A little bit of history…
1983
HSPT 9
becomes
graduation
requirement
in 1986
May 1996
NJCCCS
adopted
2001 NCLB
causes
changes
to…
NJ ASK 3, 4
Elementary
Science…
1975
PSEA
1978
MBS 9
becomes
graduation
requirement
in 1981
1988
HSPT 11
Graduation
requirement
for 1991
9th graders
2001-2002
HSPA 11
becomes
graduation
requirement
for the class
of 2004
2007
Science
???
2004
Measuring up
report by
Achieve, Inc.
& changes to
the HSPA 11
The Math HSPA
“A Competency Assessment”

Assesses how well students meet the NJCCCS

Each of the 4 Content Strands are represented by
questions on both MC and OE sections

Higher order thinking skills as opposed to recall
Macros by Cluster
http://www.state.nj.us/education/njpep/assessment/TestSpecs/MathTestSpec/GEPAMath/MathIndex.html
As a result…”The totality of New Jersey’s standards may
not be manageable for all students and their teachers.”
“All the mathematics expectations listed for the
end of grade 12 will not be completed by the
time students take New Jersey’s exit exam in
grade 11. Therefore, it is a matter of some
urgency for the state to prioritize these
expectations and identify those expectations that
are essential for the 11th-grade assessment.”
Questions
4 40-minute sections
10 MC
Totals
2 OE
40 MC & 8 OE
http://www.state.nj.us/education/assessment/hs/
each
= 48 raw points
cut off varies year to year
Question content

15% (7) of the points on the HSPA assess Number and Numerical
Operations*

25% (12) of the points on the HSPA assess Geometry and
Measurement*

30% (14) of the points on the HSPA assess Patterns and Algebra*

30% (15) of the points on the HSPA assess Data Analysis, Probability,
and Discrete Mathematics*

Questions may not be able to assess each CPI (Cumulative
Progress Indicator)
*from NJ DOE website
Scoring
HSPA Performance Level Descriptors
Proficient
The proficient student demonstrates evidence of knowledge in all four content clusters:
1.
2.
3.
4.
Number Sense, Concepts, and Applications
Spatial Sense and Geometry
Data Analysis, Probability, Statistics, and Discrete Mathematics
Patterns, Functions, and Algebra
He or she consistently demonstrates the ability to compute and/or estimate an answer to
problems involving integers, rational numbers, etc. He or she can assess, identify, and
apply the appropriate formula for a variety of computational, algebraic, and geometric
models. He or she can collect, organize, represent/display, and interpret data. He or she
understands and applies geometric principles in relationship to real world applications. The
proficient student demonstrates solid math performance in practical applications.
Advanced Proficient
The advanced proficient student performs at a level beyond the proficient student. He or
she can analyze, synthesize, extend, and generalize math concepts in order to form
conclusions and make predictions. He or she can create or extrapolate a rule or formula
for a specific scenario. This student’s work displays the ability to move fluidly between the
algebraic and geometric, the concrete and abstract.
Answering Math Multiple Choice

Each question is worth one point.

Not penalized for guessing.

Try to eliminate incorrect choices.

Use the math reference sheet.
Sample Multiple Choice
distractor: 38*4
distractor: 315*4
pretty easy to rule out…
correct answer = $478.80 “approximately” may throw students off
possible distractor: for a student who reads too much into the problem (23+23=46%)
Developing MC 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
MC question. It should take between 1 and 2 minutes to
complete, sometimes less.

The distractors for the question should be common mistakes
made by the student.

Help students become familiar with vocabulary (ex: circle graph
vs. pie chart)

Share ideas…
OE Generic Scoring Rubric
0-3 points: about 10 min. per question

3 points – response shows complete understanding of the problem’s essential
mathematical concepts

2 points – response shows nearly complete understanding of the problem’s
essential mathematical concepts

1 point – response shows limited understanding of the problem’s 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.
Sample Open Ended Response
While looking at the problem keep the following in mind:

What would qualify as a 3 point response? 2 points? 1 point? 0 points?

There is always a range of responses within each score point. This
helps define the tenuous line between a 2/3, 1/2 and 0/1. (low 2, high 2,
low 1, high 1). Each open ended question has a unique scoring rubric.

If a student makes an error in one part and uses the correct process for
the second part (which incorporates the error made), the error will only
be counted once.

Responses are graded by humans, not machines. Therefore, students
should make any attempt at a response as clear and concise as possible.
Answering Open Ended
Teach students to…

Read & re-read questions carefully

Letter each bullet point to make sure they address all
parts of the problem

Show all work (calculations)

Include written explanations and labeled diagrams (not
wordy; complete)

Always make an attempt (partial answers add points!)
Developing OE questions

Make sure that the problem is truly open-ended,
not simply multiple choice questions put together.

An open-ended item allows a student to
demonstrate his/her knowledge of a concept
through a written explanation of the answer.

