Next Generation Math Assessments Getting Ready for the Next Gen (and This Gen) February 2010

1. Next GenerationMath AssessmentsGetting Ready for the Next Gen (and This Gen)February 2010 Mike Gallagher Math Test and Measurement Consultant Accountability Services, NCDPI mgallagher@dpi.state.nc.us

2. Getting Ready … Readiness & The Beehive

3. Purposes • Present and Review Schedules for new generation math tests. • Highlight what’s new and different. • Suggest preparations, some of which pertain specifically to the new generation, others which apply across math generations.

4. Readiness Suggestion #1 • Encourage teachers and math specialists to take the on-line moodle class in item writing and review and participate in test development. • http://www.dpi.state.nc.us/accountability/testing/ scroll down to: Test Item Writer/Reviewer Online Training

5. Readiness Suggestion #2 • Things will be happening quickly! • Be sure that most teachers are on the math curriculum listserv to get the regular, fun, and informative messages. • Just send a request and indicate the level: elementary, middle, or high shart@dpi.state.nc.us

6. Opening Quiz 1. Several step algebra problem. 2. A non-routine problem. What are some starting strategies for the second question? These are similar to SAT questions. Note that students need to be able to apply both procedures and strategies. Check out the SAT question of the day: http://sat.collegeboard.com/practice/sat-question-of-the-day

7. This conference’s Global Positioning Students / 21st Century theme implies strong math problem solving. e.g., see next slide: Common Core Readiness Standard for Mathematical Practice.

8. Mathematical PracticeProficient students expect mathematics to make sense. They take an active stance in solving mathematical problems. When faced with a non-routine problem, they have the courage to plunge in and try something, and they have the procedural and conceptual tools to carry through. They are experimenters and inventors, and can adapt known strategies to new problems. They think strategically. See … www.corestandards.org From … Common Core State Standards Initiative:College and Career Readiness Standards

9. Essential Standard Schedule Highlights for Mathematics • Essential Standard plan from Sept.09 • Sept. 2009, Standards adopted NCSBE • Spring 2010, Item Tryouts (small sample) • 2010-2011, Stand alone field test • 2011-2012, 1st Operational year See: http://www.ncpublicschools.org/acre/

10. Common Core (CC) and Race to the Top (RttT) #1 • January 2010. North Carolina submitted a RttT application. http://racetothetop.nc.gov/ • RttT involves state work in four areas, including standards and assessments. http://www2.ed.gov/programs/racetothetop/

11. CC & RttT #2 • February 2010. K-12 math draft standards posted for public comment www.corestandards.org/ • April 2010. NC to release common core plus possible additional 15% for public comment.* • July 2010. Standards to State Board* *From NC RttT application, January 2010, p. 48.

12. Readiness Suggestion • Alert the math people in your area to review, discuss, and comment on these common core standards, both in February and in April.

13. Components of the New Assessment System The Essential Standards and RttT call for a Comprehensive Assessment System, including: • Formative Assessment • Benchmark Assessment • Summative Assessment • Diagnostic Assessment

14. Summative Assessment can presentmotivational issues You cant win Song from The Wiz: “You can’t win, chile, you can’t break even, and you can’t get out of the game.” A fine book on motivation and attribution is Learned Optimism by Martin Seligman (check it on youtube also )

15. Formative quote When it comes to learning, students are the key assessment users: “Am I succeeding? Am I improving over time? What should I do next to succeed? Does my teacher think I am capable of success? Do I think I am capable of success?” …from Student-Involved Classroom Assessment, 3rd Edition. Richard J. Stiggins, 2001, Prentice-Hall.

16. Diagnostic Quote [Diagnostic Assessment] requires treating assessment as an ongoing process of evaluating student knowledge and ability, not through the administration of more standardized tests but through meaningful analysis of student work. p.184. • The Trouble with Black Boys…and other Reflections on Race, Equity and the Future of Public Educationby Pedro A. Noguera, Jossey-Bass, 2008.

