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NJASK 3-5 Mathematics Assessment

What's new for 2010. For grades 3

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NJASK 3-5 Mathematics Assessment

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    1. NJASK 3-5 Mathematics Assessment Whats ahead in 2010

    2. Whats new for 2010 For grades 3&4 the use of the calculator will be limited to 1 of the 6 parts. For grade 5, the use of the calculator will be limited to 3 of the 6 parts. The use of blank graph paper or blank math grid will be allowed for use by ALL students on ALL parts of the assessment.

    3. NJASK 3&4 2010

    4. NJASK 3&4 - 2010 Points by Standard Standard 1 20 (40%) Standard 2 11 (22%) Standard 3 11 (22%) Standard 4 8 (16%) Total points 50

    5. NJASK 5 -2010

    6. NJASK 5 2010 Points by Standard* Standard 1 18 points (36%) Standard 2 16 points (32%) Standard 3 8 points (16%) Standard 4 8 points (16%) *This is a change from 2009. Total Points - 50

    7. NJASK 3-5 - 2010 An SCR is basically a multiple choice without the answer choices Answer is printed in space provided in test booklet (3rd and 4th grade) For 5th grade, answer is printed in space provided in answer folder Units are not necessary No credit given for work SCRs are worth 1 point each

    8. NJASK 3-5 2010 Sample Grade 3 SCR (non-calculator) Find the product of 39 x 7. Place your answer here:__________

    9. NJASK 3-5 - 2010 Sample Grade 4 SCR (non-calculator) Find the product of 39 x 11. Place your answer here: __________

    10. NJASK 3-5 - 2010 Sample Grade 5 SCR (non-calculator) A gallon contains 128 ounces. Paul wants to divide 3 gallons of apple cider equally among the 2 dozen friends at his party. How many ounces of apple cider will each friend receive?

    11. NJASK 3-5 - 2010 All previous resources for NJASK are still very relevant and valuable to use Assessment samples on web and open-ended scoring manual http://www.state.nj.us/education/assessment/es/sample/njask.htm http://www.state.nj.us/education/assessment/es/njask/ http://www.nj.gov/education/njpep/assessment/index.html Utilize Areas of Focus document http://www.state.nj.us/education/aps/njscp/

    12. Math Item Development NJ ASK 3 -5 Math Committee meet 4 times per year to review math items Items are developed by Measurement Inc. The Committee members are comprised of 3rd 4th and 5th grade teachers from throughout the state. The Committee is very diverse and represents all district factor groups of NJ

    13. Math Item Development The Math Committee meets for 3-4 days for each item review meeting Items are reviewed for the field-test of the next assessment Hours are spent going through potential SCR, MC and ECR items Many revisions are made so that each item truly reflects the CCCS being assessed Items are revised in order to be understandable and clear for a 3rd , 4th or 5th grader

    14. Math Item Development Keeping the reading level to a minimum is a high priority for each item The Committee is very careful to maintain the mathematical content and correctness of the questions when reducing the amount of words so that there is no ambiguity within the question. Questions are also reviewed for any bias or sensitivity issues

    15. Math Item Development When items are finally approved, they will be field-tested on the next assessment. After the administration of the NJ ASK, there is a data/statistical review for each of the items on the test. We look at the statistics of the field test items in relation to how well or not so well the students did on these items compared to the items on the rest of the test.

    16. Math Item Development If a test question has poor statistical results, the item will either be eliminated or revised and re-field tested for a future assessment. If a test question has good statistics, it will become part of the operational pool and will be used on the base test of future assessments

    17. Math Item Development Prior to the statistical review, the field-tested SCR and ECR items must go through range-finding. Range-finding is the process to refine the item specific rubric and to determine the scores for specific papers. Each ECR item has a unique scoring rubric.

    18. Math Item Development The item specific rubric is based upon the holistic scoring rubric of a 0-3 point scale. 3 points response shows complete understanding of the problems essential mathematical concepts 2 points response shows nearly complete understanding of the problems essential mathematical concepts

    19. Math Item Development 1 point response shows limited understanding of the problems essential mathematical concepts 0 points response shows insufficient understanding of the problems essential mathematical concept The generic rubric ensures that students are scored in the same way for the same demonstration of knowledge and skills regardless of the test question.

    20. Math Item Development The range-finding process involves scoring 30-40 papers for each field-tested ECR item. The papers are pulled to represent the score point range. The papers are scored by 1-2 Math Committee members, a representative of MI, and the NJ DOE Math Content Coordinator.

    21. Math Item Development During the range-finding process, the rubric may be refined to be more specific to aid in the training of the scorers. The range-finding process aids in delineating between a 0 & 1, 1 & 2, and a 2 & 3 score point response. The holistic scoring guide is used quite often to help refine the tenuous line between the score points.

