1. Oregon State Mathematics Assessment By Sandy Kralovec

2. Oregon State Standards  To raise expectations for education, the Oregon legislature in 1991 passed the Oregon Educational Act for the 21st Century. The primary purpose of the act was to usher in a new, high-standards education system.  The state began defining outcome criteria for the Certificate of Initial Mastery (CIM), to be awarded at about the end of grade 10,  and the Certificate of Advanced Mastery (CAM), to be awarded at about the end of grade 12.

3. Two Types of Standards  Academic Content Standards  Academic Content Standards define what students are expected to know and be able to do in English, mathematics, science, history, geography, civics, economics, the arts and a second language. http://www.ode.state.or.us/tls/mathematics/standards/contentstandards.pdf http://www.ode.state.or.us/tls/mathematics/standards/contentstandards.pdf  Performance Standards  Performance Standards define how well students must perform on classroom assessments and state assessments leading to the Certificate of Initial Mastery. The standards are composed of two elements: the Number, type and minimum scores required on classroom assessments; and the Minimum scores required on state assessments. http://www.ode.state.or.us/tls/mathematics/standards/performancestandards.pdf http://www.ode.state.or.us/tls/mathematics/standards/performancestandards.pdf

4. Oregon’s State Math Assessment  There are two tests, multiple choice and open ended problem solving. http://www.ode.state.or.us/asmt/mathematics/ http://www.ode.state.or.us/asmt/mathematics/  State created benchmark tests in grades 3, 5, 8, and 10(CIM).

5. The Tests Multiple Choice  Standardized, criterion-referenced  “Leveled” test.  Given at grades 3, 5, 8, and 10.  Student answer sheets are scanned by computer at a testing company hired by the department to score the tests Problem Solving  Open-ended  Student chooses one of 3 problems  Given at grades 5, 8, and 10. (except in 2003, the test was given only in grade 10 for financial reasons)  Each test is scored with a scoring guide by two teachers

6. More on the Problem Solving Test Sample at grade 8 S/P Mrs. Cooley, the Spanish teacher, gives 100 points each week during a 9-week grading period. At the end of the sixth week, Carlos has a 78% average. What is the lowest average score he can receive each week during the remainder of the 9-week grading period in order to raise his average to 84% for the term? Each test is scored in five areas:  Conceptual Understanding,  Processes and Strategies,  Verification,  Communication  Accuracy. A scoring guide was developed that has 6 levels for each of the areas except Accuracy, which is scored either 1, 4, or 5. See the scoring guide at the following link: http://www.ode.state.or.us/asmt/scoring/guides/2002-03/mathscoringguide.pdf

7. 2000 - 2003 Mathematics Problem Solving Official Scoring Guide 2000 - 2003 CONCEPTUAL UNDERSTANDING Interpreting the concepts of the task and translating them into mathematics WHAT? PROCESSES & STRATEGIES Choosing strategies that can work, and then carrying out the strategies chosen HOW? VERIFICATION In addition to solving the task, identifiable evidence of a second look at the concepts/ strategies/ calculations to defend a solution DEFEND! COMMUNICATION Using pictures, symbols, and/or vocabulary to convey the path to the identified solution THE CONNECTING PATH! 6 The translation of the task is enhanced through connections and/or extensions to other mathematical ideas Elegant, complex and/or enhanced mathematical processes / strategies used to solve the task are complet The review is related to the task, and enhanced, possibly by using a different perspective as the defense The connecting path is enhanced (e.g., graphics, examples) allowing the reader to move easily and make connections from one thought to another 5The translation of the task into mathematical concepts is thoroughly developed Pictures, models, diagrams, and/or symbols used to solve the task are thoroughly developed The review is a thoroughly developed look at the concepts/ strategies/ calculations in relation to the task The path connecting concepts, strategies, and/or verification to the identified solution is thoroughly developed 4 The translation of the task into adequate mathematical concepts using relevant information is completed Pictures, models, diagrams, and/or symbols used to solve the task are complete The review is completed (concepts/ strategies/calculations), and supports a solution The path connecting concepts, strategies and/or verification to the identified solution is complete 3 The translation of the major concepts of the task is partially completed and/or partially displayed Pictures, models, diagrams, and/or symbols used to solve the task may be only partially useful and/or partially recorded The review is partially completed, partially recorded, and/or partially effective The path connecting concepts, strategies and/or verification to the solution is partially complete, and/or partially displayed with significant gaps that have to be inferred 2The translation of the task is underdeveloped or sketchy Pictures, models, diagrams, and/or symbols used to solve the task are underdeveloped or sketchy The review is underdeveloped or sketchy (e.g., focusing only on its reasonableness) The path connecting concepts, strategies and/or verification toward a solution is underdeveloped or sketchy 1 The translation of the task uses inappropriate concepts or is minimal or not evident Pictures, models, diagrams, and/or symbols used to solve the task are ineffective, minimal, not evident, or may conflict with their solution The review is ineffective, minimal, inappropriate and/or not evident The path connecting concepts, strategies and/or verification toward a solution is ineffective, minimal or not evident

8. How the results are reported and used  Individual results are reported on a student report and a class roster.  These reports indicate whether the student "met," "exceeded," or "did not meet" the benchmark for the test taken.  Group summary reports are based on the benchmark for the grade of enrollment.  For technical details of reporting see: http://www.ode.state.or.us/asmt/reporting/ http://www.ode.state.or.us/asmt/reporting/

9. State Reported Results for 2002 Mathematics Knowledge & Skills Tests In 2002, the percent of students meeting or exceeding state mathematics performance standards increased in all grades from the 2001 scores. Since 1991, increasing percentages of student in all grades are meeting mathematics  Grade 3 increased 42 percentage points  Grade 5 increased 28 percentage points  Grade 8 increased 16 percentage points  Grade 10 increased 10 percentage points Mathematics Problem Solving Tests Since 1997 increasing percentages of students are meeting, conditionally meeting or exceeding mathematics problem solving performance standards:  Grade 5 increased 30 percentage points  Grade 8 increased 20 percentage points  Grade 10 increased 26 percentage points

10. Teacher Comment "I believe the new standards raise the bar and that is a good thing. However, teachers need to know how to teach all students, including English Language Learners. Teachers must know and use the techniques and strategies that help them to reach all their students. I believe that what is good for ELL students is good for all students." — Xochitl Fuhriman-Ebert, Oregon Teacher of the Year, 2000.