OAT Toolkit for Social Studies

1. OAT Toolkit for Social Studies Using OAT Grade 8 Score Reports

2. Why analyze data? “To improve student achievement results, use data to focus on a few simple, specific goals.” Mike Schmoker

3. Data Analysis Cycle Assessments: Classroom, School, District, State Standards Standards Classroom Implementation Compile Data Standards Standards Determine Aligned Resources Analysis, Interpretation and Dialogue Standards Curriculum Design and Planning for New Learning and Re-Teaching Standards

4. Enhanced Class Score Report Page one is a welcome page. One item to note on this page is the web address for Ohio’s Instructional Management System (IMS): http://ims.ode.state.oh.us/ode/ims/ On this site you can access released test items, model lessons, research on social studies education and other resources.

5. SUCCESS Web Site • See the bottom of page 1 for information on the SUCCESS web site.

6. Ohio Achievement Test Results • Compare your class average with district and state averages.

7. Performance Levels • View the percentage of students who achieved each performance level.

8. Standard Categories

9. Standard Categories

10. Standard Categories

11. Standard Categories

13. Now What?

14. Interpreting the Data • On which standards were your students most successful? Least successful? • On which standards does your class exceed the district or state average? Are those items clustered around a specific skill or content? • On which standards does your class fall below the district or state average? Are those items clustered around a specific skill or content?

15. Interpreting the Data Consider the OAT data using three filters: What does this mean for • Curriculum? • Instruction? • Assessment?

16. Interpreting the Data

17. Interpreting the Data

18. Interpreting the Data

19. Interpreting the Data Question 22, Grade 8 OAT in Social Studies, 2007: 22. In what way did Shays’ Rebellion of 1786 lead to the formation of the United States Constitution? • It demonstrated a need for a process for accepting territories into the union. • Disputes between states could not be resolved without a national judiciary. • It showed that farmers needed the right to vote in national elections. • The lack of a national army showed the need for a stronger national government.

20. Interpreting the Data Item 22 Commentary (edited): This multiple-choice question requires students to explain how Shays’ Rebellion helped lead to adoption of the United States Constitution. Option D is correct because Shays’ Rebellion exposed the need for a stronger national government. Under the Articles of Confederation the national government was very weak and the public began to question whether the government could handle the country’s problems without control over the economy or a national army. Shays’ Rebellion contributed to these concerns and citizens began to demand a change, leading to the 1787 Constitutional Convention.

21. Discussion Questions • Which benchmark is being assessed? • How does this item test understanding of the benchmark? • What is the cognitive level of this item? • What can we learn from student performance on this item?

22. Constructed Response Items • How did your students fare with these items? • Do they frequently write in the classroom? • Are they expected to answer questions completely and to provide supporting details? • Do they share examples of thorough responses? Constructed response items include both short answer and extended response. Though few in number, they have a significant impact on the total score.

23. Interpreting the Data

24. Interpreting the Data Question 21, Grade 8 OAT in Social Studies, 2007: The British Parliament’s decision to tax the American colonists caused conflict between the colonies and Britain. Read the following quotations from a British newspaper and a Massachusetts colonist. “The Colonies were acquired with no other view than to be a convenience to us, and therefore it can never be imagined that we are to consult their interest.” —The London Chronicle, 1764 “If our trade be taxed, why not our lands, or produce ... in short, everything we possess? They tax us without having legal representation.” —Samuel Adams, 1765 In your Answer Document, compare how these two authors differ in their opinions about taxing the colonies. (2 points)

25. Interpreting the Data Scoring Guidelines for Item 21 (Short Answer): Exemplar: The London Chronicle writer believes that the colonies should serve British interests and that there is no need to consult the colonists before taxing them or passing laws that affect them. Samuel Adams disagrees. He believes that the British do not have the right to tax the colonists because the colonists are not represented in Parliament. Other correct responses may include, but are not limited to: The British believe that they have the right to tax the colonists. The colonists believe that they must have representation in the British government before taxes are levied upon them.

26. Interpreting the Data Scoring Guidelines for Item 21 (Short Answer): Score Point Description 2 points: The response explains that Adams (or the colonists) and The London Chronicle writer (or the British) disagree over whether American interests need to be represented before Britain can tax the colonies. The response may imply the difference by accurately summarizing both views. 1 point: The response explains the point of view of EITHER the British OR the colonists regarding taxation.

27. Discussion Questions • Which benchmark is being assessed? • How does this item test understanding of the benchmark? • What is the cognitive level of this item? • What can we learn from student performance on this item?

28. Interpreting the Data

29. Interpreting the Data Question 40, Grade 8 OAT in Social Studies, 2007: • 40. One way United States citizens can participate in government is by voting. • The right to participate in government through voting originated in which ancient civilization? • A. Rome • B. Egypt • C. Greece • D. Babylon

30. Interpreting the Data Item 4 Commentary (edited): This multiple-choice question requires students to show understanding of the historical origins of rights U.S. citizens have today by identifying which ancient civilization first developed a voting system. Option C, Greece, is correct because the ancient Greeks established the first known democracy, which allowed citizens to vote on all laws. Many governments today, including the United States, include the right to vote for all citizens, which can be traced to the ancient Greeks.

31. Discussion Questions • Which benchmark is being assessed? • How does this item test understanding of the benchmark? • What is the cognitive level of this item? • What can we learn from student performance on this item?

32. Next Steps What would you suggest to the teacher of this class? • Review alignment of lesson plans and assessments with the knowledge and skills outlined in the standards. • Work with 6-8 teachers to plan together. Start by looking at how each grade contributes to understanding of the benchmarks. How can we make connections between grade levels? • Review classroom resources and materials and identify gaps. Talk to the Media Specialist about supplemental texts, Web resources, or audio/visual materials. • Review classroom assessments to ensure that they push students to explain their answers and make connections between ideas.

33. “If we are not going to try to improve what we do, there is little sense in assessing it.” William Glasser

34. Interpreting the Data Resources Mertler, Craig A. Interpreting Standardized Test Scores, Strategies for Data-Driven Instructional Decision Making. Sage Publications, Inc. Thousand Oaks, 2007.