Welcome

1. Welcome

2. ARMTAlabama Reading and Mathematics Test Alabama Department of Education Student Assessment Presentors: Judy Pugh Nannette Pence Student Assessment Contact Information: jpugh@alsde.edu

3. Content Standards for Reading and Math • Reading - Addendum to English Language Arts Course of Study • Reading and Math were adopted in 2003 • Reading and Math are required for compliance with No Child Left Behind • Standards developed for All students • Standards measurable on State assessments • Standards aligned with assessments and initiatives • No repetition of standards • Math – mastery is expected at each grade level

4. Alabama Reading and Mathematics Test (ARMT) A Proven Path to Success

5. Reading • Stanford 10 Word Study Skills (Grade 3 only) • Stanford 10 Reading Vocabulary • Stanford 10 Reading Comprehension • ARMT Part 2 Reading • Items designed to specifically address standards from the Alabama Course of Study: Reading Addendum that are not addressed in the Stanford 10 The Yellow Brick Road

6. Alabama Reading and MathematicsTest (ARMT) for Reading: • Three types of reading are assessed • Literary/recreational • Textual/informational • Functional • Reading is assessed in a variety of genres • Stories • Poetry • Subject texts • Manuals, brochures, pamphlets, etc.

7. Alabama Reading and Mathematics Test (ARMT) for Math: ARMT - Numbers and Operations Algebra Geometry Measurement Data Analysis and Probability Stanford 10 – Mathematical Procedures Mathematical Problem- Solving

8. Types of Items (Reading and Math) • Multiple-Choice items • Item stem (question) • 4 or 5 answer choices • One point each • Gridded Response (math only – none for 3rd grade) • Item stem (questions) • No answer choices (students must reason and solve the problem) • Students write the answer in the boxes at the top of the answer grid and fill in the circle under each box used. (Responses are gridded differently according to grade level) • One point each

9. 4th Grade Gridded Response Sample $ 3 2 2 •

10. 5th Grade Gridded Response Sample 3. 2 + 2 = 9 6 Mark your answer in the answer grid. 3 0 5 4

11. ARMT Grade 6 Gridded Sample 2 5 %

12. 8th Grade Grid 7th Grade Grid 8 7 4 5 0 7 9

13. Open-Ended Format • READING: • Question (Item Stem) • No answer choices – student must read passage and formulate an answer based on question • Three points each • MATH • Question (Item Stem) • No answer choices • Problem may have multiple parts or steps that require student reasoning • Student either: • Shows all work (by using drawings, symbols and numbers)and/orwrites anarrative • If use calculator, must show all steps or explain how problem was worked • Three points each

15. ARMT Facts You Should Know About Reading Specified time and 30 additional minutes for each subtest Reading passages – nine on Stanford 10 and two or three on augmented portion Reading passages are one to one and one-half pages long Approximately 70% reading objectives are covered in Stanford 10 Responses do not have to be in complete sentences or grammatically correct. Students MUST take all parts of Stanford 10 and ARMT Part 2 to count in participation

16. ARMT Facts - Math • Students MUST take all parts of Stanford 10 and ARMT Part 2 to count in participation • Approximately 30% of Math objectives are covered in the Stanford 10 • Standards are tested because that is what is expected to be mastered • Bullets are not tested but must be taught • Gridded responses do NOT have to be right justified!! • In 4th grade, if objective is money or decimals then must have $ or decimal point in answer to receive credit. However, if testing something else and problem happens to involve money, the student may leave off $ and still receive credit. • Calculator usage: 4 function calculators may be used on the problem-solving portion of the Stanford 10 and the math portion of the ARMT Part 2. (4th through 8th grades only)

17. Let’s Continue Our Journey SampleOpen-EndedResponses

18. ARMT Grade 3 ReadingBaron Alexander von Humboldt Rubric

19. Sample Resonse Score Point 1 The response demonstrates a limited understanding of the reason why von Humboldt went mountain climbing (“He want exploer the world”) and includes no support for what he discovered; this is a minimal score point 1 answer.

20. Sample Response Score Point 2 The response demonstrates a general understanding of the reason why (“… to learn about the world around him”) von Humboldt went mountain climbing. This answer includes some detail of what he discovered (“…that the higher you climb the more oxygen you run out of”); therefore, meeting the standard for a score point of 2.

21. Sample Response Score Point 3 The response demonstrates a thorough understanding of the reasons (“… to explore and discover new things” “…enjoyed his trips… wanted to learn more science…”) why he went mountain climbing. It also includes complete details in support of what he discovered (“…that you get mountain sickness the higher you go with less oxygen” and “…native people use plants in their lives many times”). This response satisfies the requirements for a solid score point of 3.

