2006 Mathematics Released Items for Grades 3–8

1. 2006 Mathematics Released Items for Grades 3–8 Beverly Neitzel Mathematics Initiative Director 360/725-6352beverly.neitzel@k12.wa.us Mary Holmberg Mathematics Initiative TOSA 360/725-6235Mary.Holmberg@k12.wa.us http://www.k12.wa.us/assessment/WASL/Mathematics/default.aspx

2. “You’re Kidding! You count the WASL?”

4. Agenda • Introduction • Scoring with Newly Released Items • Released Item Documents (RIDs) with “Lessons Learned” • Where are we, and what else can we do? • Questions and Evaluation • Break 2:30–2:45 p.m.

5. A View of Mathematics from OSPI • Mathematics is a language and science of patterns. • Mathematical content (EALR 1) must be embedded in the mathematical processes (EALRs 2–5). • For all students to learn significant mathematics, content must be taught and assessed in meaningful situations.

6. Big Ideas • How can we use the knowledge of standards and assessment to plan for instruction? • How can we use what we learn from student work to further students’ understanding in mathematics?

7. Scoring Training • Knowledge of Standards • Knowledge of Assessment • Evidence of Understanding • Using Knowledge to Further Student Understanding

8. Scoring Training Process • Teachers: • do item and share solutions • match item with item specification • examine rubric • review anchor papers • score practice papers • Back to Big Ideas

9. How to Read RIDs • Terry Letter • How to Use • Ideas • Introduction • Item • Score Points • Tools Y N X • Strand • Item Specification • Performance Data • School • District • State • Student Example • 3 Examples of Score Points of 4, 3, 2, 1 • 1 Example of Zero Score Point

10. Lessons Learnedfrom Scoring Student Work

11. What do you see?

12. 59.1 51.2 48.8 33.0 1999 21.3 1997 20.1 1998 Mathematics: Grades 3–8 and 10 Percent of students meeting standard 100.0 90.0 80.0 70.0 64.5 56.0 60.0 49.6 49.1 50.0 40.0 30.0 20.0 10.0 0.0 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

13. Washington’s Results on the Nation’s Report CardMathematics 2005 National Assessment of Educational Progress (NAEP)

14. NAEP Achievement-Level Descriptions • The three NAEP achievement levels, from lowest to highest, are: • Basic: denotes partial mastery of the knowledge and skills that are fundamental for proficient work at a given grade. • Proficient: represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. • Advanced: signifies superior performance.

15. NAEP Scale Scores • NAEP mathematics scores are reported for grades 4 and 8 on a 0–500 scale. • Beginning in 2002, the national sample sizes have increased dramatically. Standard errors, an estimate of the uncertainty in data, have been reduced due to the increase in national sample size. • While a small—1- or 2-point—difference may not have met the have met the standard for “statistically significant” before 2002, that same difference may meet that standard in later years because of the smaller standard errors.

16. NAEPGrade 4

17. NAEPGrade 4

18. NAEPGrade 4

19. NAEPGrade 4

20. NAEPGrade 4

21. NAEPGrade 8

22. NAEPGrade 8

23. NAEPGrade 8

24. NAEPGrade 8

25. NAEPGrade 8

26. NAEPGrade 8

27. SAT Table 3: Mean SAT Verbal and Math Scores by State, with Changes for Selected Years

28. SAT Table 3: Mean SAT Verbal and Math Scores by State, with Changes for Selected Years

29. What Else Can We Do? • What are you doing in your districts now that is working? • What else can “we” be doing?

30. www.k12.wa.us

31. Mathematics Assessment

32. Tools/Resources

33. Essential Academic Learning Requirements (EALRs)/Indicators

34. Practice and Sample Tests Released Item Documents (RIDs) Test and Item Specifications

35. GLEs

39. Thanks!