Mathematics Assessment Tasks Using Comparison Data to Improve Student Achievement

1. Mathematics Assessment TasksUsing Comparison Data to Improve Student Achievement

2. Mathematics Assessment Tasks Coffee talk Classroom assessments can actively promote access to learning. In fact, assessments might be the best way to connect more students to conversations and activities directly related to standards. Cole, K., Coffey, J. & Goldman, S. Using Assessments to Improve Equity in Mathematics. March 1999, 56(6) pp. 56-58.

3. Mathematics Assessment Tasks Coffee talk Our current assessment systems are harming huge numbers of students for reasons that few understand. And that harm arises directly from our failure to balance our use of standardized tests and classroom assessments in the service of school improvement. Stiggins, R. J. (2002, June). Assessment crisis: The absence of assessment FOR Learning. Phi Delta Kappan, 83, 758-765.

4. Mathematics Assessment Tasks History and intent • This project is a collaboration between The Noyce • Foundation and The Charles A. Dana Center… • …centered around the extensive work of the Noyce Foundation’s Silicon Valley Mathematics Initiative Mathematics Assessment Resource Service (MARS) assessment items, and • …intended to support effective district, school, and classroom use of quality constructed-response assessment tools and resources.

5. Group Norms • Understand that those who work, learn. • Look for solutions, not blame. • Be honest. • Recognize that everyone has expertise. • Challenge ideas. • Phrase questions and comments for the benefit of the group. • Share talk time.

6. Learning Expectations Participants will: • Learn the purpose of and how to use the various components of this assessment resource. • Determine how the comparison data component can be used to influence decisions about curriculum, instruction, and assessment. • Develop inter-rater reliability by utilizing the provided scoring guides and student work samples. • Identify potential next steps and implications for use of this assessment resource at the district and/or classroom level.

7. Mathematics Assessment Tasks

8. Mathematics Assessment Tasks Constructed response

9. Mathematics Assessment Tasks Task components (a) grade-level assessment task (blackline master) (b) scoring guide (c) comparison data (d) unscored student work samples (e) 2-3 scored student work samples (f) table of student scores for all student work samples

10. Mathematics Assessment Tasks Task component: blackline master • Grade-level assessment task (blackline master)

11. Mathematics Assessment Tasks Task components (a) grade-level assessment task (blackline master) (b) scoring guide (c) comparison data (d) unscored student work samples (e) 2-3 scored student work samples (f) table of student scores for all student work samples

12. Mathematics Assessment Tasks Task component: scoring guide • (b) Scoring Guide • Task description • Section points • Scoring notations • ft = follow through • sc = special case • ( ) = Partial Credit

13. Mathematics Assessment Tasks Task component: scoring guide

14. Mathematics Assessment Tasks Task components (a) grade-level assessment task (blackline master) (b) scoring guide (c) comparison data (d) unscored student work samples (e) 2-3 scored student work samples (f) table of student scores for all student work samples

15. Mathematics Assessment Tasks Task component: comparison data • (c) Comparison Data • Description of Task • Performance Data • Examining Student Work: Trends and Patterns • of Understanding • What students were able to do • What students struggled with • Implications

16. Mathematics Assessment Tasks Task component: comparison data

17. Mathematics Assessment Tasks Task components (a) grade-level assessment task (blackline master) (b) scoring guide (c) comparison data (d) unscored student work samples (e) 2-3 scored student work samples (f) table of student scores for all student work samples

18. Mathematics Assessment Tasks Task component: unscored student work

19. Mathematics Assessment Tasks Task components (a) grade-level assessment task (blackline master) (b) scoring guide (c) comparison data (d) unscored student work samples (e) 2-3 scored student work samples (f) table of student scores for all student work samples

20. Mathematics Assessment Tasks Task component: 2-3 scored student work samples

21. Mathematics Assessment Tasks Task components (a) grade-level assessment task (blackline master) (b) scoring guide (c) comparison data (d) unscored student work samples (e) 2-3 scored student work samples (f) table of student scores for all student work samples

22. Mathematics Assessment Tasks Task component: table of student scores

23. Mathematics Assessment Tasks Task components How do the components of this assessment resource compare to other assessment resources that you use? What are the similarities and differences? What is unique?

24. Mathematics Assessment Tasks Learning about the components of a task • Grade 5 – Buttons • Independently, work the task. • As a table, discuss the mathematical concepts and processes in the task? • Align the task to the Common Core State Standards. Record your findings on the Index and Alignment Worksheet.

25. Mathematics Assessment Tasks Learning about the components of a task • Grade 5 – Buttons • 4. Use your own work to understand the scoring guide. • Independently, score the student work samples. • Even tables score samples A-F and M • Odd tables score samples G-M • Come to consensus for each student work sample. • 7. Use the Table of Student Scores to determine accuracy.

26. Mathematics Assessment Tasks Learning about the components of a task Grade 5 – Buttons Look at the distribution of the scores from “this class” as represented on the bar graph. Why might I want to compare “this class” to the larger sample size found in the comparison data?

27. Mathematics Assessment Tasks Learning about the components of a task Grade 5 – Buttons Read Examining Student Work: Trends and Patterns of Understanding. What seems important? What is the value added of having this data?

28. Mathematics Assessment Tasks Using the Data: implications for instruction Replace once title has been revised.

29. Mathematics Assessment Tasks Learning about the components of a task Grade 7 – Suzi’s Company Independently, work the task and discuss the mathematical concepts and processes in the task? Align the task to the Common Core State Standards. Independently, score the student work samples. Come to consensus. Use the Table of Student Scores to determine accuracy. Review the comparison data document.

30. Mathematics Assessment Tasks Task component: scoring guide • (b) Scoring Guide • Task description • Section points • Scoring notations • ft = follow through • sc = special case • ( ) = Partial Credit

31. Mathematics Assessment Tasks Additional considerations • The task description printed on the blackline master and the scored student work may not be identical. • Grade placement of a task may or may not align to your state standards and/or Common Core State Standards. • The task, the scoring guide, and the comparison data are all connected.

32. Mathematics Assessment Tasks Next steps • This is your time to digest the information you’ve acquired. • Possible conversations may center around the following. • Preparing for the future use of the Mathematics Assessment Tasks resources. • Determining how the Mathematics Assessment Tasks fit into your assessment program. • Training logistics • Dissemination of information • CD exploration

33. Learning Expectations Participants will: • Learn the purpose of and how to use the various components of this assessment resource. • Determine how the comparison data component can be used to influence decisions about curriculum, instruction, and assessment. • Develop inter-rater reliability by utilizing the provided scoring guides and student work samples. • Identify potential next steps and implications for use of this assessment resource at the district and/or classroom level.

34. Mathematics Assessment Tasks Continued support • Support materials can be found at: • http://www.utdanacenter.org/umln/index.php • www.insidemathematics.org • Omar Barnhart • omar.barnhart@austin.utexas.edu • Laurie Garland • lmgarland@austin.utexas.edu • Patti Bridwell • pattib@austin.utexas.edu