Mary Holmberg

1
OSPI MathematicsAssessment Update for Grades
3-5

• Mary Holmberg
• mary.holmberg_at_k12.wa.us

2
Agenda

• Assessment Tools and Resources
• - Assessment OF and FOR Learning
• - Lessons Learned
• - Released Items Document
• Assessment Update
• - Assessment 2009
• - Assessment 2010

3
Looking at Student Work

• http//mathnexus.wwu.edu/
• Howlers Out of the Mouths of Actual Math
  Students--Part IV
• - The commutative law of addition is when you add
  a column of figures from bottom to top and top to
  bottom and get two different answers.

4

• An average is a thing that hens lay their eggs
  on--for example, "My hens lay four eggs a week on
  the average."

5
Balanced Assessment

• Assessment Crisis The Absence of Assessment FOR
  Learning
• by Richard J. Stiggins, Phi Delta Kappan, June
  2002
• Assessment of Learning versus Assessment for
  Learning

6
Assessment of Learning

• assessment in the United States..has led to the
  strongly held view that school improvement
  requires
• - the articulation of higher achievement
  standards
• - transformation of expectations into rigorous
  assessments, and
• - accountability for student achievement

7
Assessment for Learning

• There is another way in which assessment can
  contribute to the development of effective
  schools..assessments for learning serve to help
  students learn more.

8
The Mathemtics Washington Assessment of Student
Learning (WASL)

• Purpose Assessment of Student Learning
  (Summative Assessment)
• Lessons Learned/Released Items Assessment for
  Student Learning

9
Assessment for Learning

• Understanding and articulating in advance of
  teaching achievement targets
• Informing students about learning goals, in terms
  they understand, from the beginning
• Becoming assessment literate and able to
  transform expectations into assessment exercises
  and scoring procedures that accurately reflect
  student achievement

10
Assessment for Learning cont.

• Using classroom assessments to build students
  confidence in themselves as learners and help
  them take responsibility for their own learning
• Translating classroom assessment results into
  frequent descriptive feedback for students,
  providing them with specific insights as to how
  to improve

11
Assessment for Learning cont.

• Continuously adjusting instruction based on
  results of classroom assessments
• Engaging students in regular self-assessment,
  with standards held constant
• Actively involving students in communicating with
  their teacher and their families about their
  achievement status and improvement

12
Lessons Learned

• Students misrepresent what they know and
  understand.
• Students can improve their scores by following
  guidelines in Lessons Learned.

13
Lessons Learned

• Format
• - Actions students could take for improvement of
  scores
• - General guidelines for all grades
• - Grade level bands
• Read Grades 3-5 first column

14
3-5 Number SenseGrade 4 2002 RIDs
15
3-5 Number Sense
16
Partitive and Quotative Division

• Quotative Measurement
• 186 pencils in packages of six. How many
  packages?
• PartitiveFair Sharing
• 186 pencils distributed to six tables. How many
  pencils at each table?

17
More Partitive and Quotative Division Examples

• I have 12. If socks cost 3 a pair, how many
  pairs can I buy?
• Quotative
• Socks are on sale at 3 pairs for 12. How much
  is this per pair?
• Partitive

18
More Partitive and Quotative Division Examples

• There are 240 rooms on 24 floors of a hotel. How
  many rooms are there per floor?
• Partitive
• There are 240 rooms with 24 rooms per floor. How
  many floors?
• Quotative

19
Grades 3-5 Measurement
20
Mislabels everywhere. . . . . .
21
Grades 3-8 Geometric Sense

• Use geometric attributes/mathematical vocabulary
  to identify, describe, compare, classify figures
  such as number of sides, angle measures, number
  of lines of symmetry, parallel and/or
  perpendicular line segments, etc.
• Some figures belong to more than one category
  e.g. a square is a rectangle, rhombus, and
  parallelogram.

22
Grades 3-8 Geometric Sense

• Examples of descriptions that do NOT use
  geometric vocabulary and/or mathematical
  language
• - They are the same shape.
• - They are shaped like flags (or houses).
• - They have sharp edges.
• - They have letters in them.

23
Questions

• Read Algebraic Sense through Problem Solving.

24
Grade 3-5 Algebraic SenseGrade 4 2007 RIDs

• Connect operations in equations to situations

25
(No Transcript)
26
Questions Grades 3-5
27
Lessons Learned

• Assessment FOR Learning
• Translating classroom assessment results into
  frequent descriptive feedback for students,
  providing them with specific insights as to how
  to improve
• http//www.k12.wa.us/assessment/WASL/Mathematics/r
  esources.aspx
• -2008 Lessons Learned (ppt) (pdf)
• -2007 Lessons Learned (Word)
• -2006 Lessons Learned (ppt) (Word) (pdf)

28
Released Items

• Eighth annual release of operational items
• Three multiple-choice items, three short-answer
  items Student Examples (Grades 3-5)
• Three multiple-choice items, two short-answer
  items, one extended-response item Student
  Examples (Grades 6-8)
• Resources
• - CD Grades 3-8
• - Extra Data

29
(No Transcript)
30
Scoring Rubric

• A 2-point response
• - shows relationship between 2 feet and 24
  inches by using 12 or 24 in the supporting work
• -writes 8
• A 1-point response (one of the following)
• - shows relationship between 2 feet and 24 inches
  by using 12 or 24 in the supporting work
• - writes 8
• - makes a computational error and the answer
  given is a result of that error.

