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PSAT/NMSQT ® Connections: Using PSAT/NMSQT Tools to Inform and Improve Teaching and Learning Belinda Chung, College Board Consultant.

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Presentation on theme: "PSAT/NMSQT ® Connections: Using PSAT/NMSQT Tools to Inform and Improve Teaching and Learning Belinda Chung, College Board Consultant."— Presentation transcript:

1 PSAT/NMSQT ® Connections: Using PSAT/NMSQT Tools to Inform and Improve Teaching and Learning Belinda Chung, College Board Consultant

2 Todays agenda January 15, 2011 PSAT/NMSQT Overview PSAT/NMSQT Score Report Plus AP Potential Sample Questions Work SOAS Report Overview SOAS Group Work Group Insights/Recommendations & Action Plan Evaluation

3 The College Board's mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education. Mission

4 PSAT/NMSQT Overview

5 Performance compared to the state and nation Question-by-question analysis Early wake-up call 3.57 million students (2010) 55.5% of test takers are pre-juniors (2010) Utilize tools to help you when Understanding by Design (backwards planning) PSAT/NMSQT Overview Content and Question Types

6 What is the PSAT/NMSQT? A comprehensive academic reasoning test, which focuses on skills that all students need to succeed in high school and college. These reasoning skills focus on the three main academic areas, but their attainment affects all areas of learning, as they are transferable process skills that are needed to manage and apply knowledge, regardless of content orientation. These skills are relevant to all students, and are needed by all students, thus the strong focus on inclusion when testing with the PSAT/NMSQT.

7 PSAT/NMSQT Overview The PSAT/NMSQT is a school-based test Comprised of five sections: 2 Critical Reading 2 Mathematics 1 Writing Skills Critical Reading, Mathematics and Writing Skills scores are on a scale

8 PSAT/NMSQT Overview Content and Question Types Critical Reading Two 25-minute sections 48 questions total : - 13 sentence completion - 35 passage based reading 50 mins Mathematics Two 25-minute sections 38 questions total: - 28 multiple choice - 10 student produced response 50 mins Writing Skills One 30-minute section 39 questions total: - 20 improving sentences - 14 identifying sentence errors - 5 improving paragraphs 30 mins

9 PSAT/NMSQT Overview Content and Question Types Performance compared to the state and nation Question-by-question analysis Early wake-up call 3.57 million students (2010) 55.5% of test takers are pre-juniors (2010) Utilize tools to help you when Understanding by Design (backwards planning)

10 Average Test Scores For Juniors

11 Average Test Scores For Sophomores

12 Critical Reading Overview

13 Questions focus on: Students ability to read critically Students ability to think logically Students ability to analyze Students ability to evaluate PSAT/NMSQT Overview Critical Reading

14 5 skills Determining the Meaning of Words Authors Craft Reasoning and Inference Organization and Ideas Understanding Literary Elements Critical Reading Two 25-minute sections 48 questions total - 13 sentence completion - 35 passage based reading 50 mins PSAT/NMSQT Overview Critical Reading

15 5. Because their behavior was , Frank and Susan served as models for the children under their excellent care. (A) incorruptible.. pernicious (B) lamentable.. flawed (C) commendable.. exemplary (D) erratic.. unimpeachable (E) reputable.. imperfect PSAT/NMSQT Overview Sentence Completion

16 5. Because their behavior was , Frank and Susan served as models for the children under their excellent care. (A) incorruptible.. pernicious (B) lamentable.. flawed (C) commendable.. exemplary (D) erratic.. unimpeachable (E) reputable.. imperfect PSAT/NMSQT Overview Sentence Completion Difficulty Level = Easy Skill = Determining the Meaning of Words

17 Determining the Meaning of Words Use vocabulary skills, context, roots, prefixes, and suffixes to determine the meaning of words. PSAT/NMSQT Overview Critical Reading Sample Skill

18 Passage: Line1 Advertisers are interested in finding out what exactly makes pop-up ads on the Internet irritating to viewers. Why are these ads seen as intrusive? One 2002 marketing study determined that when Internet users are focused, Line 5 they perceive interruptions as more severe than when they are not focused. What seems to get the attention of viewers (rather than merely annoy them) is to expose them to pop- up ads only at breaks in contentfor example, when they are switching between pages. Another marketing strategy Line 10 is to increase the relevance of the ad. If a consumer is browsing an automobile Web site, a pop-up ad for a car will seem less intrusive than will a travel ad. PSAT/NMSQT Overview Passage Based Reading

19 9. The primary function of the sentence in lines 3-6 (One... not focused) is to (A) paraphrase the question posed in line 3 (B) present a relevant research finding (C) hypothesize about a solution to a problem (D) shift the focus to a different medium (E) address a concern of Internet users PSAT/NMSQT Overview Passage Based Reading