    22. Math Item Development The papers that are scored and the rubric that is refined is then used to train the scorers of that item. If there is any problem or question with the scoring of a students response, the NJ DOE Content Coordinator is contacted and makes the final decision for the score of that paper. After the SCR/ECR papers have been scored, the same statistical review process is used as is done with the multiple-choice items.

    23. NJASK 3-5 - 2010 Suggestion for the NJ ASK Become familiar with New Jerseys Core Curriculum Content Standards for not only the grade level at which you teach, but for those before and after as well. Align your curriculum to the CCCS. Integrate concepts instead of taking one chapter at a time. If you dont understand certain concepts, find those who can help you.

    24. NJASK 3-5 - 2010 Observations Students make a frequent error of rounding single digit numbers. Estimation ex: 38 x 7 = 40 x 10. Extend the use of fractions beyond pies, cakes and pizza slices (i.e.: containers being full, full, etc.) Fractions are very important in 5th grade (reducing) 5th grade addition/subtraction of fractions and decimals (in non-monetary context) Make sure students are familiar with vocabulary of geometric objects for each grade level Students understanding of line(s) of symmetry Students need to understand the difference between perimeter, area, and volume 5th grade identify similar figures

    25. NJASK 3-5 - 2010 Observations Students should know the properties of the arithmetic operations (commutative, identity, zero, 4th grade - associative) Students should know the concept of less than, greater than Students should know how to write and solve a simple number sentence (Graphing) students are forgetting to give their graphs a label and title when prompted to do so. (Graphing) a very frequent error that students make is numbering the boxes instead of the lines (axes) on the graph. (Graphing) students need to be familiar with the different types of graphs (bar graphs, pictographs), reading tables. (Graphing) (4th grade) line plots, line graphs (5th grade) circle graphs 5th grade know approximate equivalents between standard and metric units 5th grade know how to use a protractor to measure angles

    26. NJASK 3-5 2010 Observations Students should know probability vocabulary- more likely, equally likely, less likely, 1 out of 5, fractions (4th grade), reduced fractions (5th grade) Know how to solve counting (combination) situations involving charts, trees, diagrams (4th grade) know how to find Average (mean), most frequent (mode), middle term (median) 5th grade mean, mode, median, and range 5th grade solving simple linear equations and writing expressions/equations On ECR items, students show work OR explain their answer. They do not have to do both.

    27. NJASK 3-5 - 2010 To Help Prepare Students for the NJ ASK Reflect on how you are currently assessing your students in your classroom. Are any of the knowledge and skills that you are assessing part of the NJ CCCS? If so, as part of your assessment, develop a couple of SCR, MC and/or ECR items for that knowledge and skill

    28. NJASK 3-5 - 2010 To Help Prepare Students for the NJ ASK When developing multiple choice items, make sure that the question is clear, using grade appropriate vocabulary, and contains as few words as possible. Think about how much time it will take the student to answer the question. It should take no longer than 1 minute. The distracters for the question should be common mistakes made by the student.

    29. NJASK 3-5 - 2010 To Help Prepare Students for the NJ ASK Sample MC Orlando has a bag of 10 marbles that contains 4 red marbles and 6 blue marbles. If Orlando reaches into the bag without looking and picks one marble, what is the probability that he will pick a blue marble? Grade 3 Grade 4 Grade 5 A. 1 out of 6 1/6 1/6 B. 1 out of 10 1/10 1/10 C. 4 out of 10 4/10 2/5 D. 6 out of 10 6/10 3/5

    30. NJASK 3-5 - 2010 To Help Prepare Students for the NJ ASK When developing an ECR item make sure that the problem is truly open-ended and not a couple of multiple choice questions put together. An ECR item allows a student to demonstrate his/her knowledge of a concept through a written explanation of the answer. Develop a question that has a number of ways to answer it correctly.

    31. NJASK 3-5 - 2010 To Help Prepare Student for the NJ ASK Grade 3 ECR Jon had a lemonade stand. He sold each cup of lemonade for 20. A man gave Jon 50 and said that he wanted to buy 1 cup of lemonade. Jon gave the man 20 in change. Did Jon give the man the correct change? Show your work or explain your answer. Show one combination of coins that Jon could use to give the man the correct amount of change. Show another combination of coins that Jon could use to give the man the correct amount of change.

    32. NJASK 3-5 - 2010 To Help Prepare Student for the NJ ASK Grade 4 ECR Mrs. Bentlys class took a trip to the zoo. The students counted and recorded the number of animals in each exhibit. The table below shows their results. Animals at the Zoo Using the grid on the next page, construct a bar graph to represent the students findings. Be sure to label all parts of your graph and give your graph a title.

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