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Using the PARCC Item Analysis to Inform Middle and High School Mathematics Instruction

This presentation explores how to use the PARCC Item Analysis to inform middle and high school mathematics instruction, including analyzing evidence statements, driving scores and knowledge, and making multi-level decisions.

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Using the PARCC Item Analysis to Inform Middle and High School Mathematics Instruction

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  1. Using the PARCC Item Analysis to Inform Middle and High School Mathematics Instruction Don Biery, Teacher of Mathematics North Warren Regional school district Dbiery@northwarren.org

  2. Goals • Look at the claims structure • Details of the Evidence Statement Analysis (ESA) • Driving from the ESA to the PLD’s and Limitations • Exploration of “Your Data” from ESA to PLD’s • Driving our scores and knowledge up from these reports • Using the ESA to make multi-level decisions • GNAW in mathematics to construct deeper understanding

  3. Evidence Statement Analysis Key Points….. A look at the report….. • Your trend line versus the PARCC and State • The order in which the items are presented (HARDEST to EASY) • The domains • The scale is on percentage of average correct on that item • It is a scaled test , so percentage is not alarming • Individual items…..Down into the weeds we go

  4. Domains

  5. How deep do I go?

  6. Limitations and Evidence Breakdown

  7. Specific Methodology in the Common Core and PARCC (Myth VS Fact) Places where the method is specific is only where there is a standard that says that skill must be known • A.REI.B.4: Solve quadratic equations in one variable. • 4a: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form. • 4b: Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

  8. The HS Reasoning Conundrum…

  9. Performance Level Descriptors

  10. Performance Level Descriptors Reasoning Conundrum AGAIN!

  11. Walk Through the Process of Finding the Exemplar • https://prc.parcconline.org/ • PARCC released items under assessment • Open the appropriate aligned document to find the EIN for the evidence statement you wish to look at • (For first year data EOY and PBA are separate) • Open released item document and find your item… WEEEEEEDS

  12. Exemplar...Released ItemsA-REI.4b-1

  13. Evidence Statement • District concerns • Entire trend Lines • Large sections or similar related material below trend line (Significant?) • Is it our curriculum? Is it prior knowledge? • School level information • Using ESA to begin conversations in departments around topics. • Do we have a teacher who is successful in this? • Teacher level information • Am I successful at a topic? • Are there topics I excel at? • Am I covering all the standards?

  14. GNAW……and the end result of reasoning • Close read of the PLD’s and associated standards • Looking for patterns in understanding verses wrote repetition • Moving along the GNAW……mathematics becomes useful • Miss a letter, and miss a level of understanding….. • GNA = W

  15. Questions…… DBiery@northwarren.org MakeTeachLearn.blogspot.com

  16. How do I handle the changes? • http://www.state.nj.us/education/cccs/2016/math/crosswalk.pdf

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