Targeted Interim Assessments
2012-2013
Jo Walker
jowalker@arkansas.net
Many areas are likely to be glossed
over as “something that is already in
the curriculum”- yet the standards
require more. As noted in the
standards, these content areas are
best approached in the ways
envisioned by the Standards for
Mathematical Practice.
PARRC Model Content Frameworks
What’s New For 2012-2013
Grades 3-8
• Old tests available—frameworks only
multiple selection guides (just omit the
green)—20 MC and 1 OR
• New tests for 2012-13—CCSS only—multiple
selection guides—30 MC and 1 PT
• Selection N (new)—CCSS only—no selection
guide—30 MC and 1 PT
• Pre and Post tests for all new tests are CCSS
with 40 MC questions.
What’s New For 2012-2013
High School
• Tests based on the Arkansas frameworks
Algebra 1 EOC still used as high stakes test
Geometry EOC still requires remediation
No Algebra 2 EOC
• Use old selection guides
• New colored selection guides will be available,
but not tested. Use for study of what is
coming.
• No Selection N for high school
Benefits of Selection N
Grades 3-8
Selection N solves these problems:
“I don’t like to teach in this order!”
“I am not ready to be tested on that—I’m
not finished!”
Confusion over selection guides (testing
guidelines)
Benefits of Selection N
Grades 3-8
• Will follow PARCC Model Content Frameworks
Major—greatest emphasis (most assessed)
depth of ideas
time it takes to master
importance to future mathematics
demands of college/career readiness
Supporting—designed to support and strengthen
areas of major emphasis (assessed through
support of major topics)
Additional—may not connect tightly to other
standards—do not omit—leaves gaps
Benefits of Selection N
Grades 3-8
Use Content and Learning Progressions
• Pre test question
Interim 1 - lowest level
Interim 2 - medium level
Interim 3 - highest level
• Post test question parallel to pre test question
• Can follow a question type from pre test,
through interims, and then to post
Design of Tests
Benefits of Selection N
Grades 3-8
Use the multiple test reports
Performance Tasks and
Eight Mathematical Practices
If Math Is Basketball, Let
Students Play The Game
July 8th, 2012 by Dan Meyer
What Will This Mean For Me?
Linda Griffith
PLAY VIDEO 1 of 2
PLAY VIDEO 2 of 2
http://arkansasideas.org/commoncore/mathematics
*Log-in to Arkansas Ideas Portal before viewing videos
http://lms-1.aetn.org/
Copyright © 2011. ArkansasIDEAS and Arkansas Department of Education. All rights reserved.
Reflecting
“If we implement the Standards for Mathematical
Practice, kids can’t help but learn.”
• Problem
– Situation where don’t know what to do
– Problems for students = Exercises for teachers
• Teachers can’t direct-model problem solving
• Use formative assessments to modify tasks
– All levels of students engaged
– Students stuck/Task too hard
ask guiding questions until back on track
– Students finished/Task too easy
ask questions that send to next level.
Reflecting
“Learning happens by traveling a path
not by arriving at the answer.”
• School culture must change
• Vocabulary, notation, and conventions given
– Throughout task as needed
– End
“Confusion is that wonderful moment
right before understanding.”
• Class backwards
– Start with problem
– Struggle
– Instruction and practice
Teacher Role
• Create or identify tasks
– Rich math tasks
– Lead to understanding of content
– “Problem for students”
• Facilitate, observe and assess
–
–
–
–
–
Progress
Complex cognitive learning skills
8 Mathematical Practices / ways of working
Behaviors, attitudes, and social skills valued in real world
Process and product
I’m really hungry,
which should I take?
http://blog.mrmeyer.com/
This work is licensed under a Creative Commons Attribution 3.0 United States License.
How full could you fill a glass of
water before it would spill?
http://blog.mrmeyer.com/
This work is licensed under a Creative Commons Attribution 3.0 United States License.
Yo, is that true what
they said up there?
http://blog.mrmeyer.com/
This work is licensed under a Creative Commons Attribution 3.0 United States License.
Too small, too large, just right?
http://blog.mrmeyer.com/
This work is licensed under a Creative Commons Attribution 3.0 United States License.
How Much
Hay?
How Many Carts?
Better
Value?
Triple
Decker?
How Tall Is It?
???
How Much Bigger Does It Claim to Be
Alternative Types of
Performance Tasks
Dan Meyer
PLAY VIDEO
http://blog.mrmeyer.com/
This work is licensed under a Creative Commons Attribution 3.0 United States License.
