Modifying Assessment Items
• What is the concept/skill being assessed?
• How could a test item writer ask this in a TEI
format?
• What types of classroom activities or
assessments could I use to prepare students?
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Modifying Assessments
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Modifying Assessments
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Modifying Assessments
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Modifying Assessments
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Modifying Assessments
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Modifying Assessments
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ESS Sample Lesson Plans – now available K12
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ESS Sample Lesson Plans
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Instructional Videos
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Practice SOL Items
• It is essential that students have experiences with the
Practice SOL Items prior to testing.
http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml
• Use of the Practice Item Guides is STRONGLY
recommended.
• Practice Item Guides provide:
– Guided practice with tools
– Information specific to TEI functionality
– Information on item format
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No Pain, No Gain
• If you are more tired than the kids, it’s not
because you are old
• Make kids estimate/predict and think before
calculating
• Don’t ask questions that solicit one word
answers
• Let kids struggle to make sense of the
mathematics
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WESTERN VIRGINIA
PUBLIC EDUCATION
CONSORTIUM
Dr. Betti C. Kreye
School of Education
Virginia Tech
bkreye@vt.edu
You can’t fatten a pig by weighing it!
Famous Quotes:
But I covered that last week
(last year, in the third grade,
etc), and they just didn’t get
it!
The students can’t remember
from week to week what I
have been teaching!
Engaging Students in the Learning Process
Conceptual Understanding
Success on Tests
And MORE
Conceptual Knowledge
Research has solidly established the
importance of conceptual understanding in
becoming proficient in a subject. When
students understand concepts that frame a
subject, they are able to use their knowledge
flexibly. They combine factual knowledge,
procedural knowledge, and conceptual
knowledge in powerful ways.
Standards in Classroom Practice, McREL, 2002
Working with a partner, write a word problem
that could be solved using multiplication.
Share your word problem with others around
your table – do all of the problems appear
to be of the same type (similar wording
and requirements to solve)?
Take the word problem you have
written and rewrite it so that it could
be solved using a division strategy.
Share this word problem with your table
mates – do all of your problems seem
to be of the same type (similar in
wording and requirements to solve)?
Final Thoughts:
Teach for understanding of concepts,
not merely memorizing procedures.
Choose activities and tasks that will
engage students in the development
of their understanding of the
mathematical concepts.
Enable students to make connections
between mathematical concepts.
Ms. Brown’s class will raise rabbits for their spring science fair. They
have 24 feet of fencing with which to build a rectangular rabbit pen to
keep the rabbits.
a) If Ms. Brown’s students want their rabbits to have as much room as
possible, how long would each of the sides of the pen be?
b) How long would each of the sides of the pen be if they had only 16
feet of fencing?
c) How would you go about determining the pen with the most room
for any amount of fencing? Organize your works so that someone
else who reads it will understand it.
Martha’s Carpeting Task
Martha was recarpeting her bedroom which was 15 feet long and
10 feet wide. How many square feet of carpeting will she need
to purchase?
As you enter a classroom ask yourself
this question: "If there were no
students in the room, could I do what I
am planning to do?" If your answer to
the question is yes, don't do it.
Gen. Ruben Cubero, Dean of The Faculty,
United States Air Force Academy
“If an educator keeps using the
same strategies over and over
and the student keeps failing,
who really is the slow learner?”