1. Math Assessments Increasing Rigor February 20, 2013 & February 21, 2013

2. Task Sort Activity Directions:  Individually, read each task. Sort and record the provided tasks as high or low cognitive demand.  Record your answers in the google form.  Discuss your results as a table group and come to a consensus.  Describe the criteria you used to sort each task. How did you communicate your reasoning to your table group?  List the criteria in your task analysis guide. Math Assessments & Rigor

3. Discussing the Task Sort TaskABCDEFGHIJ Low High Criteria for a low level task Criteria for a high level task Math Assessments & Rigor

4. Discussing the Task Sort TaskABCDEFGHIJ Low High Criteria for a low level task Computation, mechanical explanations One step, rote Skill oriented, Clear directions/task Basic concepts Criteria for a high level task Multi-task, reasoning, connections, steps Interpret/process info/analyze Justify Create ‘new’ item Extraneous info included Math Assessments & Rigor

5. Task Analysis Guide Lower-level Demands  Involve recall or memory of facts, rules, formulae, or definitions  Involve exact reproduction of previously seen material  No connection of facts, rules, formulae, or definitions to concepts or underlying understandings.  Focused on producing correct answers rather than developing mathematical understandings  Require no explanations or explanations that focus only on describing the procedure used to solve Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press Math Assessments & Rigor

6. Task Analysis Guide Higher-level Demands  Focus on developing deeper understanding of concepts  Use multiple representations to develop understanding and connections  Require complex, non-algorithmic thinking and considerable cognitive effort  Require exploration of concepts, processes, or relationships  Require accessing and applying prior knowledge and relevant experiences to facilitate connections  Require critical analysis of the task and solutions Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press DOING Mathematics Math Assessments & Rigor

7. Instruction, Assessment, and Backwards Design STEPS 1. Analyze an SOL and Curriculum Framework - what students should be able to do 2. Brainstorm ways to assess the SOL 3. Develop an assessment 4. Brainstorm instructional strategies 5. Develop instructional resources/lesson plans Math Assessments & Rigor

8. 1. Identify the nouns and verbs in the SOL 2. Review the Curriculum Framework 3. Examine the Essential Knowledge and Skills 4. List at least 5 different things that students should know and be able to do. Good news! The Assessment Templates are already set up for you. Step 1: Analyze the SOL What should students be able to do? Math Assessments & Rigor

9. Assessment Templates Math Assessments & Rigor

10. Instruction, Assessment, and Backwards Design STEPS 1. Analyze an SOL and Curriculum Framework - what students should be able to do 2. Brainstorm ways to assess the SOL 3. Develop an assessment 4. Brainstorm instructional strategies 5. Develop instructional resources/lesson plans Math Assessments & Rigor

11. Slope Comparative Questions  What is the slope of the line that passes through the points (2, 3) and (5, 7)?  Write a linear equation that is parallel to the given line 3x + 2y = 24.  Access ramps must be built to meet specifications with regard to slope. Federal regulations states that for every 12 inches along the base of a ramp, the height cannot rise more than 1 inch. Design an access ramp for a doctor’s office that extends no more than 108 inches. Include your solution and a scaled diagram to illustrate your design.

12. Modifying Assessment Items Use these guiding questions to “upgrade” the following SOL questions  How could an old test item be revised to reflect the new rigor?  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? Math Assessments & Rigor

13. Modifying Assessment Items Math Assessments & Rigor

14. Modifying Assessment Items Math Assessments & Rigor

15. Modifying Assessment Items Math Assessments & Rigor

16. Modifying Assessment Items Math Assessments & Rigor

17. Modifying Assessment Items Math Assessments & Rigor

18. Modifying Assessment Items Math Assessments & Rigor

19. Where can I get ideas for quality assessment items?  NAEP released items (searchable database) http://nces.ed.gov/nationsreportcard/ http://nces.ed.gov/nationsreportcard/  PISA released items http://www.oecd.org/dataoecd/14/10/38709418.pdf http://www.oecd.org/dataoecd/14/10/38709418.pdf  APEC Mathematics Assessment Database http://hrd.apec.org/index.php/Mathematics_Assessments http://hrd.apec.org/index.php/Mathematics_Assessments  Heinemann Mathematics (not free, but cheap) http://books.heinemann.com/math/ http://books.heinemann.com/math/  JMU Center for STEM Education Outreach (by SOL in Algebra I, Geometry, Algebra II) http://www.jmu.edu/stem/outreach/features/pivotalquestions. html http://www.jmu.edu/stem/outreach/features/pivotalquestions. html 19 Math Assessments & Rigor

20. Instruction, Assessment, and Backwards Design STEPS 1. Analyze an SOL and Curriculum Framework - what students should be able to do 2. Brainstorm ways to assess the SOL 3. Develop an assessment 4. Brainstorm instructional strategies 5. Develop instructional resources/lesson plans Math Assessments & Rigor

21. 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 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 Math Assessments & Rigor

22. Assessment Templates http://teachers.henrico.k12.va.us/math/Teacher/Materials11.html Math Assessments & Rigor

23. TEI Creation Math Assessments & Rigor 1. Download the ActivInspire template from the Math Assessments blog posting on the HCPS math website. 2. Individually or as a group, convert the questions to TEI items. Sample Hot Spot Problem

24. 1. Analyze an SOL and Curriculum Framework - what students should be able to do 2. Brainstorm ways to assess the SOL 3. Develop assessment items 4. Brainstorm instructional strategies 5. Develop instructional resources Math Assessments & Rigor Instruction, Assessment, and Backwards Design

25. 1. Analyze an SOL and Curriculum Framework - what students should be able to do 2. Brainstorm ways to assess the SOL 3. Develop assessment items 4. Brainstorm instructional strategies 5. Develop instructional resources Math Assessments & Rigor Instruction, Assessment, and Backwards Design