Extended Assessments Elementary Mathematics Oregon Department of Education and Behavioral Research and Teaching January 2007

Elementary Mathematics Task Names Task 1: Numbers Task 2: Computation Task 3: Measurement of Time/Temperature Task 4: Geometry/Shapes Task 5: Measurement Task 6: Interpret Data and Graphs Task 7: Applications Task 8: Fractions and Conversions Task 9: Probabilities and Predictions Task 10: Algebra

Administration – Big Picture Task Content Pre-requisite Skills Content Prompts Materials Preparation Scoring Anticipations and Possibilities Role play

Elementary Mathematics: Task Content Numbers: Recognition, ordering, digits placement, count-bys Computation: Simple addition, simple subtraction, multiplication, division Time/Temperature: Telling time, calculating time, temperature, season Geometry/Shapes: Shape recognition, angles, perimeter calculation Measurement: Measuring in units, measurement calculations, use of weights and measures in day to day life Interpret data and graphs: Interpreting a simple graph Application: Money recognition, counting money, adding money, cost and making change Fractions & Conversions: Recognizing fractions, decimals, and percentages Probabilities & Predictions: Coin tosses and probability, odds, likelihood Algebra: Missing values, missing symbols, word problem

Elementary Mathematics Pre-requisite Skills Measure of a student’s level of independence in response to : –Requests for attention –Requests to interact –Specific queries regarding: numbers, shapes, clocks, or coins –Specific queries regarding: symbols, shapes, time, graph, tool, bills, coins Numbers: put the cards into two groups Computation: put two number cards together Time/Temperature: show me a picture of a thermometer and snow Geometry/Shapes: show me two objects that are similar Measurement: tell me show me something you can measure with a ruler Interpret data and graphs: show me the tallest bar on the graph Application: put two coins together Fractions & Conversions: show me a fraction Probabilities & Predictions: show me which coin shows heads Algebra: show me a number sentence

Elementary Mathematics Materials Preparation TaskCuttingOther materials (Have scratch paper available for all tasks) 1Item 2Student materials only (with cover page) 2OptionalStudent materials only (with cover page) 3OptionalStudent materials only (with cover page) 4OptionalStudent materials only (with cover page) 5OptionalRuler and student materials (with cover page) 6NoStudent materials only (with cover page) 7OptionalCoins, dollar bills and student materials (with cover page) 8OptionalStudent materials only (with cover page) 9OptionalStudent materials. Optional: coins, 3-point spinner, jelly beans or manipulative (with cover page) 10OptionalStudent materials only (with cover page)

Elementary Mathematics Scoring Correct and specific answer = full credit Incorrect answer or refusal inaccurate attempt = no credit General correct answer = partial credit On the right track to a correct conclusion = partial credit Correct working incorrect final calculation = partial credit

Scoring (Continued) Additional querying/prompting may be used if the student’s response suggests that he or she misunderstood/misheard the item Preamble consistency

Elementary Mathematics Anticipations and Possibilities Difficulties: –Some answers have only a right or wrong answer –Some of the graphics are focal points only –Tasks are not in order of difficulty Opportunities: –Some of the questions lend themselves to the use of classroom materials that are familiar to the students –This format provides instructional ideas for presenting concepts that students have not yet encountered Next steps: –Streamlined graphics –More details regarding partial scoring

Extended Assessments Middle/High Mathematics Oregon Department of Education and Behavioral Research and Teaching January 2007

Middle/High Mathematics Task Names Task 1: Computation & Calculation (C & C) — Numbers, Computation, Estimation Task 2: C & C — Numbers, Problem Solving, Rational Numbers, and Equivalence Task 3: C&C — Fractions and Numbers Task 4: Statistical Measures and Probabilities Task 5: Probability (Representation) and Algebra (Patterns) Task 6: Algebra — Variables, Equations, and Relationships Task 7: Algebra — Graphing and Change Task 8: Measurement — Determining Measurement Task 9: Geometry — Properties, Transformation, and Symmetry Task 10: Geometry — Coordinate Graphing & Modeling

Administration – Big Picture Task Content Pre-requisite Skills Content Prompts Materials Preparation Scoring Anticipations and Possibilities Role play

Middle/High Mathematics: Task Content Task 1: Recognition of equality, equality in fractions, reduction of fractions Task 2: prime numbers, creating fractions, recognizing relative size in fractions/decimals Task 3: Recognizing fractions in shapes, fractions in day to day life Task 4: calculating averages, medians, combinations and patterns, likelihood with coin tosses Task 5: Representing data, likelihood, patterns of numbers in sequence Task 6: Missing variables, number patterns Task 7: identifying growth on a graph, points on a graph, value of y given x Task 8: measuring, perimeter of a triangle, speed (miles per hour), selecting correct units of measurement Task 9: Recognizing shapes (equilateral triangles, parallel lines, radius of a circle, lines of symmetry), applying the Pythagoras theorum. Task 10: Properties of shapes (rectangles), measurement of a shape

Middle/High Mathematics Pre-requisite Skills Measure of a student’s level of independence in response to : Requests for attention Requests to interact Specific queries regarding: numbers, graphs, shapes Specific queries regarding: percents, decimals, math problems, general knowledge, various objects, graphs and axes, specific shapes, and properties of shapes Task 1: show me a fraction Task 2: show me a fraction Task 3: show me a sequence of numbers Task 4: show me which coin shows heads Task 5: show me a pattern of numbers Task 6: show me a table on the paper Task 7: show me a point on the graph Task 8: show me a length Task 9: show me an angle Task 10: show me the long side of a rectangle

Middle/High Mathematics Materials Preparation TaskCuttingOther materials (Have scratch paper available for all tasks) 1OptionalStudent materials only (with cover page) 2Optional (but recommended) Student materials only (with cover page 3OptionalStudent materials only (with cover page) 4OptionalCoin to flip (optional) Student materials only (with cover page) 5Item 1Photo-copy table for item 1 and provide student materials (with cover page) for remainder 6OptionalStudent materials only (with cover page) 7OptionalStudent materials only (with cover page) 8OptionalStudent materials (with cover page), ruler (optional) 9OptionalStudent materials only 10OptionalRuler, Student materials, cover page

Middle/High Mathematics Scoring Correct and specific answer = full credit Incorrect answer or refusal inaccurate attempt = no credit General correct answer = partial credit On the right track to a correct conclusion = partial credit Correct working incorrect final calculation = partial credit

Middle/High Mathematics Anticipations and Possibilities Difficulties: –Some answers have only a right or wrong answer –Some of the graphics are focal points only –Tasks are not in order of difficulty Opportunities: –Some of the questions lend themselves to the use of classroom materials that are familiar to the students –This format provides instructional ideas for presenting concepts that students have not yet encountered –If students are more comfortable with familiar manipulatives they may be substituted as appropriate Next steps: –Streamlined graphics –More details regarding partial scoring

Standard and Scaffold Administration Materials Exercises