20 9. The primary function of the sentence in lines 3-6 (One... not focused) is to (A) paraphrase the question posed in line 3 (B) present a relevant research finding (C) hypothesize about a solution to a problem (D) shift the focus to a different medium (E) address a concern of Internet users PSAT/NMSQT Overview Passage Based Reading Difficulty Level = Medium Skill = Organization and Ideas

21 Organization & Ideas Understand the organization of a reading passage, and identify the main and supporting ideas. PSAT/NMSQT Overview Critical Reading Sample Skill

22 Mathematics Overview

23 The primary aim of the math section is to assess how well students understand and reason within a math framework: Can they apply what they already know to new situations, i.e. transfer their learning and knowledge? Can they reason and problem-solve within a high school math context? PSAT/NMSQT Overview Mathematics

24 4 Content Skills Number and Operations Algebra and Functions Geometry & Measurement Data, Statistics, & Probability Mathematics Two 25-minute sections 38 questions total - 28 multiple choice - 10 student produced response 50 mins 5 Process Skills Problem Solving Representation Reasoning Connections Communication PSAT/NMSQT Overview Mathematics

25 Question 30 (Student–Produced Response) Each year from January 1 through January 8, the number of daily customers c at a music store is estimated by c = x, where x is the day of the month. How many more customers are estimated to be at the music store on January 5 than on January 1? PSAT/NMSQT Overview Mathematics

26 Question 30 (Student–Produced Response) Each year from January 1 through January 8, the number of daily customers c at a music store is estimated by c = x, where x is the day of the month. How many more customers are estimated to be at the music store on January 5 than on January 1? The correct answer is 30. For January 1, the day of the month, x, is equal to 1, and so the estimated number of customers on January 1 is c = = For January 5, the day of the month, x, is equal to 5, and so the estimated number of customers on January 5 is c = = Therefore, there are estimated to be 1232–1202 = 30 more customers at the music store on January 5 than on January 1. PSAT/NMSQT Overview Mathematics Level of Difficulty = (M) Skill(s) = Algebra and Functions Problem Solving

27 PSAT/NMSQT Overview Student-Produced Response Algebra and Functions Solve problems using algebraic expressions and symbols to represent relationships, patterns and functions of different types. Problem Solving Solve abstract and practical problems, applying and adapting a variety of strategies. Monitor progress and evaluate answers in terms of questions asked.

28 Writing Skills Overview

29 Writing Skills questions test students ability to edit written work and find the most effective means to communicate a thought. PSAT/NMSQT Overview Writing Skills

30 5 Skills Manage Word Choice and Grammatical Relationships between Words Manage Grammatical Structures Used to Modify or Compare Manage Phrases and Clauses in a Sentence Recognize Correctly Formed Sentences Manage Order and Relationships of Sentences and Paragraphs Writing Skills One 30-minute section 39 questions total: - 20 improving sentences - 14 identifying sentence errors - 5 improving paragraphs 30 mins PSAT/NMSQT Overview Writing Skills

31 Understanding the difference between criticism and insult enhances ones ability to engage in constructive argument. No error A E B C D PSAT/NMSQT Overview Identifying Sentence Errors

32 Understanding the difference between criticism and insult enhances ones ability to engage in constructive argument. No error A E B C D PSAT/NMSQT Overview Identifying Sentence Errors Level of Difficulty = (E) Skill = Correctly formed sentences

33 Correctly Formed Sentences Recognize correct sentence structure. PSAT/NMSQT Overview Identifying Sentence Errors

34 Student Feedback: Paper Score Report Plus & My College QuickStart

35 Score Report Plus Scores and percentiles Personalized feedback on skills Student answers Next Steps

36 My College QuickStart

37 Signing in Students use the access code on their PSAT/NMSQT ® paper score report to sign in at

38 My Online Score Report Look Beyond Scores Performance on each skill measured State and national percentiles Projected SAT ® score ranges

39 My Online Score Report Your Answers Questions and answer explanations Students can filter questions

40 My SAT Study Plan Prepare for the SAT ® Personalized skills to improve SAT practice questions An official SAT practice test

41 My SAT Study Plan Review and Practice Review PSAT/NMSQT ® questions missed Answer SAT ® practice questions of the same type

42 My SAT Study Plan My Skills Feedback Based on PSAT/NMSQT results Hundreds of practice questions, organized by skill

43 My SAT Study Plan Warm Up for the SAT ® Essay Strategies for success Official scoring guide Practice essay questions Sample essays for the each score 1-6