There may be a correct result but should have a
number of ways to answer the question correctly.
Advantages to Open Ended questions

Allows students to express what they know about
each question in their own words.

Students may communicate or clarify their
responses using diagrams, graphics, and/or
pictures.
How can we all help?

Prepare students by using multiple choice questions & teaching elimination strategies

Include 4-answer multiple choice questions on assessments regardless of content you’re testing

Include open ended questions on assessments and grade them using the 0-3 scoring rubric,
regardless of subject area (content non-specific)

Help students with reading comprehension in all subjects

Require students to justify answers and model clearly written explanations in all courses

Help students develop time management skills

Help students “get used to the test” by providing testing environment during class (ex:students write
answers in pencil, use scantrons, reference sheets, etc.)

Infuse math content wherever possible within your own curriculum (ask for help)

Support and encourage your students’ math confidence

Help students learn to deal with test anxiety (relaxation techniques, how to cope when feeling “lost”)

Share ideas…
Can Exam Anxiety Be Overcome?
Become familiar
Relaxation techniques
Talk to yourself
+ talk = + feelings
Statewide Assessment Schedule 2009

March 3, 4, 5, 2009: Math & LA


March 10, 11, 12, 2009 (Make-up)
May 18, 2009: End Of Course Biology Test

May 21, 2009 (Make-up)
Is the HSPA a “good” test?
“New Jersey’s high school test (HSPA) is not a
good match with New Jersey’s end-of-grade12 standards; many items map better to the
state’s grade 8 standards.”
From Achieve, Inc.’s report: Measuring Up 2004, A Report on Language Arts
Literacy and Mathematics Standards and Assessments for New Jersey, p. 53
Measuring up…areas for improvement
“New Jersey’s lack of explicit course or
grade-level standards for grades 9, 10 and
11 and clear expectations for its grade 11
exit assessment (HSPA) are problematic.”
To address this: NJ’s End of Course Content Standards
*From Achieve, Inc.’s report: Measuring Up 2004, A Report on Language
Arts Literacy and Mathematics Standards and Assessments for New Jersey
Standards Clarification Project

http://www.nj.gov/education/aps/njscp/
Forward Trends to transform HSPA*
2001 NCLB
causes
 More challenging test content and more of it
1983
changes
HSPT 9
to…
becomes assessments administered later
 “Summative”
in the
year
NJ
ASK
3,
4
graduation
May 1996
Elementary
requirement
2007
 End in
of1986
course CompetencyNJCCCS
assessments inScience…
Algebra 1, Geometry
adopted
Science
&
Algebra
2
1975
???
PSEA
2004
1978
1988
2001-2002
 Increased web-based score reporting and statewide student ID
Measuring up
MBS 9
HSPT 11
HSPA 11
report by
becomes
Graduation
becomes
Achieve, Inc.
 graduation
Spanish language
versions
requirement
graduation
& changes to
requirement
for 1991
requirement
the HSPA 11
in 1981
9th graders
for the class
of 2004
*reform initiatives led by State Assessment Advisory Committee with represetatives from educational
organizations, business, and DOE
High School Redesign

Schools that work

American Diploma Project
*From www.achieve.org
American Diploma Project @
Achieve.org’s 4 policy actions:
1.
Align high school standards and assessments with the
knowledge and skills required for success after high school.
2.
Require all high school graduates to take challenging courses
that actually prepare them for life after high school.
3.
Streamline the assessment system so that the tests students
take in high school also can serve as readiness tests for
college and work.
4.
Hold high schools accountable for graduating students who are
ready for college or careers, and holding postsecondary
institutions accountable for students' success once enrolled.
H–S–P-A
For fun….
Come up with an acronym that creates a silly,
positive visualization for the HSPA
Have Some Pizza Already!
NJ DOE Assessment data & resources
NJ DOE Assessment information and resources
http://www.nj.gov/education/assessment/
HSPA Student Preparation Booklet (2006)
http://www.nj.gov/education/assessment/hs/hspa_prep.pdf
Basic HSPA Information & Data
http://www.nj.gov/education/assessment/hs/
NJPEP virtual academy

Tutorial with sample questions and responses scored:
http://www.state.nj.us/education/njpep/assessment/hspa/hspa_math/index.htm

Assessment: http://www.state.nj.us/education/njpep/assessment/helpfulhints/index.html

Effective questioning strategies: http://www.pgcps.org/~elc/isquestion7.html

Instruction for competency based instruction:
http://www.state.nj.us/education/njpep/assessment/helpfulhints/instruct/index.html
DOE Contacts
HSPA Coordinator – Veronica Orsi
Office #: 609/292-8739
Email: veronica.orsi@doe.state.nj.us
Mathematics Coordinator – Tim Giordano
Office #: 609/633-8015
Email: timothy.giordano@doe.state.nj.us
Director of State Assessments
Timothy Peters
Office #: 609/984-6311
Email: timothy.peters@doe.state.nj.us
Reference Sheet