Mathematics ThinkLink Benchmark Assessment

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MathematicsThinkLink Benchmark Assessment

• What is the data telling us?

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Scenario One

• Data shows red
• Question Do the Benchmark items align with
  descriptors that have been covered?
• Answer Not yet. The mathematical concepts are
  coming in a later unit.
• Conclusion Raises awareness that these
  descriptors are forthcoming.

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Example Scenario One

• 4th grade data is heavily red in the content
  strand of geometry.
• After analyzing the specific Benchmark items and
  the descriptors teachers and school teams
  conclude that the geometry content has not been
  taught to date, but will need to be before the
  end of the academic year.

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More questions Scenario One

• When in the curriculum guide will the concepts
  be taught?
• What types of instructional strategies need to
  be infused in the lessons to ensure student
  understanding?
• How will we assess for understanding of covered
  material?

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Scenario Two

• Data shows red
• Question Do the Benchmark items align with
  descriptors that have been covered?
• Answer Yes.
• Conclusion Classroom instruction is not having
  a direct impact on student performance on the
  Benchmark Assessment

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Example Scenario Two

• 4th grade data is heavily red in the content
  strand of geometry.
• After analyzing the specific geometry Benchmark
  items and the descriptors teachers and school
  teams conclude that the geometry content has been
  taught. However, students are not able to
  demonstrate proficiency on the specific items.

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More questions Scenario Two

• When in the curriculum guide were the concepts
  taught?
• Why are students unable to demonstrate
  proficiency?
• What instructional strategies were utilized by
  teachers to enhance understanding of concepts?
• What can be done to support teachers and
  classroom instruction?
• How will we address the deficiencies of our
  students?

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The Leaky Faucet Analogy(Benchmarks the
Leaky Faucet)

• You observed an annoying leaky faucet in a
  utility area of your basement. Clearly the
  faucet is wasting water and is not functioning as
  intended.
• Two months later, you go back to the utility area
  and observe that the faucet is still leaking!
  What might have gone wrong?

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1 The Pacing Challenge

• Leaky Faucet Analogy You forgot to write down
  a to do list to call a plumber and schedule to
  get the faucet fixed.
• In your classroom You were not able to get to
  the Targets and descriptors. You possibly were
  not moving fast enough, or possibly were unable
  to push ahead as you made the professional
  judgment to focus on earlier topics. How might
  you reconsider the pacing guide? Is there a way
  to consolidate some earlier topics, or to move
  more efficiently through the expected set of
  topics.

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2 The Teaching Challenge

• Leaky Faucet Analogy You called the plumber
  the plumber indicated they fixed the faucet. You
  even paid the bill! Is this a small problem,
  possibly just tightening of a washer unit? Or, is
  this major, and possibly a replacement of this
  entire unit?
• In your classroom You taught the Targets and
  descriptors identified. But the benchmarks still
  indicate student achievement was not noted. Do
  you re-teach the entire unit? Do you need to
  provide another opportunity to demonstrate
  understanding? Do you let the students redo some
  work? Do you need to try a different strategy in
  explaining or developing the topics?

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Strategies to address the teaching challenge

• Focus on administering and analyzing student work
  using effective descriptive feedback.
• Institute student work folders (portfolios) that
  are regularly reviewed and analyzed by teachers.
• Administer more frequent but smaller assessment
  items that provide continual feedback.
• Provide a balance of constructed response items
  with the selected response items for monitoring
  achievement.
• Improve the mathematics content of teachers along
  with students.