preparing your students...grade 6: 4 function desmos ; 7-8 scientific desmos accomodations &...
TRANSCRIPT
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Preparing Your Students For ILEARN Math
Facilitated by
Laurie Ferry, Director of Professional Learning
CIESC
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Learning IntentionsRefresh and apply Depth of Knowledge
Compare and unpack Difficulty vs Complexity
Overview, breakdown, and map ILEARN Resources (Blueprints, Item Specs, Repository)
Refine and prepare for adaptive assessments
Getting into the textRead the following article, Are Our Kids Ready for Computerized Tests
As you read, identify the following:
3 - Wonders (questions)
2 - Applications for your classroom
1 - “A-ha”
Be prepared to share
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Depth Of Knowledge (DOK) Refresher
Mechanism to ensure the intent of the standard and level of student
performance matches
To provide cognitive-processing
ceiling(highest level students can be assessed) for
item development
To ensure that teachers are teaching
to a level that will promote student
achievement
What is DOK?
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DOK LevelsLevel 1 - Recall & Reproduction (surface & rote)
Level 2 - Skills & Concepts (compare/contrast)
Level 3 - Strategic Thinking/Reasoning (complex and justify response w/ evidence)
Level 4 - Extended Thinking (very complex and relating ideas in context/among content areas)
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Difficulty Vs Complexity At your table:Define difficultyDefine complexityCompare the twoGive examples ofeach
Difficulty Complex
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Difficulty Vs ComplexityDifficulty:
A measure of effort required to complete a task
In assessment, a function of how many people can complete the task correctly
Complexity:
A measure of the thinking, action, or knowledge that is needed to complete the task
In assessment how many different ways can the task be accomplished
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Connections to ILEARN & CATCAT - Computer Adaptive Test
Cognitive Complexity vs. Difficulty
Every student has the chance to demonstrate the same range of cognitive skills, even if they receive items of varying difficulty
Difficulty refers to the likelihood that a student will respond correctly
Cognitive Complexity (DOK) refers to mental processes required to meet the demands of a task
Source: IDOE
Difficulty and Complexity
Strategic Thinking
Low DifficultyHigh Complexity
Expertise
High DifficultyHigh Complexity
Fluency
Low DifficultyLow Complexity
Stamina
High DifficultyLow Complexity
Easy
More Complex
Hard
Less Complex
Effect Size for Problem Solving Teaching = .61
Strategic Thinking
Expertise Task
Twenty-five people attended a party. If each person shakes hands with every other person at the party, how many handshakes will there be?
High Complexity Tasks
● Illustrative Mathematics● Mathematics Assessment Project● Engage New York● Graham Fletcher (K-5)● Dan Meyer’s Lessons in 3 Acts (6-12)● Youcubed.org
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● The ‘Golden Line’ from the article● How might this impact your teaching?● What questions does this article raise for
you?
Article Link
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Unpacking ILEARN Transparency! - Indiana Education Brochure
Scoring by Indiana Educators
Blueprints, Item Specifications (bank of items), and Released Item Repository
Performance Tasks (1 each per grade level)
3 Open-Ended Questions Per Grade Level
Adapts difficulty, not complexity. Stays at grade level & untimed
No Reference Sheets
Calculator Use
No calculator for grades 3-5
Grade 6: 4 function Desmos ; 7-8 Scientific Desmos
Accomodations & Accessibility
Glossary, Audio, line reader, Stacked Spanish
Can use scap paper or graph paper
Untimed in segments
Scheduling & Timing GuidanceILEARN Assessment Structure
Cite IDOE Slides
Range PLDsThe ILEARN Range PLDs are content-specific statements that reflect the varying degrees to which students may demonstrate proficiency on grade-level standards assessed on the upcoming ILEARN assessment. IDOE will use the ILEARN Range PLDs to inform item development and standard setting, while Indiana educators are welcome to use them to help inform instructional practices.
Math Range PLDs: 3, 4, 5, 6, 7, 8
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ILEARN Item Spec Walk-A-Bout
Item Specification Infographic
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Item Specification ExamplesIndiana Item Spec
Common Core Item Spec
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Item Spec ClarifiersSpecification EVIDENCE Vocabulary DOK/Difficulty
Indiana Evidence Statement Included - Construct Vocabulary
DOK included
ICCR Task Demand Not included Both included
Smarter Balanced Evidence Required & Evidence Statement
Key Vocabulary (Not always included)
DOK included
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Unpacking ILEARN - ResourcesILEARN For Educators IDOE Website
Math Standards
Blueprints
Item Specifications Database or Downloads
Released Items Repository
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ILEARN Resources Breakdown Mapping Templates
Grades 3 - 5: select your grade level
Grades 6 - 8: select your grade level
Guidelines:
Make a copy of the template
Use the blueprints and item specs to complete your mapping template
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Formative AssessmentWhat It Is… What It Isn’t…
A planned process Unplanned
Based on assessment evidence Individual strategies
Using evidence to make instructional adjustments and/or verifying learning
Moving on regardless of student evidence
“Actionable” feedback for students Grading
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Formative Assessment - Teacher’s Considerations1. Who is and is not understanding the lesson?
2. What are this student’s strengths and needs?
3. What misconceptions do I need to address?
4. What feedback should I give students?
5. What adjustments should I make to instruction?
6. How should I group students?
7. What differentiation do I need to prepare?
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7 Strategies for Formative AssessmentStrategy 1: Provide a clear and understandable vision of the learning target.
Strategy 2: Use examples and models of strong and weak work.
Strategy 3: Offer regular descriptive feedback during the learning.
Strategy 4: Teach students to self-assess and set goals for next steps.
Strategy 5: Use evidence of student learning needs to determine next steps in teaching.
Strategy 6: Design focused instruction, followed by practice with feedback.
Strategy 7: Provide opportunities for students to track, reflect on, and share their learning progress
—Chappuis (Strategy Handout)
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Purpose of FeedbackProvide cues that capture a person’s attention and helps him/her to focus on succeeding with the task.
Direct attention toward the processes needed to accomplish the task.
Provide information about ideas that have been misunderstood
Motivational so that students invest more effort or skill in the task.
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Assessment (formative) FeedbackThis feedback should provide the teacher with information about their teaching rather than information about the student
Allows students to react to the 3 Questions
Where are we going?
How are we going there?
Where are we going next?
Elicit active student-teacher collaboration
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Power of Feedback from Hattie
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Feedback Levels & QuestionsLevels Major questions Feedback Questions
Task How well has the task been performed?
Where am I going? What are my goals?
Process What are the strategies needed to perform the task?
How am I going? What progress is being made towards the goal?
Self-regulation What is the conditional knowledge and understanding needed to know what you are doing?
Where to next? What activities need to be undertaken next to make better progress?
Self Personal evaluation and affect about the learning
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Frequency of Feedback Timely feedback is designed to learn what I need to move forward
Teachers consider their feedback more valuable than students do
The most important consideration is… how much of the feedback is received by the students?
Feedback needs to include a balance of all 4 levels (Task, Process, Self-regulation and Self)
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Next StepsCheck out the IDOE site for additional resources
Check out the FAQ
Continue to dive into the materials/resources
Meet, plan, reflect, refine, repeat
Blueprint will be finalized on October 1, 2018
IDOE Contacts:
Dr. Kristine David - [email protected] & Justin Mocas- [email protected]
