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Understanding Standardized Tests NJASK - Mathematics

Understanding Standardized Tests NJASK - Mathematics. Roz Auerbach March 2012. End of year assessment provided by a math series. Students are tested on the content of their grade level as designated by the math series in the format in which the skills were taught by that series.

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Understanding Standardized Tests NJASK - Mathematics

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  1. Understanding Standardized TestsNJASK - Mathematics Roz Auerbach March 2012

  2. End of year assessment provided by a math series • Students are tested on the content of their grade level as designated by the math series in the format in which the skills were taught by that series. • Many "arithmetic" type questions to test mastery of computation and other concepts.

  3. NJASK • Students are tested on the skills designated for their grade level as defined by the CCCS (not by any math series). • These questions may not be in the same format as the students were instructed.

  4. Aside from non-calculator questions students are required to: • interpret graphs, tables, charts and word problems • demonstrate mastery of computation skills in the context of the data presented • provide explanations as to how they solve specific (open-ended) problems.

  5. Any concept in the standards for a particular grade level or the previous grade level is “fairgame” to be included on NJASK. • Anything not specifically stated for that grade level or previousgrade levels will not be on the test.

  6. In all math series students are generllytaught……

  7. On NJASK word problems (open-ended) involve applying and explaining mathematical concepts.

  8. ***This will change as new tests are created to reflect the changes in the standards.

  9. Original AYP

  10. Modified AYP Because New Jersey initiated new, more rigorous grade 5-8 tests in 2008 and new, more rigorous grade 3-4 tests in 2009, the proficiency targets listed above are slightly different from those originally projected by the state in 2002, when NCLB was initiated.  New Jersey received approval from the USDE to modify the targets as part of the process required to make appropriate year-to-year comparisons between the different test.

  11. Solving ASK like Questions Hands-On Activity Analyze these sample questions to get a an understanding of how tests are created. What types of errors might students make?

  12. Grade 6 Questions

  13. Open-ended Massachusetts Comprehensive Assessment System MCAS Spring 2007

  14. Lucinda earns $20 each week. She spends $5 each week and saves the rest. The table below shows the total amount that she saved at the end of each week for 4 weeks.

  15. Grade 7 Questions

  16. Grade 8 Questions

  17. A rancher has two water tanks. Each water tank is in the shape of a cylinder. The base of each water tank is in the shape of a circle. Diagrams of the two water tanks are shown below. What is the circumference, in feet, of the base of Water Tank 1? Show or explain how you got your answer. (Use 3.14 for π.) The circumference of the base of Water Tank 2 is 6.28 feet longer than that of Water Tank 1. What is the diameter, in feet, of the base of Water Tank 2? Show or explain how you got your answer. (Use 3.14 for π.)

  18. Suggestions For this year… • Expose students to these types of questions. • Use them as teaching tools to alert students to some of the “tricks” of the test creators. • MCAS has back tests from 2006 – 2011.

  19. Suggestions for the Future • As the new standards are implemented examine/modify your math program. • Use the standards, not the textbook to determine curriculum. • Revise pacing guides to build in the time for the major strands of each grade level and to maintain the concepts from previous grades. • Use “test type” questions throughout the year in conjunction with any textbook assessments.

  20. Resources Google Search MCAS On the left Wonderful LAL resources also!!!

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