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Change the Question; prepare for New State Assessments and the Common Core

Change the Question; prepare for New State Assessments and the Common Core. MATH K-8 Presented by Judith T. Brendel NJPSA Fall Conference October 17, 2013 Thursday 3:30-5:00pm. FRAMING THE DAY. Review traditional test questions

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Change the Question; prepare for New State Assessments and the Common Core

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  1. Change the Question; prepare for New State Assessments and the Common Core

    MATH K-8 Presented by Judith T. Brendel NJPSA Fall Conference October 17, 2013 Thursday 3:30-5:00pm
  2. FRAMING THE DAY Review traditional test questions Recognize how PARCC’s new assessment questions will differ K-8 resources … (hardcopy and online) Task Types (PARCC) Create your own Resources and Next steps; needs in your district
  3. One finger = you know little or nothing (a newbee or novice) Hand raised = you have some knowledge Fist raised = you could give this presentation
  4. *Activity #1 Complete the 8-question survey (pages 2-3) PARCC Assessments and Mathematics *Activity #2: What do they look like now? Informally share and monitor A B C D OLD/NEW YES/NO
  5. What do they look like now? MC – an A, B, C, D multiple-choice question CR – a constructed response question ________. ER – a multi-level extended response question *Activity 3: Examples 1-3 on handout page-4 How are they alike? How are they different?
  6. How are they changing? What do the NEW multiple-choice questions look like? Circle all that are true. Given: All squares are parallelograms and rectangles have 4 acute angles have only 2 diagonals Area = ½ base x height Sum of adjacent angles = 180˚ Perimeter = 2 x Side length Area > area with the same perimeter. 3 5 5 7 25 21
  7. LET’S do some non-math. *Activity 5: Complete the FAST FOOD questions 4, 5, 6 and 7 (page-5 )
  8. Yes/No none-math MC questions YES 4) Does (__) sell more than one kind of sandwich? 5) Does (__) have a dollar menu? 6) Do any (__) fast-food restaurants sell Chili? 7) Do any (__) fast-food restaurants sell pizza? YES YES NO YES NO
  9. *Activity 6: Work with your group; example 8. What skills and understandings are assessed here? A. subtraction w/decimals B. addition then subtraction C. write % as a decimal; multiply D. read carefully, add and subtract money E. know how to find an average F. know to ÷ or x; compute accurately G. know to add lowest, then highest; understand concept, recognize > and < symbols
  10. Review: Old orNew format? OLD MC, 1 right answer What day of the week is tomorrow? a. Tues b. Wed. c. Thursday d. Friday 2) What is tomorrow’s date? Answer: _______ 3) If your birthday is on a Tuesday in May this year, what day of the week will it be next year? Explain or show how you found your answer. OLD and NEW CR, Fill-in 1 right answer NEW ECR, problem solving processes can vary, more reading; not a process or answer you can memorize; rubric needed to score
  11. Review: Old or New format? NEW MC; more than one correct answer Circle all that are true. A. Tomorrow is Thursday. B. It rained here yesterday. C. It is morning now. 1) How many days in a leap year? Answer: ____ 2) September has 31 days. ___ Yes ___ No 3) How many months are 1 syllable words? A. 2 B. 3 C. 4 D. 5 OLD and NEW CR; only one right answer. NEW MC __yes __no OLD and NEW MC
  12. Become an Author *Activity 7: (handout packet, page 6) CREATE 3 of your own (work w/your group) Select one “given” from suggested math topics, or Use a non-math topic from suggested subjects DISCUSS in your group SELECT a favorite SHARE with all
  13. See the rigor and grade-Level focus (handout pages 12-13 ) ECR: negative integers and fractions Select a grade to do - Grades 3, 4, and 6: What did you explain? Do you see any new vocabulary? 1/4 -6
  14. TEST question TYPES SCR – gr. 3,4,5 (page 14) MC – gr. 3, 4, 5 (page 15) ECR – gr. 3, 4, 4, 5, 6 (pages 16-20) REFERENCE SHEETS gr. 5-8(p. 21-22) CALCULATORS(none grades K-4)
