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WHAT STUDENTS KNOW AND CAN DO

FAIRFAX COUNTY PUBLIC SCHOOLS APRIL 2013. WHAT STUDENTS KNOW AND CAN DO. OECD Test for Schools (based on PISA)--Mathematics. Assessment Items.

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WHAT STUDENTS KNOW AND CAN DO

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  1. FAIRFAX COUNTY PUBLIC SCHOOLS APRIL 2013 WHAT STUDENTS KNOW AND CAN DO OECD Test for Schools (based on PISA)--Mathematics

  2. Assessment Items

  3. The Three Dimensions of Mathematics • Content- overarching ideas in relation to strands • Overarching ideas-patterns in space and shape, patterns in change and relationships, patterns in quantity, uncertainty • Strands- numbers, algebra and geometry • Process- general mathematical competencies • Reproduction- computations or definitions • Connections- connections to be made to solve relatively straightforward problems • Reflection- mathematical thinking, generalization and insight • Situation- personal, educational or occupational, public and scientific.

  4. Conditions and Format • Every task is in context of a real life situation • Many tasks have multiple parts • Combination of multiple choice and constructed response • Multiple Choice 14 • Constructed Response 26 • Opportunities to explain process or justify answer • Paper-pencil test • Calculators and other tools as they are normally used in school • No accommodations provided • 2 hours total for the entire test • Partial credit awarded

  5. Difficulty score of 406 Difficulty score of 439 Difficulty score of 586

  6. Comparing VA SOL Questions and PISA Sample Tasks 2001 Geometry Standards • A company makes two similar cylindrical containers. The total surface area of the small container is 0.81 times that of the larger container. The height of the larger container is 60 cm. What is the height of the smaller container? • 54 cm • 48.6 cm • 24.3 cm • 21 cm 2009 Geometry Standards

  7. Comparing Questions

  8. Performance Data

  9. Tear-Share Debrief Look Over the Artifacts Each Number Group Shares Tear Share Overview Adapted from Supporting Differentiated Learning Solution Tree 2011

  10. Look at the Mathematics ArtifactsPart 1: 7 minutes • Explore the 4 artifacts related to the mathematics data • Take notes on your graphic organizer while working. Adapted from Supporting Differentiated Learning Solution Tree 2011

  11. DebriefPart 2: 7 minutes • Number off from 1 – 4. • Tear and share your box sections: • All of the 1’s go to person 1 • All of the 2’s go to person 2 • All of the 3’s go to person 3 • All of the 4’s go to person 4 Adapted from Supporting Differentiated Learning Solution Tree 2011

  12. SharingPart 3: 5 minutes Number groups summarize the responses in their boxes and prepare to share. Adapted from Supporting Differentiated Learning Solution Tree 2011

  13. Artifact #1 Levels of Mathematics Performance

  14. Artifact #2 FCPS Pilot School Performance Levels

  15. Artifact #3 Falls Church HS – Climate in Mathematics Lessons

  16. Artifact #4 FCPS Pilot Schools Compared to US PISA Schools

  17. IN CLOSING… • The mathematics team in ISD has been working on performance tasks for students at all levels. • Summer Curriculum Projects include task creation for grades K – Algebra 2 • Grades K – 6 already have at least one task per quarter created. • The mathematics team is also continuing to focus on the 5 mathematics process goals • Problem Solving • Connections • Communication • Reasoning • Representations FAIRFAX COUNTY PUBLIC SCHOOLS

  18. Artifact #2 What are two things that stand out? 1. 2. Artifact #1 What are you noticing about the differences between the levels? Artifact #3 What comparisons can you make about the FCHS data and other US students? How are they different? Artifact #4 What are you noticing about FCPS schools and other schools in the US?

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