31
2008 Released Items DataGrade 5, Problem 5
32
2008 Released Items DataGrade 4, Problem 2
33
2008 Released Items DataGrade 4, Problem 2
34
Released Items

• Assessment FOR Learning
• - Able to transform expectations into
  assessment exercises and scoring procedures that
  accurately reflect student achievement
• - Engaging students in regular
  self-assessment, with standards held constant

35
Released Items, continued

• http//www.k12.wa.us/assessment/WASL/Mathematics/
• resources.aspx
• Released Item Documents (RIDs) view description-
  2008- 2007- 2006- 2004- 2003- 2002- 2001

36
2009 Assessment Update

• Grade Level Expectations (GLEs)
• Two sessions Grades 3-8
• Shortened Test

37
Mathematics Assessment WASL Redesign
38
2010 Assessment Update

• Testing Cycle
• As of now
• - Washington K-8 Mathematics Standards,
  adopted April 28, 2008
• - Clarifications fluency algorithms
• - Test and Item Specs

39
Assessment Timeline

• April 2008
• - New Grade 3-8 Math Standards approved
• - Draft Test and Items Specifications
• May - November 2008
• - Align or revise items in existing test items to
  new grade-level standards
• - Write new items to fill in gaps, Content
  Review, Bias and Fairness
• October January 2009
• - Laser Rounds edit items for 2008 Spring WASL
• - Review, edit, and place pilot items
• April-May 2009
• - Last year of current Grade 3-8 math WASL
• - Pilot new and rewritten items

40
Assessment Timeline cont.

• April-May 2010
• - First administration of new Grade 3-8 math WASL
• July 2010
• - State Board adopts new performance standards on
  Gr. 3-8 math tests

41
The term fluency . . . .

• A student is considered fluent when the procedure
  can be performed immediately and accurately.
• Also, when fluent, the student knows when it is
  appropriate to use a particular procedure in a
  problem or situation.

42
Algorithms

• Understand and use the standard algorithms
  generally seen in the United States to add,
  subtract, multiply, and divide whole numbers.
• Some teachers may find value in students learning
  other algorithms to enhance understanding.

43

• On the WASL, the standard algorithms and other
  possible algorithms, step-by-step mathematical
  procedures that, if followed correctly, always
  produce a correct solution or answer will be
  given credit.

44
Item Specs

• Goals
• Retain clarity and specificity of Standards
  Document.
• Identify which Performance Expectations to assess
  on WASL.

45
Goal

• Identify restrictions, if any, for
• Vocabulary
• - Vocabulary First Used in Assessment Items
• - Measurement Vocabulary
• Computation
• - Number of addends
• - Denominators
• - Decimal places
• Measurements

46
Goal

• For each Performance Expectation Identify
• Cognitive Complexity (Webbs model)
• Item Type (MC or SA)
• Contextual Situation or not
• Tools or No-Tools day

47
Performance Expectations with Restrictions
48
Stimulus, Stem, and Prompt Rules

• Use Item Development Guidelines at the beginning
  of this document.
• Answer choices will be stated in terms of the
  same system of measurement.
• Items will not require students to convert
  between U.S. customary and metric units.
• Exponents will not be used to express square
  units.
• Items may tell students to use a straight edge or
  a protractor.
• Items will not require use of a particular
  strategy to determine a derived measurement.
• Grids may be provided in items that require
  students to draw angles or figures.

49
Stimulus, Stem, and Prompt Rules

• Items assessing 5.3.A may include parallelograms,
  kites, squares, rhombi, trapezoids, and
  rectangles.
• Items assessing 5.3.C may require triangles to be
  classified by angles as acute, right obtuse or by
  sides as scalene, isosceles, or equilateral.
• Items assessing 5.3.F may include side measures
  or may require students to measure sides of
  figures.

50
Alignment
Standards
Standards
Assessment
Assess-ment
Assessment Items
Assessment
Standards
Adapted from Norman Webb, 2005
51
Performance Expectation InformationGrades 3-8
52
Instruction
Standards
Assessment
53
Standards
Instruction
Assessment
54
Instruction
Standards
Assessment
55
Questions
56

• Thank you
• for all you do
• for the students
• of Washington!