EQAO by lanyuehua

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									                      EQAO Assessments
                      and Rangefinding
                      Grade 9 Mathematics
                      February 2008


Compliments of
Sandy DiLena,
Content Specialist,
Mathematics                                 1
                                 Rangefinding
Purpose:
To engage Ontario Educators in preparing a high
quality set of scoring tools and training materials for
scorers.
To select materials that define and illustrate the range
of performances within the codes of the rubric.




                                                           2
                     Detailed Procedure:
1.  Do the item (on your own)
2.  Read and interpret Item Specific Rubric
3.  Score 5 Student Samples (on your own)
4.  Consensus score student samples
5.  Score 10 Student Samples (on your own)
6.  Consensus Score
7.  Repeat 5 and 6 until you complete all samples
8.  Select anchor papers
    1-code 10, 2-code 20, 2-code 30, 1-code 40
9. Write rationales
10. Review anchors for 4 progressive codes


                                                    3
                   Scoring Materials:

Anchors Papers:
    student responses that illustrate the
     criteria on the rubric
(usually consensus is arrived at without much
discussion)




                                                4
Grade 9 Assessment of Mathematics
                        Achievement Chart
 The Achievement Chart provides a
 descriptions of four categories of knowledge
 and skills.
 •   Knowledge and Understanding
 •   Thinking
 •   Communication
 •   Application
Grade 9 Assessment of Mathematics
                                     Categories

 Knowledge and Understanding (KU):
 Students are required to demonstrate subject
 specific content (knowledge) and the
 comprehension of its meaning and
 significance (understanding).

 e.g. add and subtract polynomials
Grade 9 Assessment of Mathematics
                                    Categories

 Thinking (Problem Solving PS)
 Students are required to select and sequence a
 variety of tools to solve a problem and
 demonstrate a critical-thinking process.


To answer the question,
students need to make a plan.
Grade 9 Assessment of Mathematics
                                      Categories

Application (AP)
Students are required to select the
appropriate “tool” or get the necessary
information and “fit” it to the problem.
                 Generic Rubric:
Mathematics Open Response Items




                                   9
       Grade 9 Assessment of Mathematics
                            Generic Rubric: Mathematics
Code                                  Descriptor
 40    • demonstration of thorough understanding of concepts and/or
          procedures
       • application of knowledge and skills shows a high degree of effectiveness
          due to
           - a thorough understanding of the concepts
           - an accurate application of the procedures (any minor errors and/or
             omissions do not detract from the demonstration of a thorough
             understanding)
       • problem-solving process shows a high degree of effectiveness due to
       - a complete solution process
       - identification of all important elements of the problem
       - a thorough understanding of the relationships between all of the
             important elements of the problem
       - appropriate conclusions with thorough and insightful supporting
             evidence
               Overview of Procedure:
1.   Do the item (on your own)
2.   Examine Item-specific rubric
3.   Score student samples (5)
4.   Consensus score student samples (same 5)
5.   Score student samples (10)
6.   Consensus score student samples (same 10)
7.   Repeat 5 and 6 … anchors, rationales



                                                 11
Big Bridge




             12
                              Materials

 Booklet of ~ 30 samples of student work
    of mixed achievement
 Item-Specific Rubric
 Master Consensus Recording Sheet




                                            13
Big Bridge – Item-Specific Rubric




                                    14
EQAO Important
things to take away
GAINS CAMP




                  15
 Important things to know about EQAO
Ontario’s large scale assessment process

  Framework
  Blueprint
   Processes
   Expectations – overall vs specific




                                         16
                     Test Development Process
                                  Item Development

                                      Initial Edit
    Supporting         Bias/Sensitivity    Assessment Development
    Documents            Committee               Committee
   Curriculum
    Blueprints          Incorporation of Review Suggestions

                               Field Test/Data Review
   Development
    Specifications              Operational Item Bank

                               Test Form Construction
   Scoring
    Rubrics
                                      Production

                                 Test Administration

                                  Scoring/Reporting
                                                                    17
  Test Development Process


 All questions
  (items) are
 developed by
Ontario teachers.



