4 June 2010 Mathematics Assessment Tasks History and intent This project is a collaboration between The Noyce Foundation 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.

5 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.

6 June 2010 Learning Expectations Participants 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.

7 June 2010 Mathematics Assessment Tasks

8 June 2010 Mathematics Assessment Tasks

9 June 2010 Mathematics Assessment Tasks Task 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

10 June 2010 Mathematics Assessment Tasks Task component: blackline master (a)Grade-level assessment task (blackline master)

11 June 2010 Mathematics Assessment Tasks Task 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

12 June 2010 Mathematics Assessment Tasks Task component: scoring guide (b) Scoring Guide Task description Section points Scoring notations ft = follow through sc = special case ( ) = Partial Credit

13 June 2010 Mathematics Assessment Tasks Task component: scoring guide

14 June 2010 Mathematics Assessment Tasks Task 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

15 June 2010 Mathematics Assessment Tasks Task component: comparison data (c) Comparison Data Description of Task Performance Data Examining Student Work: Trends and Patterns of Understanding What students were able to do What students struggled with Implications

16 June 2010 Mathematics Assessment Tasks Task component: comparison data

17 June 2010 Mathematics Assessment Tasks Task 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

18 June 2010 Mathematics Assessment Tasks Task component: unscored student work

19 June 2010 Mathematics Assessment Tasks Task 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

20 June 2010 Mathematics Assessment Tasks Task component: 2-3 scored student work samples

21 June 2010 Mathematics Assessment Tasks Task 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

22 June 2010 Mathematics Assessment Tasks Task component: table of student scores

23 June 2010 Mathematics Assessment Tasks Task 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?

24 June 2010 Mathematics Assessment Tasks Learning 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.

25 June 2010 Mathematics Assessment Tasks Learning 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 M Odd tables score samples G-M 6.Come to consensus for each student work sample. 7. Use the Table of Student Scores to determine accuracy.

26 June 2010 Mathematics Assessment Tasks Learning 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?

27 June 2010 Mathematics Assessment Tasks Learning 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?

28 June 2010 Mathematics Assessment Tasks Using the Data: implications for instruction Replace once title has been revised.

29 June 2010 Mathematics Assessment Tasks Learning about the components of a task Grade 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.

30 June 2010 Mathematics Assessment Tasks Task component: scoring guide (b) Scoring Guide Task description Section points Scoring notations ft = follow through sc = special case ( ) = Partial Credit

31 June 2010 Mathematics Assessment Tasks Additional 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.

32 June 2010 Mathematics Assessment Tasks Next 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

33 June 2010 Learning Expectations Participants 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.

34 June 2010 Mathematics Assessment Tasks Continued support Support materials can be found at: Omar Barnhart Laurie Garland Patti Bridwell


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