  15. See VARIETY of question type Grades 2: NUMBER BASE TEN ALL Doex 1-5, 6-10, or 11-15 (pages 7 to 11 )
  16. TASK TYPES – PARCC (p.23-44) I – Computation, Skills, Process 39 x 14 =? 8 x ? = 72 2(5+2)2 – 9 ÷ 3 + 4 II – Mathematical Reasoning If √49 is 7, and √81 is 9, then 82 is between 49 & 81 III – Modeling and Applications Draw to show that 2/3 of ¾ of the rug is larger than ¼ of 2/3 of the rug shown.
  17. SAMPLE EXAMPLES: K-5(Select one; separate packets by grade) GRADE-K: Counting and Cardinality K.CC (p.1-6) GRADE-1: Number & Operations Base Ten 1.NBT GRADE-2: Number & Operations Base Ten 2.NBT GRADE-3: Number & Operations – Fractions 3.NF GRADE-4: Number & Operations – Fractions 4.NF GRADE-5: Number & Operations – Fractions 5.NF
  18. SAMPLE EXAMPLES(a separate handout grades 6-8)“Find the Evidence in the Problem” Could each become MC, SCR, Open Ended? Discuss Type of Task: I, II or III ? GRADE-6: GRADE-7: GRADE-8: ALGEBRA: A LANGUAGE ARTS OBJECTIVE
  19. Create a 5-Question Quiz Use examples from your grade-level (packet) Select examples for a 5-question quiz Vary the types of questions (MC SCR ER) Include a range of standards Consider selecting different types of tasks (I-computation, skills, process; II=math reasoning; III model or apply) Share your plan
  20. ONLINE http://www.parcconline.org/samples/item-task-prototypes Grade-3 Fractions on a Number Line: type- I http://www.parcconline.org/samples/mathematics/grade-3-mathematics-number-line(concepts, skills, procedures, handout p. 24-25) Grade-4 Fraction model: type-II (reasoning p. 28) http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_G4FractionModel_081913_Final.pdf Grade-6Slider Ruler: type-I (handout p. 36-37) http://www.parcconline.org/samples/mathematics/grade-6-slider-ruler
  21. http://www.parcconline.org DO one PAPER-n-PENCIL Grade-5: Cut the Board –I (p. 31-32) Grade-6: Reading Three Books (p. 40-42) Grade-8: Segment Length (p. 43-44) LOOK AT one hardcopy paper handout Grade-5Mr Edmond’s pencils (p. 33-35)
  22. Modifications Accommodations NOT permitted Modifications involve changes in the conditions under which a student takes an assessment that result in unacceptable changes to the test itself, or what the test measures (e.g., reducing or changing expectations for students) and are therefore not permitted on PARCC assessments. Examples of modifications that will result in invalidated results on PARCC include: Requiring a student to be assessed onless content matter than other students because he has been taught less material; Reducing the scope of assessments so a student needs to complete only a limited number of problems or items;
  23. Modifications Accommodations NOT permitted Modifying the complexity of assessments to make them easier (e.g., deleting half of the response choices on a multiple-choice test so that a student selects from two options instead of four); Giving hints, clues, or other coaching that directs the student to correct responses on assignments and tests; Adults defining vocabulary on the test or explaining test items; Allowing the student to complete an assessment of English language arts in a language other than English; and Using dictionaries that provide definitions (rather than an acceptable word-to-word dual-language dictionary).
  24. Quality Assessments *Activity: Initial Questions (handout page-45) ? ✔ ✔
  25. Implications for Pre/Posttests WHO? WHEN? CONTENT? FORMAT? CONSISTENCY? APPROVALS? EQUITY? Reference Sheets? Calculators?
  26. The Latest News Each month more details and more examples are posted from PARCC about assessments. 2014-2015 NJ Gr.3-8, high school freshman NJ Testing Schedule 2013-2014(gr.3-8) NJ HS Assessment Schedule 2013-2014 (HSPA)
  27. http://www.state.nj.use/education/sca http://www.corestandards.org http://www.parcconline.org Calculator Use Manipulatives Reference Sheets Special Ed Accommodations Test Specs: 3-5, 6-8, high school
  28. EXIT CARD *Activity: Complete an Exit Card with a partner;each of you must submit your own. (p. 47)
  29. KEEP IN TOUCH Judith T. Brendel jbrendel@pascack.k12.nj.us WORKSHOPonline follow-up
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