44 Express SAT ® Sign-Up

45 My Personality

46

47

48 Connect to the Possibilities Major a student chose Related majors Related careers My Major & Career Matches

49 Research Majors Description of majors Courses students should take in high school to prepare Courses they will take in college Jobs students can expect achieving different degree levels My Major & Career Matches

50 Start the College Search Starter list of colleges Criteria to customize search Ability to save searches My College Matches

51 Get the Facts Admissions Cost and financial aid Majors offered Sports, housing and more My College Matches

52 My College QuickStart Tips Arrange for a computer lab session to introduce students to My College QuickStart Use free lesson plans to guide students through structured activities TIP Check out the demo for educators

53 AP Potential

54 What is AP Potential? A web-based tool Free for schools that administer the PSAT/NMSQT ® Provided by the maker of the AP ® Exams Designed to ensure that no student is overlooked Based on proven research

55 AP Potential Identifies diamond-in-the-rough students Promotes equity Helps identify students who initially might have been overlooked for AP courses Is a useful tool for principals, teachers, and counselors to Expand AP programs Increase enrollment in current AP courses

56 The PSAT/NMSQT and AP Connection Research shows a strong relationship between PSAT/NMSQT and AP Studies conducted in 1998 and 2006 Analyzed performance of more than a million students Showed strong correlations between PSAT/NMSQT ® scores and AP ® Exam results Download the research reports at

57 Traditional Methods of Identifying Students for AP Courses Teacher recommendations Self-nomination History of courses completed Student grades Student discussion

58 Access to AP is Important AP access is linked to success in college. Rigorous high school curriculum is key Participation in AP is linked to college completion. It is a stronger indicator than socioeconomic status and GPA.

59 Signing in to AP Potential :

60 Signing in to AP Potential

61 AP Potential Expectancy Tables Expectancy Tables See data from the correlation study showing the percentage of students at any given PSAT/NMSQT score range.

62 Step 1 of 4 Select the PSAT/NMSQT ® administration year for which youd like to generate a roster. AP Potential Select PSAT/NMSQT ® Administration Year

63 Step 2 of 4 Select the AP subject areas your school offers. AP Potential Select Subjects

64 Step 3 of 4 Choose a grade level and define your pool. AP Potential Select Pool

65 AP Potential Student Roster Step 4 of 4 Read the instructions for using the roster and see your list of students at the bottom of the screen.

66 Student names Correlations and Student scores Ethnicity Gender AP Potential Subject Detail

67 All courses selected noted Status of meeting the criteria Probability for scoring a 3 noted AP Potential Student Detail

68 AP Potential Tips Export data into an Excel spreadsheet to make it easy to read and use. Create letters to parents. AP Potential provides sample letters in English and Spanish. TIP

69 After considering potential AP students using your schools standard process, check AP Potential for additional students that might have been overlooked. Use AP Potential to make a case for professional development - more teachers will need to be trained to handle an increased number of AP courses. Review AP Potential for 9 th and 10 th graders in preparation for 11 th or 12 th grade AP courses and ensure that they are taking the correct preparatory courses AP Potential Tips

70 Activity A: Getting to know the Test

71 Audience Administrators Department heads Curriculum specialists Teachers Other staff interested in students college preparatory skills Note: the more inclusive the testing within each grade, the more meaningful and applicable the results. SOAS Introduction

72 Instructions: Part I, Solo Activity (20 minutes) Review the PSAT/NMSQT skills list in your binder in order to become familiar with the skills for your academic area. You will have 20 minutes to take sample PSAT/NMSQT Mark your answers in the exam booklet Immediately after answering a question, refer to the List of Academic Skills list and, in the test book next to the question number, identify the skill group(s) that you feel is needed to answer the question. Activity A

73 Instructions: Group Activity (20 minutes) Gather in groups by subject matter (no more than 7 per group). Each group needs a Leader and a Recorder. You will have 20 minutes to review at least 5 questions from the test-taking activity, to compare notes on the skills needed to the answer questions: English teachers, do at least 3 Critical Reading questions and 2 Writing Skills questions Math teachers, do at least 3 multiple choice questions and 2 SPR questions Take minutes to answer the following questions: Activity A

74 Discussion Topics: 1. How would the content covered in these questions be familiar to your 10 th grade students? 11 th grade students? 2. How are these test questions similar to question types you would present in class? 3. Was there agreement in the group on the skills coding? If no, what kinds of issues caused disagreement? 4. How do these skills compare to the skills you would expect your students to have? (10 th ? 11 th ?) 5. How did the groups coding match the test developers coding? Activity A

