CRA Scoring

# CRA Scoring

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## CRA Scoring

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1. CRA Scoring Eddie Keel Southwest CORE Math Coordinator ekeel@battelleforkids.org

2. Objectives • Review the CCSS Standards of Mathematical Practice and the TNCore Focus Standards for 3-8 • Analyze a 3rd grade task in relation to the Common Core State Standards • Review resources and elements of CRA scoring • Practice a scoring protocol • Discuss the opportunity to improve instruction through the CRA • Expected Concerns • Time requirements with scoring • Disagreement between scores • Process elements

3. Agenda • Introduction/Welcome • Intro to CRA • Standards of Mathematical Practice • Tennessee Common Core Focus Standards • Organization of a Scoring Guide • Ideas for Training • Practice Training Session • Reflection

4. CORE • Centers of Regional Excellence (CORE) • Formerly knows as Field Service Center • Southwest Region • Combined Memphis/Shelby and Southwest • Offices in Memphis and Jackson • New Academic Support Available • Data Analyst (TVAAS) • TEAM/Evaluation • Math

5. Eddie Keel • Southwest CORE Math Coordinator • Email: ekeel@battelleforkids.org • Provide district support in the area of mathematics

6. Warm-Up Activity • In your participants packet, there is a scoring rubric and a student work sample. • This problem is worth seven (7) points. • Pretend this is a seven point problem on one of your tests. How much credit would you give the child? • ______ out of 7 points.

7. CONFIDENTIAL DRAFT

8. The Common Core State Standards will require all educators to make some changes in …… • WHAT WE TEACH • HOW WE TEACH • HOW WE ASSESS

9. Constructed Response Assessment (CRA) • The CRA has been redesigned to better prepare Tennessee students and educators for the expectations of the Common Core State Standards in mathematics and the upcoming PARCC assessments. • The CRA will be given three times through the 2012-13 school year, assessing only the Focus Standards in mathematics, grades 3-8.

10. Constructed Response Assessment (CRA) • Each CRA will have four tasks and will last 55 minutes. • The Standards of Mathematical Practice are weighted heavily on the scoring guides. • Points are also earned from the Content standards. • Teachers in local districts will grade the two interim assessments.

11. The Constructed Response Assessment Falk & Ort concluded that “performance assessments have the potential to powerfully link instruction, assessment, student learning, and teacher’s professional development.” Falk, B., & Ort, S. (1998). Sitting down to score: teacher learning through assessment. Phi Delta Kappan,80(1), 59–64

12. Overview of CRA Scoring Falk & Ort found that by being involved with scoring-related aspects of a large-scale performance assessment program, teachers were able to deepen their understanding of the curriculum standards, strive for greater use of evidence when evaluating students, and consider strategies to improve their own instruction andassessment. Falk, B., & Ort, S. (1998). Sitting down to score: teacher learning through assessment. Phi Delta Kappan,80(1), 59–64

13. PARCC Model Content Frameworks Overall, the PARCC Assessment System will include a mix of items, including short- and extended-response items, performance-based tasks, and technology-enhanced items…Questions asked will measure student learning within and across various mathematical domains and practices. PARCC Model Content Frameworks, pp. 5,6

14. PARCC Model Content Frameworks The questions will cover the full range of mathematics, including conceptual understanding, procedural fluency, and the varieties of expertise described by the practice standards. Mathematical understanding, procedural skill, and the ability to apply what one knows are equally important and can be assessed using mathematical tasks of sufficient richness, which PARCC will include in its assessment system. PARCC Model Content Frameworks, pp. 5,6

15. CRA Scoring Philosophy in a Nutshell • We are using the scoring process to inform instruction. • The conversations between teachers about student work is what is important! • We are NOT really teaching teachers how to grade papers! • We are using the CRA as a tool to learn about the content and the Standards of Mathematical Practice

16. Let’s See What We Can Learn through this Experience!

17. Overview of CRA Scoring • 1 Scoring Guide per grade level was released October 8; all remaining Scoring Guides will be released October 29 • Videos for each scoring guide • All available at http://tncore.org • Log-in: tncore-math • Password: firsttothetop%

18. Background Information • Teachers must have some background knowledge concerning: • 8 Standards of Mathematical Practice • TNCore Focus Standards • Common Core State Standards (CCSS)

19. Where to Start Implementation? Mathematics • Standards for Content • Standards for Practice Source: http://www.mathedleadership.org/ccss/itp/intro.html