Development Process
1 Identify the Purpose
Identify standards from CCSS -- important knowledge or
content, intellectual skills, and mathematical practices
become focus of task and assessment
2 Designing the Context
Create a task, simulation, or situation that allows learners to demonstrate
knowledge, skills, and attitudes acquired
3 Specifying the Scoring Rubrics
Create scoring guidelines for rating performance
given set of criteria and quality levels
4 Specifying Constraints
Define limits and restrictions that apply to performance task
5 Adjusting Instruction
Identify areas for improvement and adjust instruction
Rubric
1 Identifying the Purpose
Identify
• Standard –Arkansas Frameworks or CCSS
• Intellectual Skills needed to use knowledge or
content
• Mathematical Practices
– Needed to perform with knowledge or content
– Expectations beginning with word “understand” often
good opportunities to connect practices to content
– Students who lack understanding of topic may rely on
procedures too heavily
2 Designing the Context
• Get task ideas and subject matter from
–
–
–
–
–
Newspapers
Magazines
Newsletters
Textbooks
Interviews with professionals
as reported in media
(TV, Websites, Apps)
– Popular books
– Professionals (Parents,
friends, other teachers)
– Reputable websites
– Local businesses
– Local or regional industries
• Tasks should center on issues, concepts, or problems
– Relevant to mathematics
– Faced by people working in field
• Choose how students will communicate learning
3 Specifying the Scoring Rubrics
• Rubric scoring system
–
–
–
–
Minimizes arbitrary judgments
Holds students to high achievement standards
Provides student feedback
Allows teachers to adjust instruction
• Resist temptation to limit scoring criteria
• Develop rubrics for variety of accomplishments
• Choose rubric suited for measurable accomplishments
–
–
–
–
Checklists
Rating Scales
Holistic Scoring
Combination of all 3 types
4 Specifying Constraints
Tasks simulating real-world should have similar constraints.
Typical
Real-World Constraints
–
–
–
–
–
–
Deadlines
Limited office space
Outdated equipment
Equipment availability
Cost
Schedules
Atypical
Real-World Constraints
– Not correcting mistakes
– Not allowing multiple
drafts & revisions
– Not changing predictions
– Not using references
– Not consulting colleagues
5 Adjusting Instruction
1. Analyze rubrics and observations
2. Identify areas for improvement
3. Adjust instruction for practice and future tasks
Possible Areas of Improvement
–
–
–
–
–
–
Content/Knowledge
Intellectual skills
Mathematical Practices
Products
Performances
Behaviors and social skills
Water Bill Performance Task
Scenarios
• Anytown, AR must upgrade water system to be up to code
• Current system net income too low to cover upgrade costs
• Bond Counsel, Peter Gillion, proposing two rate plans that will
generate income needed
• Mayor and City Council must analyze options and submit their
recommendations
Resources
• Letter from Peter to Mayor and City Council (rates included)
• Sample water bills for each rate option
• Graph paper
Inside Mathematics
PLAY VIDEO
http://www.insidemathematics.org
• Problems of the Month —about a context that
increase in difficulty up to high school level
• Mathematical Practices and videos for each grade
level
Copyright © 2012 Noyce Foundation
The MARS tasks are developed and owned by the Shell Centre for Mathematical Education, University of Nottingham, England. Users
of the Inside Mathematics website may use the tasks for professional development purposes and may not change the MARS tasks.
Curious George
Fun Ball Talley
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*To view this video you must download the episode
from a 3rd party such as Amazon.com, iTunes, or
YouTube.
Curious George is a production of Imagine, WGBH and Universal. Curious George and related characters, created by Margret and
H.A. Rey, are copyrighted and trademarked by Houghton Mifflin Harcourt Publishing Company and used under license. Licensed by
Universal Studios Licensing LLLP. Television Series: ©2012. Universal Studios. All Rights Reserved. The PBS KIDS logo is a registered
mark of PBS and is used with permission. Proud sponsors of Curious George on PBS KIDS are Chuck E. Cheese's® and Stride Rite
Children's Group, LLC.
Additional Resources
Used In This Presentation
1.
2.
3.
4.
5.
6.
Kubiszyn, Tom, and Gary D. Educational testing and measurement:
classroom application and practice. 8th. Hoboken: Wiley, 2007. 162-180.
Print.
Common Core State Standards Initiative.
http://www.corestandards.org/
Bill McCallum’s Blog: tools for the common core
Inside Mathematics
Illustrative Mathematics Project
IDEAS Portal (menu on left)—to see Linda Griffith’s videos.
TED talks
http://www.ted.com/talks/lang/en/dan_meyer_math_curriculum_makeov
er.html
Dan Meyer’s blog-http://blog.mrmeyer.com/
Harding Math Specialist-http://hardingmathspecialist.pbworks.com