Oregon State Mathematics Assessment By Sandy Kralovec Oregon State Standards To raise expectations for The state began defining education, the Oregon outcome criteria for the legislature in 1991 passed Certificate of Initial Mastery the Oregon Educational (CIM), to be awarded at Act for the 21st Century. about the end of grade 10, The primary purpose of and the Certificate of the act was to usher in a Advanced Mastery (CAM), new, high-standards to be awarded at about the education system. end of grade 12. Two Types of Standards Academic Content Standards define what students are expected to know and be able to do in English, mathematics, science, history, geography, civics, economics, the arts and a second language. http://www.ode.state.or.us/tls/mathematics/standards/contentstandards.pdf Performance Standards define how well students must perform on classroom assessments and state assessments leading to the Certificate of Initial Mastery. The standards are composed of two elements: the Number, type and minimum scores required on classroom assessments; and the Minimum scores required on state assessments. http://www.ode.state.or.us/tls/mathematics/standards/performancestandards.pdf Oregon’s State Math Assessment Thereare two tests, multiple choice and open ended problem solving. http://www.ode.state.or.us/asmt/mathematics/ State created benchmark tests in grades 3, 5, 8, and 10(CIM). The Tests Multiple Choice Problem Solving Standardized, Open-ended criterion-referenced Student chooses one “Leveled” test. of 3 problems Given at grades 3, 5, Given at grades 5, 8, 8, and 10. and 10. (except in 2003, the test Student answer sheets was given only in grade 10 for financial reasons) are scanned by computer at a testing Each test is scored company hired by the with a scoring guide department to score by two teachers the tests More on the Problem Solving Test Sample at grade 8 Each test is scored in five areas: Conceptual Understanding, S/P Mrs. Cooley, the Spanish teacher, gives 100 points Processes and Strategies, each week during a 9-week Verification, grading period. At the end of Communication the sixth week, Carlos has a Accuracy. 78% average. What is the lowest average score he can A scoring guide was receive each week during the developed that has 6 levels for remainder of the 9-week each of the areas except grading period in order to Accuracy, which is scored raise his average to 84% for either 1, 4, or 5. the term? See the scoring guide at the following link: http://www.ode.state.or.us/asmt/scoring/guides/2002-03/mathscoringguide.pdf 2000 - 2003 Mathematics Problem Solving Official Scoring Guide 2000 - 2003 CONCEPTUAL PROCESSES & STRATEGIES VERIFICATION COMMUNICATION UNDERSTANDING Choosing strategies that can work, In addition to solving the task, Using pictures, symbols, and/or Interpreting the concepts of the and then carrying out the strategies identifiable evidence of a vocabulary to convey the path to task and translating them into chosen second look at the concepts/ the identified solution mathematics HOW? strategies/ calculations to THE CONNECTING PATH! WHAT? defend a solution DEFEND! 6 The translation of the task is Elegant, complex and/or enhanced The review is related to the task, and The connecting path is enhanced enhanced through connections and/or mathematical processes / strategies enhanced, possibly by using a (e.g., graphics, examples) allowing used extensions to other mathematical different perspective as the defense the reader to move easily and make to solve the task are complet ideas connections from one thought to another 5 The translation of the task into Pictures, models, diagrams, and/or The review is a thoroughly The path connecting concepts, mathematical concepts is thoroughly symbols used to solve the task are developed look at the concepts/ strategies, and/or verification to the developed thoroughly developed strategies/ calculations in relation to identified solution is thoroughly the task developed 4 The translation of the task into Pictures, models, diagrams, and/or The review is completed (concepts/ The path connecting concepts, adequate mathematical concepts symbols used to solve the task are strategies/calculations), and strategies and/or verification to the using relevant information is complete supports a solution identified solution is complete completed 3 The translation of the major concepts Pictures, models, diagrams, and/or The review is partially completed, The path connecting concepts, of the task is partially completed symbols used to solve the task may be partially recorded, and/or partially strategies and/or verification to the and/or partially displayed only partially useful and/or partially effective solution is partially complete, and/or recorded partially displayed with significant gaps that have to be inferred 2 The translation of the task is Pictures, models, diagrams, and/or The review is underdeveloped or The path connecting concepts, underdeveloped or sketchy symbols used to solve the task are sketchy (e.g., focusing only on its strategies and/or verification toward a underdeveloped or sketchy reasonableness) solution is underdeveloped or sketchy 1 The translation of the task uses Pictures, models, diagrams, and/or The review is ineffective, minimal, The path connecting concepts, inappropriate concepts or is minimal symbols used to solve the task are inappropriate and/or not evident strategies and/or verification toward a or not evident ineffective, minimal, not evident, or may solution is ineffective, minimal or not conflict with their solution evident How the results are reported and used Individual results are reported on a student report and a class roster. These reports indicate whether the student "met," "exceeded," or "did not meet" the benchmark for the test taken. Group summary reports are based on the benchmark for the grade of enrollment. For technical details of reporting see: http://www.ode.state.or.us/asmt/reporting/ State Reported Results for 2002 Mathematics Knowledge & Skills Tests Mathematics Problem Solving Tests In 2002, the percent of students Since 1997 increasing percentages meeting or exceeding state mathematics performance standards of students are meeting, increased in all grades from the conditionally meeting or 2001 scores. Since 1991, exceeding mathematics problem increasing percentages of student in solving performance standards: all grades are meeting mathematics Grade 5 increased 30 percentage Grade 3 increased 42 percentage points points Grade 5 increased 28 percentage Grade 8 increased 20 percentage points points Grade 8 increased 16 percentage Grade 10 increased 26 points Grade 10 increased 10 percentage percentage points points Teacher Comment "I believe the new standards raise the bar and that is a good thing. However, teachers need to know how to teach all students, including English Language Learners. Teachers must know and use the techniques and strategies that help them to reach all their students. I believe that what is good for ELL students is good for all students." — Xochitl Fuhriman-Ebert, Oregon Teacher of the Year, 2000.