22. Sample Response Score Point 2 The response demonstrates a general understanding of the reason why (“… he clinbed for discovery”) von Humboldt went mountain climbing. There is some detail of what he discovered (“… if you climb hight you lose oxigen…”) making this answer a score point of 2.

23. Sample Response Score Point 1 This response demonstrates a limited understanding of what von Humboldt discovered (“…there was less oxegen in the air up in the mountains. Plus new plants and animals”). It does not address the reason why he went mountain climbing, keeping this answer at the score point 1 level.

24. Sample Response Score Point 3 The response demonstrates a thorough understanding of why (“…finish the map of South America…” and “…set the world record…”) von Humboldt went mountain climbing. In addition, this answer also includes the discovery that (“… the higher you climb the harder it is to breath because there is lessoxagen is in the air”), resulting in a solid score point 3 response.

25. ARMT Grade 3 Mathematics Accurate Response(s):

26. Sample Response Score Point 1 A---The logic (subtraction of correct numbers) is correct, and the answer (168) is correct. The student selected 300 (total student population) and subtracted 132 (students who wear blue shirts), and found the correct answer of 168 (students not wearing blue shirts). B---The logic is incorrect because 87 is added, not subtracted, and the answer is incorrect. According to the rubric, this response earned a score pointof 1 because one answer is correct OR 1 logic is correct.

27. Sample Response Score Point 2 A--- The logic (subtraction of correct numbers) is correct, and the answer is incorrect. The student selected 300 (total student population) and subtracted 132 (students who wear blue shirts). The resulting answer is incorrect. B---The logic (subtraction of “correct” numbers, based on error in part A) is correct. Subtracting 87 from 268 was the next correct step, even though 268 was an incorrect answer to Part A. The student subtracted the correct number, and the subtraction was completed correctly. According to the rubric, this work earns a score point of 2 because both logics are correct. Note: The student is not penalized twice in Part B after making a computational error in Part A.

28. Sample Response Score Point 3 A--- The logic (subtraction of correct numbers) is correct, and the answer (168) is correct. The student selected 300 (total student population) and subtracted 132 (students who wear blue shirts), and found the correct answer of 168 (students not wearing blue shirts). B--- The logic (subtraction of correct numbers) is correct, and the answer (213) is correct. This alternate answer is accepted because the question’s wording in part B states, “There are 87 students wearing red shirts, and all the other students are wearing white shirts”, and the student is allowed to interpret “all the other students” to mean out of the total of 300. According to the rubric, all logics and answers correct meets the requirements for a score point of 3.

29. Sample Response Score Point 1 • A---The logic (subtraction of correct numbers) is correct, and the answer is not determined. The student selected 300 (total student population) and subtracted 132 (students who wear blue shirts). The correct answer is not calculated. • B---This is not attempted. • According to the rubric, this response earned a score point of 1 because one logic is correct.

30. Sample Response Score Point 3 A--- The logic (subtraction of correct numbers) is correct, and the answer (168) is correct. The student selected 300 (total student population) and subtracted 132 (students who wear blue shirts), and found the correct answer of 168 (students not wearing blue shirts). B--- The logic (subtraction of correct numbers) is correct, and the answer (213) is correct. This alternate answer is accepted because the question’s wording in part B states, “There are 87 students wearing red shirts, and all the other students are wearing white shirts”, and the student is allowed to interpret “all the other students” to mean out of the total of 300. According to the rubric, all logics and answers correct meets the requirements for a score point of 3.

31. Sample Response Score Point 2 A--- The logic (subtraction of correct numbers) is correct, and the answer (168) is correct. The student selected 300 (total student population) and subtracted 132 (students who wear blue shirts), and found the correct answer of 168 (students not wearing blue shirts). B--- The logic is not shown, but the correct answer (81) is found. According to the rubric, two correct answers with one correct logic meets the requirements for a score pointof 2.

32. Third Grade Number and Operations • Standard 2: Solve addition and subtraction problems, including wordproblems, involving two-andthree-digitnumbers with and without regrouping. Item Type Additional Information Multiple-choice • Word problems may be used Open-ended • Tables and charts for organization • Multiple steps • Time • NH

33. ARMT Grade 4 ReadingTricky Mickey

34. Sample Response Score Point 1 This response demonstrates a limited understanding of the prompt with only one of the three tasks addressed. In this response, the student tells us about losing something (“…I lost a brown ball…”), but the reader does not know how the experience was either similar or different from the main character in the story. There is no tie back into the prompt, which keeps this at a score of 1.

