Building Common Assessments Everett Public Schools

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Building Common Assessments Everett Public Schools Powered By Docstoc
					Building Common
 Assessments in
Everett Public Schools
                       Mary Ann Stine
     Director, Curriculum & Instruction
                          Judi Caudle
           Elementary Math Facilitator
                           Rita Husby
        Middle School Math Facilitator
                         Jana Wilson
        Middle School Math Facilitator
History of Math in Everett
   Everett adopted CMP in 2002.
   Prior to that it was the ―Julie Andrews‖ approach.
   In 2002, 29% of students met/exceeded standard on
    the WASL at 7th grade.
   In 2006 – 2007, 57.5% of students met/exceeded
    standard on the WASL in 7th grade.
   There was on-going CMP training and professional
   Expectation and accountability to use CMP
    supported through a pacing calendar.
The Need For Aligning
Instruction & Assessment
   Frustrated with the assessment results
   Hard to measure the learning
   Lots of great mathematics, hard to know what
    to focus on
   Needed to begin at the end and identify the
    mathematical big ideas as well as the
    necessary skills
Building the Teams
   Grade-Level teams with representatives from
    each middle school and the middle school
    math facilitators
   Teams were released 6 days throughout the
   Set the stage for the work
   Goal was to work on the unit they were
    currently teaching, or about to teach
   Reality was we revisited a lot of our work
Our Process
   Mathematics—Big Ideas and Skills
   Marriage of CMP, GLEs, Test and Item Specs
   Learning Targets
   Aligning Assessment Items to Learning Targets
     Match to Learning Targets
     Item Accuracy
     Freedom from Bias
   Field Test Assessments
   Reflection Sheet for Students
   Next Steps
     Develop Rubrics
     Common Scoring of Assessments
     Select Anchor Papers
Example: Shapes & Designs
   Identified Big Mathematical Ideas

   Aligned Learning Targets to the GLEs

   Used Test & Item Specs as a Guide
                                Shapes & Designs Learning Targets

•     I use geometric properties to sort, label, and classify polygons.
    1- Below Standard   2-Approaches Standard   3-Meets Standard   4-Exceeds Standard

•       I solve problems using geometric properties.
    1- Below Standard   2-Approaches Standard   3-Meets Standard   4-Exceeds Standard

•       Reasonably estimate angle measures and accurately measure angles with tools.
           Reasonably Estimate
           Need More Study               Almost There                  Got It!

            Accurately Measure
            Need More Study                     Almost There                  Got It!

•       Determine the angle sum of any regular polygon.
           Need More Study                Almost There                        Got It!
Sample Assessment Items
1) a. List the characteristics of a regular polygon                       Make a
                                                        Side Side Side   Triangle?
     below.                                                              Yes or No
                                                         A    B    C
3) Determine whether or not the following side length    2    2    2
     combinations make a triangle. Explain how you

                                                         7    10   3
6)   Name each triangle according to its sides and
        a.           b.                c.
                                                        10    11   12

                                                        13    12   5
How Did I Do?
   Processes: I use        Test   Got It!           Missed it    Evaluati
                           Items                                    on
    geometric properties                     Calc.        Needs    Score

    to sort, label, and                      Error        More

    classify polygons.     1a




Practical Experience—Write
Learning Targets
   Data About Us
       Determine Learning Targets using Big Ideas of
        CMP, Test and Item Specs
       Separate into Process and Skills
Practical Experience—
Matching Test Items
   Matching Test Items
     Match the Learning Targets
           Does the item measure the important aspects of the target?
           Is the level of difficulty appropriate?
       Accuracy
           Is the content of the item accurate?
           Is the terminology appropriate?
           Are all parts of the item clear in their meaning?
           If there is a graphic, is it accurate and relevant to the item?
           If multiple choice, do the distractors represent plausible alternatives?
       Freedom from Bias
           Does the context or scenario exclude certain groups based on the
            content, lack of prior experience, etc.
Lessons Learned
   Uncovered the mathematics
   Addressed blind spots
   Accessed new content & process learning
   Opportunity to question current practices
   Continued collaboration
   Contact Information
     Mary Ann Stine
     Judi Caudle
     Rita Husby
     Jana Wilson
     Variables & Patterns documents will be on our website for two
      Click on Teachers-Secondary, Middle School, CMP Resources,
      Variables & Patterns