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Best Practices for the New MAP Tests

Best Practices for the New MAP Tests. SMCAA. S how- M e C urriculum A dministrators A ssociation 1111 Madison Street, Suite 4, Jefferson City, MO 65101 www.smcaa.org 573/635-2299. MAP Development 1993-2008. Outstanding Schools Act 1993. Show-Me Standards

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Best Practices for the New MAP Tests

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  1. Best Practices for the New MAP Tests SMCAA Show-Me Curriculum Administrators Association 1111 Madison Street, Suite 4, Jefferson City, MO 65101 www.smcaa.org 573/635-2299

  2. MAP Development 1993-2008 Outstanding Schools Act 1993 Show-Me Standards Six Content Areas and Four Processes Assessment Annotations Where concepts would be assessed Curriculum Frameworks To Know and To Do Statements for all content areas MAP Tests Four Content Areas Clear Access Reports MAP Test Results 77 reports GLE’s Four Content Areas (More specific than Frameworks) NCLB Model Curriculum Examples of: - Ways to access GLE’s - Learning Activities - Instructional Methods New MAP Tests 2006 Mathematics: Grade Level Test 2006 Communication Arts: Grade Level Test 2008 Science: Grade Span Test SMCAA

  3. Grade-Level Expectations Assessment Annotations Frameworks for Curriculum Development Show-Me Standards

  4. Code for First Grade GLE: Ma, AR, 1, A, 1 The content area is math: Ma *Code the Strand: “AR” for first letters of Algebraic Relationships. *Code the Big Idea: “1” *Code the Concept: “A”for Recognize and Extend Patterns. *Code the Grade Level: “1” for first grade.

  5. GLE Implementation Strategies Correlation Study Content areas and Grade ranges Four Findings Continue To Use Local Assessment Data to Guide Improvement of Local Curriculum Including Objectives, Assessments, Learning Activities, and Instructional Methods A) Present Objective is Above and Beyond Little or No Changes to the Present Curriculum Revise Objectives to Fill Content Gaps, Revise Assessments, Revise Learning Activities, and Revise Instructional Methods B) Present Objective is Close Use Selected GLEs to Guide Revision of the Present Objectives Objective is a Sub-Skill Keep it C) Present Objective Does Not Match Objective Matches GLE on Another Grade Level Move it or keep it in the grade range Objective Doesn’t Match Any GLE May consider dropping Create Local Assessments, Learning Activities, and Instructional Methods that Align to the New Objective D) No Objective Correlates to a GLE Use selected GLE to Create New Objective SMCAA

  6. Important Tip #1 • When comparing the GLEs to your objectives, it is important to realize that the learner objectives should be (at least) at the same cognitive level as the GLEs. (e.g. If the GLE says to “analyze” and your objective says “identify,” the objective will need to be pushed up to require students to analyze.) • In turn, you will need to make the necessary adjustments to the learning activities and the assessments to make them teach and assess the cognitive levels of the objectives.

  7. Important Tip #2 • If the GLE mentions several component pieces and your objective(s) fail to address all of these component pieces, you will need to modify your learner objective(s) to be more inclusive. • In turn, you will need to expand your learning activities and assessments to address/assess the added component pieces.

  8. GLE/Curriculum Alignment Taught Tested State/Local Written Written Written Taught Tested The more the three overlap the more effective and efficient the curriculum becomes. The written curriculum will be a smaller circle than the taught curriculum.

  9. What Types of Items Can Be Used in Assessments? • Selected-Response Items - provide two or more options from which the test taker selects the best answer. (multiple-choice, true-false, and matching) • Constructed Response Items - require students to produce answers and to defend their thinking rather than select a correct choice from an array of possibilities. • Performance Events – require students to demonstrate higher level thinking skills on questions that have a range of appropriate responses. (assesses student progress toward the attainment of predetermined criteria and often reflects real life application) Roblyn Hatch

  10. Assessment Questions Selected Response Closed-ended Constructed Response 21-(-3) = At 5:00 p.m. the temperature was 21 F. Later that A. 18 night the temperature dropped to 3 F below zero. B. 24 How many degrees did the temperature drop? C. -63 Describe or show how you solved the problem D. -7 Open-ended Constructed Response Performance Event Describe a real-life situation when a person Create a visual that demonstrates a 24 hour period needs to know how to subtract a negative when the temperature drops below zero. number from a positive number. Describe the hourly changes in temperature and Create and solve a problem that demonstrates and the total change in temperature. your example. Justify how you solved the problem.

