evaluating student growth looking at student works samples to evaluate for both ccss- math content...
TRANSCRIPT
![Page 1: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/1.jpg)
Evaluating Student Growth
Looking at student works samples to evaluate for both CCSS-Math Content and Standards for
Mathematical Practice
![Page 2: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/2.jpg)
Warming UP
• You are going to introduce yourself:• State you name
• And associate your name with an item you would pack to go on a trip and place you would like to go.
• EX: “My name is Sue, I would pack some glue to visit Katmando.”
![Page 3: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/3.jpg)
![Page 4: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/4.jpg)
Goals for Today
• Be able to score student tasks based on rubrics from Smarter Balanced Assessment system for both the CCSS content and the Standards for Mathematical Practice
• Know where to locate sources of tasks that reveal student understanding
• Prepare a plan to share information with your school staff in the Fall
(Lunch provided 11:30-12:30)
![Page 5: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/5.jpg)
5
The Data Pyramid: What Kind of Data Do Teachers Use? How Often?
Formative classroom assessments
Formative common assessments
Benchmark/interim common assessments
Data about people,practices, perceptions
Summative assessments
Daily
1-4 times a month
Quarterly or end of the unit
2-4 timesa year
Annually
Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin, 2008. All rights reserved.
![Page 6: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/6.jpg)
• Variety of definitions and questions about student growth• Purpose today is to give common conceptual
framework and working vocabulary
• TPEP definition of student growth (learning):
The change in student achievement between two points in time.
6
Student Growth – Shared Meaning
![Page 7: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/7.jpg)
Evidence of Growth
• Characteristics of good evidence:• Clear targets
• Alignment of measure(s) to target
• Consistent, reliable measurement
• Minimal measurement error
• Valid inference
• So, back to pyramid, where would you want evidence generated?
7
![Page 8: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/8.jpg)
8
The Data Pyramid: What Kind of Data Do Teachers Use? How Often?
Formative classroom assessments
Formative common assessments
Benchmark/interim common assessments
Data about people,practices, perceptions
Summative assessments
Daily
1-4 times a month
Quarterly or end of the unit
2-4 timesa year
Annually
Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin, 2008. All rights reserved.
![Page 9: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/9.jpg)
Defining Key Terms
• Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.
• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.
9
It is student growth, not student achievement, that is relevant in
demonstrating impacts teachers and principals have on students.
![Page 10: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/10.jpg)
Alignment Considerations
• Assessments should cover key subject and grade-level content standards.
• No items, questions, or prompts should cover standards that the course does not address.
• The assessment structure should mirror the distribution of teaching time devoted to course content.
• The cognitive demands of the assessment should match the full range of cognitive thinking required by the standards
10
![Page 11: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/11.jpg)
11
Establishing Student Growth Goals
• Goals measure “a change in student achievement between two points in time” RCW28A.405.100
AND
• Focus on important learning within the scope of the teacher’s responsibility
![Page 12: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/12.jpg)
FOCUS-content focus by grade
![Page 13: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/13.jpg)
Alignment Considerations
• Assessments should cover key subject and grade-level content standards.
• No items, questions, or prompts should cover standards that the course does not address.
• The assessment structure should mirror the distribution of teaching time devoted to course content.
• The cognitive demands of the assessment should match the full range of cognitive thinking required by the standards
13
![Page 14: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/14.jpg)
![Page 15: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/15.jpg)
Making Sense of the Task • Complete the task as though you are a student and think
about misconceptions that might arise.
• Think about other ways students might solve the problem.
![Page 16: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/16.jpg)
Alignment Considerations
• Assessments should cover key subject and grade-level content standards.
• No items, questions, or prompts should cover standards that the course does not address.
• The assessment structure should mirror the distribution of teaching time devoted to course content.
• The cognitive demands of the assessment should match the full range of cognitive thinking required by the standards
16
![Page 17: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/17.jpg)
Depth of Knowledge (DOK)
![Page 18: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/18.jpg)
Cognitive Demand (DOK)
• What is the DOK level of the task?
• What is the DOK level of the standard the task represents?
![Page 19: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/19.jpg)
Which Standards for Mathematical Practice will be reinforced with this task?
![Page 20: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/20.jpg)
![Page 21: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/21.jpg)
Scoring Student Work
![Page 22: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/22.jpg)
Connecting tasks to the rubrics
• Content Rubric– Focuses on a specific cluster for the task
![Page 23: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/23.jpg)
23
• SBAC Achievement Level Descriptor (ALD)Rubric – Focus on Claim 3 broadly
• Review the rubrics and consider what a response might look like based on the task you completed.
![Page 24: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/24.jpg)
Anchoring Yourself in Student Work
• Look at the 3 anchor papers associated with your task. Discuss as a group:–What Content score does this student
demonstrate?–What SBAC ALD score does this student
demonstrate?
![Page 25: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/25.jpg)
25
Review the official scores for your papers and annotated notes.
-What further clarification do you need?