17. Readiness Suggestion Formative Diagnostic Assessment can be a BIG part of closing the gap. • Attend the NC Falcon session at this conference on a great professional development tool for formative assessment (FA). • Share the information so that teachers can become more proficient at FA

18. For reading tonight: • Using Student-Involved Classroom Assessment to Close Achievement Gaps, Richard Stiggins and Jan Chappuis. Theory into Practice, 44, 1,11-18. • A very short and readable article. At www.assessmentinst.com ….(Point to “Resources” and click on “Papers.”)

19. Readiness Suggestion • Go to a Quantiles® Session. • Alert math people that students will receive a Quantile score on their ISR and that the Qtaxon map can help teachers understand skill progressions. e.g., If a student does not have an understanding of slope, what comes prior? What resources are there?

20. On the Horizon • Math Level A and Level B/C • Discrete math and graph theory in the standards for Level A and Level B/C. • Constructed Response Questions – “Explain …” These are especially good for Formative Assessment. • More tests with calculator inactive sections: Grade 8 & Levels A and B/C

21. Designing a Diagnostic Math Assessment System • Target math understanding, math procedural skills, and problem solving. • Regularity, e.g., biweekly • Short size, e.g., 10 questions • Mixture, e.g., 7 multiple choice and 3 constructed response.

22. Design - continued • Content: start with previous grade questions and mix in current grade standards • Source: Released and sample items. • Scoring: Nope. Teacher usually gives one to many feedback, students grow in self and peer assessment. Use Polya’s problem solving strategy: http://www.ncpublicschools.org/docs/accountability/testing/eog/ProblemSolvingStrategy.pdf

23. Closely Related Sessions • Quantiles, Wed. at 2:15 • Math Formative – Wed. at 3:45 • Tryouts – Thurs. at 8:00 • Quantiles – Thurs. at 9:15 • ACRE – Thurs. at 10:45 • Next Generation - Thurs. at 2:15 • NC FALCON – Formative at 5:00

24. Formative Assessment“Toto, we’re not in Kansas anymore.”

25. Problem Solving Strategy • The Strategy is a one-page sheet of bullet items on the DPI web site, www.ncpublicschools.org/accountability/testing/eog/math/ Scroll down to Formative Assessments for Problem Solving • The strategy sheet can be used to guide Formative Assessment descriptive feedback for problem solving throughout the year.

26. 2 Books of Note • PROBLEM SOLVING G. Polya ... How to Solve It, the book is from the 1950s, but it’s stood the test of time. • FORMATIVE ASSESSMENT R. Stiggins … Student-Based Classroom Assessment, Very readable textbook.

27. Problem Solving “I’d unravel any riddle, for any individ’le In trouble or in pain .. Oh, I would tell you why, The ocean’s near the shore. I could think of things I never thunk before …” If I only had a brain. Scarecrow in The Wizard of Oz.

28. Problem Solving:Strong Emphasis in the NC 2003SCS “Problem solving and reasoning are stressed throughout the goals at each grade level and in every course. … Experiences in problem solving processes should permeate instruction. Problem solving should be integrated early and continuously into each student’s mathematics education.”

29. Problem Solving: Two especially useful tactics. • Sketching a drawing and • Making a table are two problem solving tactics that are extremely useful. Students need ongoing experience and assessment with these and other problem solving tactics.

30. Formative Assessment – Definition: “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust teaching and learning to improve students achievement of intended instructional outcomes.” CCSSO 2008, adopted by N.C. Board of Education

31. Formative Assessment Help students answer three questions: • Where am I going? (Target) • Where am I now? • How do I get there? Formative Assessment helps students take more responsibility for their learning.

32. Feedback becomes key for higher-level learning When it comes to learning, students are the key assessment users: “Am I succeeding? Am I improving over time? What should I do next to succeed? Does my teacher think I am capable of success? Do I think I am capable of success?” …from Student-Involved Classroom Assessment, 3rd Edition. Richard J. Stiggins, 2001, Prentice-Hall.