  11. Cathy BarrCommunication Arts ConsultantDepartment of Elementary and Secondary Education Cathy.Barr@dese.mo.gov 573/751-4898

  12. Examining the MAP-assessed GLEs for third grade: R1E vocabulary R1H post-reading skills R1I making connections R2A fiction & R3A nonfiction text features R2B fiction & R3B nonfiction literary devices R2C fiction & R3C nonfiction text elements W1A writing process W2B capitalization W2C punctuation W2D parts of speech W2E spelling W2F sentence construction W3B note-taking W3C expository writing IL1A research plan

  13. Examining the MAP-assessed Show-Me Goal Standards for third grade: 1.1 questions/ideas to initiate research 1.5 comprehend and evaluate 1.6 patterns and relationships 1.8 organize data, information and ideas 2.1 plan and make written presentations 2.2 review and revise communications 2.4 write about your perceptions 3.1 identify and define problems 3.4 evaluate processes used in solving problems 3.5 reason inductively and deductively 3.6 examine problems/solutions from multiple perspectives 3.7 evaluate the extent to which a strategy addresses a problem

  14. GLE: R1E vocabulary Develop vocabulary through text, with assistance, using: • base words • synonyms and antonyms • context clues • glossary, dictionary CA 2, 3 1.5, 1.6 I 1e, 6d, K-4

  15. Show-Me Standard: 1.6 1.6 discover and evaluate patterns and relationships in information, ideas and structures

  16. Assessment:R1E vocabulary1.6 patterns & relationships What is the meaning of [vocabulary word or phrase from the story]? What context clues helped you define the word? Use two details or examples from the story to support your answer.

  17. GLE: R1H post-reading skills Apply post-reading skills to identify and explain the relationship between the main idea and supporting details • question to clarify • reflect • analyze • draw conclusions • summarize • paraphrase CA 2, 3 1.6 & 3.5 I 1e,3g,4e & f, II 1c,d,f & h, 2d K-4

  18. Assessment:R1H post-reading skills1.6 patterns & relationships • paraphrase Rewrite [sentence from the story] in your own words without changing the original meaning.

  19. Assessment:R1H post-reading skills1.6 patterns & relationships • summarize Retell, in your own words, the events that occur in the story.

  20. GLE: R1I making connections Identify and explain connections between text ideas • compare and contrast information and relationships in various fiction and non-fiction works • compare and contrast text ideas and own experiences • compare and contrast text ideas and the world CA 2, 3, 7 1.5 , 1.6 I 1d, 3a, 4c, d & h, 5a-d, 6c, II 1j, K-4

  21. Assessment:R1I making connections1.6 patterns & relationships • fiction & nonfiction What are two ways that [character or situation in the story] is the same / different from [character / situation a nonfiction text]? Use details and/or examples from the story to support your answer.

  22. Assessment:R1I making connections1.6 patterns & relationships • own experiences Describe a time when you or someone you know experienced [situation from the story] like [character in the story]. Use details and/or examples from the story to support your answer.

  23. Assessment:R1I making connections1.6 patterns & relationships • world What are two ways that [character or situation in the story] is [applicable to the real world]? Use details and/or examples from the story to support your answer.

  24. Classroom Instruction / Assessment:R2A fiction text features1.6 patterns & relationships • front / back covers Predict what you think this story will be about. • table of contents / chapter titles What do the chapter titles mean? • illustrations How does the illustration [on page #] help you understand the story?

  25. Assessment: R2A fiction text features1.6 patterns & relationships Why did the author use [specific text feature, such as boldface type, italics, quotation marks, capital letters] in this [sentence, stanza, title]?

  26. GLE: R2B fiction literary devices Explain examples of • sensory details • figurative language within the context of poetry and prose CA 2 1.5, 1.6 I 1i, 5e, K-4

  27. Assessment:R2B fiction literary devices1.6 patterns & relationships • sensory details Give two examples of words or phrases that the author uses to make the reader experience the story by what is seen, heard, touched, tasted, or smelled. Explain how each example helps the reader understand the story better.

  28. Assessment:R2B fiction literary devices1.6 patterns & relationships • figurative language Explain the meaning of [figurative language]. Use two details or examples from the story to support your answer.

  29. Instruction:R2B fiction literary devices1.6 patterns & relationships GLE Glossary • Figurative language: language which makes use of certain literary devices or literary techniques often called “figures of speech” in which something other than the literal meaning is implied See: hyperbole, imagery, irony, metaphor, personification, simile, symbolism.