![Page 26: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/26.jpg)
Data-driven Differentiation & Intervention
Follow-Up Instruction
Student Results
Extension Activities
Re-Engagement
Activities
Prerequisite Skills
Activities
StudentAssessment
Standards-Based
Lessons
Initial CoreInstruction
Below Standard
Met Standard
Well Below Standard
Formative Assessment
![Page 27: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/27.jpg)
Discussion:
When you first give the task to your students it is a pre-test. You want to give it to them without any prior instruction but to emphasize with the students that they probably won’t know how to do this, the information will help you teach them.
• What knowledge do your students need to be successful on this task?
• How will you help your students gain this knowledge during the course of instruction prior to the post-test?
![Page 28: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/28.jpg)
Focusing on Student Learning
– If these three students were in your class • What patterns did you observe about the students’ work as a whole?• What common misconceptions did you notice?• What experiences do you need to provide
your students with this year?
![Page 29: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/29.jpg)
Administering the Tasks Cold
• These tasks will be used as a baseline• Please do not give any prior instruction, it is very
important that your students demonstrate what they know at this time
• This data will be used as a baseline—it is more important that your students grow from this baseline, than do well at this first administration.
![Page 30: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/30.jpg)
Pre-Test/Post-Test
• After several months of instruction the students would complete the same task
and be scored with the same rubrics.
• Teachers then complete the Post-Test form to make sense of the data.
![Page 31: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/31.jpg)
Meaningful Tasks and Connections
![Page 32: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/32.jpg)
Thinking Through a LessonSuccessfully Implementing High-Level Tasks
• Save the Last Word for Me Protocol
![Page 33: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/33.jpg)
Share with the rest of us
• What is a significant idea you discussed with your group to share with the rest of us?
![Page 34: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/34.jpg)
Lunch
![Page 35: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/35.jpg)
Development of the Rubrics
![Page 36: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/36.jpg)
“Students can demonstrate progress toward college and career readiness in mathematics.”
“Students can demonstrate college and career readiness in mathematics.”
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Concepts & Procedures
Claim #2 - Problem Solving
Claim #3 - Communicating Reasoning
Claim #4 - Modeling and Data Analysis
Claims for the Mathematics Summative Assessment
![Page 37: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/37.jpg)
![Page 38: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/38.jpg)
“Students can demonstrate progress toward college and career readiness in mathematics.”
“Students can demonstrate college and career readiness in mathematics.”
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Concepts & Procedures
Claim #2 - Problem Solving
Claim #3 - Communicating Reasoning
Claim #4 - Modeling and Data Analysis
Claims for the Mathematics Summative Assessment
![Page 39: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/39.jpg)
![Page 40: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/40.jpg)
“Students can demonstrate progress toward college and career readiness in mathematics.”
“Students can demonstrate college and career readiness in mathematics.”
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Concepts & Procedures
Claim #2 - Problem Solving
Claim #3 - Communicating Reasoning
Claim #4 - Modeling and Data Analysis
Claims for the Mathematics Summative Assessment
![Page 41: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/41.jpg)
![Page 42: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/42.jpg)
“Students can demonstrate progress toward college and career readiness in mathematics.”
“Students can demonstrate college and career readiness in mathematics.”
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Concepts & Procedures
Claim #2 - Problem Solving
Claim #3 - Communicating Reasoning
Claim #4 - Modeling and Data Analysis
Claims for the Mathematics Summative Assessment
![Page 43: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/43.jpg)
3/14/2012 OSPI- Assessment and Student Information 43
![Page 44: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/44.jpg)
3/14/2012 OSPI- Assessment and Student Information 44
![Page 45: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/45.jpg)
3/14/2012 OSPI- Assessment and Student Information 45
![Page 46: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/46.jpg)
Scoring for the Standards for Mathematical Practice
![Page 47: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/47.jpg)
3/14/2012 OSPI- Assessment and Student Information 47
![Page 48: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/48.jpg)
Creating a Scoring Rubric
![Page 49: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/49.jpg)
![Page 50: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/50.jpg)
![Page 51: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/51.jpg)
3/14/2012 OSPI- Assessment and Student Information 51
![Page 52: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/52.jpg)
![Page 53: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/53.jpg)
Selecting a Task and Designing Your Own Rubric
3/14/2012OSPI- Assessment and Student Information 53
![Page 54: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/54.jpg)
![Page 55: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/55.jpg)
55
![Page 56: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/56.jpg)
Resources
• Rich Tasks - http://www.illustrativemathematics.org/illustrations
• www.insidemathematics.org • SBAC Sample Items
http://www.smarterbalanced.org/smarter-balanced-assessments/
• Mars• ESD 112 Website http://web3.esd112.org/
![Page 57: Evaluating Student Growth Looking at student works samples to evaluate for both CCSS- Math Content and Standards for Mathematical Practice](https://reader037.vdocument.in/reader037/viewer/2022110209/56649e295503460f94b17104/html5/thumbnails/57.jpg)
Your Plan for Sharing Information