35. Sample Response Score Point 2 This response demonstrates a general understanding of the prompt by partially addressing required tasks. The student lost an item (“I lost my gameboy…”). This response tells of a difference (“…I found it on a table and her dog took hers…”). It fails to use an example from the text to explain how their experiences were the same (“…and the way it was the same was that we had something lost”) and is not sufficient for a higher score, keeping it at the score point 2 level.

36. Sample Response Score Point 3 This student’s response accomplishes all three tasks required by this prompt. It thoroughly tells how the student lost and couldn’t find something (“… I lost one of my Junie B. Jones books”). It uses well-chosen examples from the story to draw comparisons and contrasts between the student’s experience and events in the story. It explains why it was like Lisa’s in the story (“I was just like Lisa, I had put it somewher and now it was gone!”). Also, the response explains their experience was different because (“…that my pet didn’t take it”). This response earns a score of 3.

37. Sample Response Score Point 2 The response demonstrates a general understanding of the prompt by addressing only two out of the three required tasks. The student lost an item, (“I lost my coin …”). How the student’s experience was different (“…is it was a spider not a dog”). This response meets the standard for a score of 2.

38. SampleResponse Score Point 1 The response demonstrates a limited understanding of the prompt by addressing only one of the required tasks (“Along time ago I lost my linze to my glasses”) and provides no textual support. This meets the basic criteria for a score of 1.

39. Sample Response Score Point 3 The response tells about a time the student lost an item (“A few weeks ago, I lost my favorite pair of shoes”). The student provides details from the text to show comparisons (“My experience was simular to Lisa because we both thought we had something but they disapered”), and contrasts, (“My story is different to Lisa’s because my dog didn’t steal my soccer shorts and put them in his bed”) between the student’s experience and events from the story. This satisfies the requirement for a score point of 3.

40. ARMT Grade 4 Mathematics

41. Accurate Response

42. This bar graph contains 4 errors: 1--- The x- axis, Country, is not labeled. 2--- The y-axis, Area in thousands of square miles, is not labeled. 3--- Although there is a scale present on the y-axis, it doesn’t start at 0. 4--- The bar for Luxembourg doesn’t match the scale. All other countries’ bars match the scale and are considered correct. Note: 1) It doesn’t matter in what order the bars are drawn. 2) The bars do not need to be of equal width, or evenly spaced on the x-axis. According to the rubric, this response earns a score point of 1: “graph has more than three errors.” Sample Response Score Point 1

43. Sample Response Score Point 2 This bar graph contains 3 errors: 1--- The x-axis, Country, is not labeled. 2--- The y-axis, Area in thousands of square miles, is not labeled. 3--- The bar for Swaziland should be 7, not 12. All other bars fit the scale. Note: 1) The placement of the scale on the right side of the graph is acceptable. 2) Letters in place of the full names of the countries are acceptable. According to the rubric, this response earns a score point of 2: “graph has one to three errors.”

44. Sample Response Score Point 3 This bar graph is completely correct: 2 acceptable labels, acceptable scale on y-axis, and bars drawn correctly. According to the rubric, this response earns a score point of 3. The bars do not need to be of equal width.

45. Sample Response Score Point 2 This bar graph contains 3 errors: 1--- The x-axis, Country, is not labeled. 2--- The y-axis, Area in thousands of square miles, is not labeled. 3--- There is a scale present but each bar is off by one square. Instead of counting this as 5 errors, it’s counted as one scaling error. According to the rubric, this response earns a score point of 2: “graph has one to three errors.”

46. Sample Response Score Point 1 This bar graph contains 4 errors: 1--- The x-axis, Country, is not labeled. 2--- The y-axis, Area in thousands of square miles, is not labeled. 3--- Although there is a scale present on the y-axis, it is not a consistent scale. 4--- The bar for Armenia is missing. Note: It doesn’t matter in what order the bars are drawn. According to the rubric, this response earns a score point of 1: “graph has more than three errors.”

47. Sample Response Score Point 3 This bar graph is completely correct: uses horizontal bars drawn correctly, acceptable labels for both axes, and acceptable scale on the “Area in square miles” axis. According to the rubric, this response earns a score point of 3.

48. ARMT Grade 5 ReadingThe Eagle

49. Sample Response Score Point 1 The response demonstrates a limited comprehension of a relationship between the eagle and the environment (“…is very nice”). It contains little support from the text (“Cause as he passes by the mountains, oceans, and grassy feilds, evrything is calm”), meeting the standard for a score point of 1.

50. Sample Response Score Point 2 This response demonstrates a general comprehension of the eagle’s relationship with the environment (“he has a good relationship…”). The response cites two parts of the poem (“…he welcomed the rumble of the watterfall and he likes the silfy flowers”) which support that relationship and results in a lower score of 2 answer.