33. A Message from the President! * “NCTM’s Assessment Principle indicates that assessment should not be done to students; rather, assessments are for students and should be used to guide and enhance their learning …” (continued) *Francis (Skip) Fennell, President of the National Council of Mathematics Teachers (NCTM)

34. President’s Message (cont) “Formative assessment involves using classroom-based assessments to collect feedback that can be used to improve teaching and learning.” From NCTM News Bulletin (December 2006) Complete message on the web at http://www.nctm.org/ … Go to the “President’s Corner” -- Just one page and well worth reading!

35. YB Road

36. Logic Model - Assumptions • Problem Solving is learnable. • Formative Assessment is Effective for Complex Reasoning. • Descriptive Feedback without grades is key to formative assessment. • Formative assessment emphasizes self and peer assessment, not more teacher grading.

37. Logic Model - Inputs • Released test questions • Problem Solving Strategy Sheet • Math Problem Solving Worksheet. • Other problem sources, NAEP, PISA, textbook, sample questions, etc.

38. Action Plan – Start Up - 1 • Choose a problem for class discussion. e.g., NAEP, Estela. • Introduce Polya’s strategy sheet and connect to the problem in Step 1. • Talk about problems as puzzles.

39. Action Plan Start Up – 2 TARGET: Where Am I Going? • Tell students what the target is: to become great math problem solvers! • Have a class discussion on what great problem solving looks like. Use examples. • Ask students to critique the quality of problem solving of some examples.

40. Action Plan Start Up - 3 • Explain that these puzzles will provide feedback, not grades. • BUT, similar problems will be graded on quizzes or tests.

41. Action Plan Start Up - 4 Introduce “Problem Solving Sheet Worksheet” • Work through a problem as a class, having students answer the questions on a sheet. • Have students try on their own to solve a problem and provide the answers on the sheet. • Students should not hurry through the problems. Stress understanding.

42. Action Plan Start Up - 5 • Students will build a non-graded portfolio with their notes on some of the problems. • Students will choose problems to include in the portfolio to keep track of their work, to help plan further action, and to communicate their progress to teacher and parents.

43. Puzzle Solving Worksheet - 1 • What do I need to find? • What is given? • Make a sketch or table. • What facts are needed? • What procedures are needed? • Stuck? What tactics did I try?

44. Puzzle Solving Worksheet - 2 • Work the problem. Be sure to check each step. • Did I get a reasonable answer? • Is there another way to solve it? • Are there any choices that are clearly wrong? • How did I check my answer by solving the problem in a different way?

45. Puzzle Solving Worksheet - 3 • What mistakes could cause errors in solving this problem? • What can I learn to help with future problem solving? • What will I work on next to become a better problem solver?

46. Action Plan – Fall Activities Select problems from the “grade below” released test which are cognitively complex. Call them “puzzles!” Assign a puzzle regularly. Discuss the next day. Use self assessment and peer assessment. Mix in constructed response questions with the multiple choice.

47. Action Plan – Outcomes– Short Term Include one or more cognitively challenging problem on your regular quiz or test. In discussing the quiz results, highlight common mistakes which are related to Polya’s strategies. Have students self assess while you are going over the problem.

48. Regular Classroom Assessments -- Feedback One to many. Teachers provide feedback to the class on common strengths and weaknesses. Many to many. Students provide feedback to each other and themselves. For self and peer assessment, students are providing feedback, not grading.

49. Action Plan – Outcomes –Medium Term • Have students explain to you their progress and difficulty in become better problem solvers. • Have students explain at parent visits, how they are improving as problem solvers, using examples from their portfolios. • Students grow in responsibility for their own learning, but not overnight!

50. Action Plan – Spring Activities Second semester – start using questions from the “on level” released test. The questions should be cognitively complex and use concepts and procedures you have already covered. Help the students to use non-graded portfolios to track their growth. Efficacy: “Achievement results from effort.”