75 The Summary of Answers and Skills (SOAS)

76 Logging In Repeat Users

77 Logging In New Users If its your first time, youll need your schools SOAS access code

78 SOAS Resources Supporting Materials

79 Your Reports

80 Page(s) Title Page Performance Overview1 Skills Analysis2, 6-7, 11 Question Analysis3-4, 8-9, Comparable Group Analysis5, 10, 14 Report Orientation Table of Contents

81 Number of students in report Mean scores and score distribution College Readiness Benchmarks Performance Overview Page 1

82 Pages: 2, 6-7, 11 Skills Analysis Skills Triangles show a comparison to the state and nation Each test question is linked to a skill

83 Pages: 3-4, 8-9, Question Analysis Student responses and answer patterns Comparisons to the state and nation

84 Tips: Question Analysis Look for questions your Students answered incorrectly that the students in the state and nation answered correctly Look for commonly Wrong answers

85 Pages: 5, 10, 14 Comparable Group Analysis

86 What is a comparable group? A useful statistical model A statistically created group (virtual group) Mirrors your groups performance profile This creates an expected performance indicator for your group on each question. Provides more actionable feedback than state or national averages on questions/skills. SOAS Comparable Group

87 Pages: 5, 10, 14 Comparable Group Analysis Darker blue = significantly below the comparable group. Lighter blue = significantly above the comparable group

88 Resources

89 Resources Test Questions and Answer Explanations

90 How does it all add up? 1.Identify a questio n for review 2. Find the skill measur ed by this questio n 3. View the questio n details

91 Other Relevant Resources: Before, During, and After SOAS review

92 Understanding PSAT/NMSQT Scores PSAT score related FAQs Information on percentiles and mean scores Score conversions

93 PSAT/NMSQT Summary Reports

94 Summary Reports are provided to all schools that tested at least 50 juniors or sophomores. State level summary reports are also available (College Bound Juniors/Sophomores reports) Reports contain: number of test-takers ethnic background participation in Student Search Service self-reported GPA performance by score range college major

95 Activities

96 Instructions Work within your own school group/academic area, using your schools SOAS report. Identify the skill that your students had the lowest performance on. Using the Test Question and Answer Explanations, look at each question aligned to that skill. Things to look for: Skills furthest below the state/national average Skills that are furthest to the left (i.e. those that are the weakest for the group). Skills that came to teachers attention after review of Question Analysis. Activity B Review Skills Analysis

97 Questions for Consideration Within your group, answer the following questions: 1. Is there a pattern in the skills you identified as problematic? 2. Are there actions or strategies that might help address the issues? Activity B Review Skills Analysis

98 Instructions Work within your own school group/academic area, using your schools SOAS report. Refer to the Test Questions and Answer Explanations to make note of problem questions and how they might be addressed. Things to look for: Easier questions (difficulty level 1-3) where less than a 2/3 of the students answered correctly. A larger proportion of your students answered incorrectly or omitted an answer in comparison to the state/nation Commonly wrong answers Review any questions that generated teacher interest when you took the test in Activity A. Activity C Review Question Analysis

99 Questions for Consideration Within your group, answer the following questions: 1. Are there any patterns in the questions you identified as problematic? 2. Are there actions or strategies that might help address the issues? 3. Summarize your findings for sharing.

100 Instructions Work within your own school group/academic area, using your schools SOAS report. Using the Test Question and Answer Explanations, look at each question. Things to look for: Questions that fall into the dark blue area, where your students performed below expectation. Questions that fall into the light blue area, where your students performed higher than expectation. Activity D Comparable Group Analysis

101 Questions for Consideration Within your group, answer the following questions: 1. Is there a pattern in the skills aligned with the test questions your students performed below expectation on? 2. Is there a pattern in the skills aligned with the test questions your students performed expectation on? 3. Are there actions or strategies that might help address the issues? Activity D Comparable Group Analysis

102 For Group Discussion To Help Students and Parents 1. How does the school educate parents about the wealth of information on Score Report Plus? 2. What plan does the school have in place to make sure students receive and understand their scores?

103 For Group Discussion Using Your SOAS Data Identify the skills associated with the questions students answered incorrectly. Make inferences about what led to errors. Identify where in the curriculum the skills are (or are not) taught. Work with departments and classrooms to review common concerns. What recommendations can you make to your school for increased student success?

104 Closing Thoughts

105 Using Assessments for School Improvement Identify skills to help guide instruction and curriculum planning Connect more students with challenging high school courses and college attendance Increase Advanced Placement Program courses in your school system; more professional development for teachers Close the achievement gap in your community

106 The Excellence and Equity Challenge Without preparation, opportunity is an empty promise. Alan Page, former NFL star, current Minnesota State Supreme Court Justice Austin American Statesman,

107 Looking Ahead: 2011 PSAT/NMSQT Wednesday, October 12 th Saturday, October 15 th


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