  30. Classroom Instruction / Assessment:R2B fiction literary devices1.6 patterns & relationships • figurative language Read this sentence from the story: Zeke was a nightmare. Explain why Zeke is described as a “nightmare.” Use two details and/or examples from the story to support your answer.

  31. GLE: R2C fiction text elements Use details from text to • make inferences about setting, character traits andproblem and solution • make predictions • draw conclusions • compare and contrast characters and changes in problems and settings • identify the narrator • identify cause and effect • identify events from the beginning, middle and end • identify author's purpose CA 2 1.5, 1.6, 2.4, 3.1, 3.5 I 3b, II 1b & g, , III 1a, c & I, 2a-f, IV 1f-h, 2b-c, K-4

  32. Show-Me Standards 1.6 discover and evaluate patterns and relationships in information, ideas and structures 3.5 reason inductively from a set of specific facts and deductively from general premises

  33. GLE: R2C fiction text elements1.6 patterns & relationships Use details from text to • compare and contrast characters and changes in problems and settings • identify the narrator • identify cause and effect • identify events from the beginning, middle and end • identify author's purpose

  34. Assessment:R2C fiction text elements1.6 patterns & relationships • compare and contrast characters and changes in problems and settings Compare and contrast [character A] to [character B] in the story. Use two details and/or examples from the story to support your answer.

  35. Classroom Instruction / Assessment:R2C fiction text elements1.6 patterns & relationships OR • compare and contrast characters and changes in problems and settings IN A GRAPHIC ORGANIZER Complete the chart to compare and contrast how Tabby and Zeke are alike and different. Use two details and/or examples from the story for how they are alike and two details/examples for how they are different.

  36. Assessment:R2C fiction text elements1.6 patterns & relationships • compare and contrast characters and changes in problems and settings How did [character / problem / setting] change from the beginning to the end of the story?

  37. Assessment:R2C fiction text elements1.6 patterns & relationships • identify the narrator The narrator in the story is: A. [first person narrator] B. [second person narrator] C. [third person narrator] D. none of the above

  38. Instruction:R2C fiction text elements1.6 patterns & relationships • identify the narrator How do you know the narrator in the story is not one of the characters? Who is the narrator? How do you know?

  39. Assessment:R2C fiction text elements1.6 patterns & relationships • identify cause and effect Explain the cause of [event]. Use two details and/or examples from the story to support your answer.

  40. Assessment:R2C fiction text elements1.6 patterns & relationships • identify cause andeffect Explain the results of [event]. Use two details and/or examples from the story to support your answer.

  41. Assessment:R2C fiction text elements1.6 patterns & relationships • identify events from the beginning, middle and end Complete the story map to show the major events in the order that they happened.

  42. Assessment:R2C fiction text elements1.6 patterns & relationships • identify author's purpose The author wrote this passage to: A. entertain the readers. B. inform the readers. C. convince the reader to do something. D. tell an important truth.

  43. Assessment:R2C fiction text elements3.5 reasoning • make inferences about setting Explain why the setting is important to the story. Provide two details and/or examples from the story to support your answer. [Think beyond “time and place” to mood and how the story would change with a different setting.]

  44. Assessment:R2C fiction text elements3.5 reasoning • make inferences about character traits Explain why [character in the story] said that [another character in the story] was [quality or character trait]. Use two details and/or examples from the story to support your answer.

  45. Assessment:R2C fiction text elements3.5 reasoning • make inferences about problem and solution Was [character in the story] solution to the problem a good solution? Circle one: YES NO Explain why or why not. Use two details and/or examples from the story to support your answer.

  46. Assessment:R2C fiction text elements3.5 reasoning • make predictions Predict what will happen to [a character] after the end of the story. Use two details and/or examples from the story to support your answer.

  47. Assessment:R2C fiction text elements3.5 reasoning • draw conclusions Why did [character] do [specific action]? Use two details and/or examples from the story to support your answer.

  48. R3A nonfiction text features Locate and interpret key information in illustrations, title, chapter headings, table of contents, charts, diagrams, graphs, glossary, captions and maps to answer questions CA 3 1.6 I 2g, II 2f, K-4

  49. R3B nonfiction literary devices Explain examples of • sensory details • figurative language within the context of nonfiction text CA 3 1.5, 1.6 I 5e, IV 3c, K-4

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