20. Underlying Frameworks National Council of Teachers of Mathematics 5 ProcessStandards • Problem Solving • Reasoning and Proof • Communication • Connections • Representations NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author. Source: NCTM

21. NCTM Process Standards (page 1 of your packet) • Problem Solving is an integral part of mathematics learning. • Reasoning and Proof are ways of expressing justification. • Communication is an essential part of mathematics education. • Connections are critical in mathematics, both across mathematical topics and to contexts outside mathematics. • Representations of mathematical ideas are fundamental to enhancing mathematical understanding. Source: NCTM

22. Source: NCTM

23. Conceptual Understanding Strategic Competence Productive Disposition Adaptive Reasoning Procedural Fluency Underlying Frameworks Strands of Mathematical Proficiency NRC (2001). Adding It Up. Washington, D.C.: National Academies Press. Source: http://www.mathedleadership.org/ccss/itp/intro.html

24. Strands of Mathematical Proficiency • Conceptual Understanding– comprehension of mathematical concepts, operations, and relations • Procedural Fluency– skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • Strategic Competence– ability to formulate, represent, and solve mathematical problems • Adaptive Reasoning– capacity for logical thought, reflection, explanation, and justification • Productive Disposition– habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. Source: http://www.mathedleadership.org/ccss/itp/intro.html

25. Standards for Mathematical Practice (pages 2-3) • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

26. Suggestions for Training Teachers • Jigsaw • Divide into 4-8 groups. • Assign each group 1-2 standards of mathematical practice to read. • Create a poster that summarizes the standard • Ask teachers to underline the verbs. Categorize each verb by Bloom’s Taxonomy. • Use NCTM articles as a PD guide. • Series of articles about CCSS

27. Resources • Resources can be found at our Southwest CORE math web site: • http://swcoremath.org • Kid-friendly “I Can” statements can be found at Williamson County’s web site: • http://www.wcs.edu/curriculum/homepage.htm • Other great resources are out there!

28. Constructed Response Assessment (CRA) • Most of the points earned on a task come from the Standards of Mathematical Practice. • It is important that teachers have a basic understanding of these Standards of Mathematical Practice.

29. What content do I teach this year? • Your students will take the TCAP 3-8 Achievement exams. • Some SPIs have been dropped this year and will not be tested. • Your students will take three Constructed Response Assessments (CRA). • These are based on the Tennessee Common Core Focus Standards.

30. Content • Tennessee Common Core Focus Standards • There are two per grade. • You must look at the CCSS math document to get more information.

31. Focusing on the Standards (page 4)

32. Organization of the Standards (page 5) • Clusters are groups of related standards. • Domains are larger groups of related standards. • Each grade level begins with a brief narrative describing the focus on critical areas of instruction. CONFIDENTIAL DRAFT

33. CONFIDENTIAL DRAFT

34. Numbering the Standards (page 6) 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.5 3.OA.5

35. Buy-In • Many SPIs have been dropped from the TCAP test for this school year. • The Focus Standards are tied to some/most SPIs that are currently being taught this year. • Rigor: in major topics* pursue: conceptual understanding,procedural skill and fluency, and application with equal intensity.

36. Resources • Crosswalk (page 7) • http://www.tncurriculumcenter.org/mathematics • Vertical Alignment • http://www.battelleforkids.org/Services/Common_Core_Standards/Common_Core_Standards_copy1.html?sflang=en • http://cfn204.squarespace.com/common-core-standards/ccss-vertical-alignment-ela-math/ CONFIDENTIAL DRAFT

37. Scoring Guides Logistics • 4 scoring guides per grade • Identifies mathematical content point(s) with an explanation as to how the point(s) will be earned • Identifies mathematical practice point(s) with an explanation as to how the point(s) will be earned • Each point is either earned receiving a score of 1, or not earned receiving a score of 0. • Sample student work which has been scored with a justification for the score • What evidence did the student provide to demonstrate that he/she understands the indicated standards?

38. How to Organize a Training Session • Measurement, Inc. suggests the following: • Introduce the task to the group. (10 min.) • Discuss every example of student work in the scoring guide (40 min.) • Use a training set for extra practice (10 min) CONFIDENTIAL DRAFT

39. Strategy #1 • Strategy is based on a gradual release approach that asks participants to individually score three pieces of student work, and then discuss the work with their partner/triad with the goal of coming to consensus