                             18
                What is the Purpose of the
                    Grade 9 Assessment?
The purpose of the Grade 9 Assessment of
Mathematics is:

 To assess students and report yearly data on the level at
  which students are meeting curriculum expectations in the
  applied or academic programs.

 To report valid and reliable data for individuals, schools,
  boards and the province.



                                                                19
Grade 9 Applied Blueprint
Blueprint – one Overall Expectation
Grade 9 Assessment of Mathematics




           Chapter 4 Grade 9 Mathematics Framework 2007

                                                          22
Grade 9 Assessment of Mathematics
            Multiple Choice Example
                   Applied Winter 2007, Q9, Page 5




                                                 23
Grade 9 Assessment of Mathematics
          Multiple Choice Example
           Applied Winter 2006, Q4, Page 3




                    NA2.06 Students will
                    multiply a polynomial by a
                    monomial involving the
                    same variable to give
                    results up to degree three.

                                                  24
EQAO Website
    www.eqao.com




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Using EQAO Data to Inform Practice


   “What gets measured gets attention
 and what gets measured gets improved”
                                     Charles S. Coffey
                         O.C. Executive Vice President
                                  Government Affairs
                               Royal Bank of Canada




                                                         32
Applied Winter 2006
         Big Bridge




                      33
Big Bridge – Item-Specific Rubric




                                    34
Grade 9 Assessment of Mathematics
                         Code 40




                                    35
Grade 9 Assessment of Mathematics
               Student Sample #2




                                36
Grade 9 Assessment of Mathematics
               Student Sample #3




                                37
Grade 9 Assessment of Mathematics
               Student Sample #4




                                38
   RangeFinding-
Grade 9 Mathematics
             Codes B and I
Code B
Blank: nothing written or drawn in response to the
question
Code I
Illegible: cannot be read; completely crossed out /
erased; not written in English
Irrelevant content: does not attempt assigned
question (e.g., comment on the task, drawings, “?”,
“!”, “I don’t know”)
Off topic: no relationship of written work to the
question



                                                      40
                                Code 40
thorough, high degree
a strong response
does not have to be perfect
fully answered
concepts, applications and/or processes
are accurate and clear




                                           41
                             Code 10

limited, minimal
some aspect related to question
incorrect/inaccurate concepts
procedures inaccurate/incorrect
no supporting evidence




                                   42
                              Code 20

some
answers only part of question
demonstrates partial understanding
partially explained conclusions
little supporting evidence




                                        43
                               Code 30


considerable, nearly complete
answers question
contains minor errors/omissions
lack of clarity




                                     44
Example of Code 20




                     45
Big Bridge – Item-Specific Rubric




                                    46
Item Specific Rubric Code 20 PS
 Problem-solving process to determine the area of the side of
 the bridge shows some effectiveness due to
  –an incomplete solution process
  –identification of some of the important elements of the
  problem
  –some understanding of the relationships between important
  elements of the problem
  –simple conclusions with little supporting evidence
Rationale:
Student demonstrates an incomplete solution process;
accurately calculates the diameter, does not determine
the radius, and has an error in the calculation of the
area.
                                                                47
Example of Code 30




                     48
    Item Specific Rubric Code (30)
 Problem-solving process to determine the area of the side of the
 bridge shows some effectiveness due to:
  –a solution process that is nearly complete
  –identification of most of the important elements of the problem
  –a considerable understanding of the relationships between
  important elements of the problem
  –appropriate conclusions with supporting evidence


Rationale:
Student demonstrates a considerable understanding of the
relationship between the important elements of the
problem; uses accurate problem-solving process, but uses
2 circles to calculate the area of the arches.

                                                                     49
                   Rationale Writing
Use the language of the item-specific
rubric to justify the choice of code.

Describe the attributes of the student
work that caused the code it was given.




                                          50
Questions???



               51

								
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