Classroom Assessments Based On Standards (CABS)

WMC State Mathematics ConferenceGreen Lake, Wisconsin

Leadership Pre-conferenceApril 30, 2008

Beth Schefelker, MTS Joanie Marchillo, MTL Milwaukee Public Schools Auer Avenue K-8 School, MPSschefeba@milwaukee.k12.wi.us marchillojm@sbcglobal.net

Dustine Walker, MTL Dr. Kevin McLeod, MathematicianOW Holmes K-8 School, MPS UW Milwaukeeberkodl@milwaukee.k12.wi.us kevinm@uwm.edu

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.

www.mmp.uwm.edu

Session Purpose Develop an understanding of the process used

to build model CABS (classroom assessments based on standards) for grades K-7.

Use the MMP Assessing the Assessment Guide to analyze MPS CABS.

Engage in conversation with math teacher leaders regarding the implementation of CABS in their building.

Assessment “Of Learning” vs. Assessment “For Learning” Assessments “of learning” are those

assessments that happened after learning is supposed to have occurred to determine if it did.

Assessment “for learning” happens while learning is still under way.

(R.Stiggins, J. Arter, J. Chappuis, S.Chappuis, Classroom Assessments for Student Learning, Doing It Right-Using It Well, 2004)

MMP Comprehensive Mathematics Framework (CMF)

Milwaukee Public Schools 2004 – 2005

Wisconsin Model Academic Standards

4th Grade Blank “0” Points

8th Grade Blank “0” Points

10th Grade

Mathematical Processes

2% 62%

6% 56%

Algebraic Relationships

2% 69%

14% 56%

Measurement 2% 31% 6% 56%

WKCE Data Analysis Constructed Response % of students who left blank responses

or who scored “0” points on an item

Currently there are no Constructed Response Items at the 10th Grade Level

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are needed to see this picture.

Changing the Status Quo! 1. How does everyday classroom practice support students’ ability to engage in constructed response questions? 2. We are about using data, curriculum alignment, and effective teaching strategies. In what ways can we use these processes to help push the thinking of teachers and administrators to change this data in the future?

WKCE Data Analysis of Constructed Response % of students who left blank responses

or who scored “0” points on an item

4th Grade 8th Grade 10th Grade Wisconsin

Model Academic Standards

Year BLANK

“0” POINTS

BLANK “0”

POINTS BLANK

“0” POINTS

04-05 2% 62% 6% 56% N/A N/A Mathematical Processes 06-07 5% 72% 11% 58% 23% 54%

04-05 2% 69% 14% 56% N/A N/A Algebraic Relationships 06-07 2% 53% 3% 22% 23% 54%

04-05 2% 31% 6% 56% N/A N/A Measurement

06-07 2% 69% 14% 74% 29% 53%

Alarming Data

The MPS Glossary Definition of CABS

Classroom assessments aligned to the Milwaukee Public Schools’

Learning Targets; these assessments are developed, administered, and scored by teachers with the purpose of

providing specific, meaningful, and timely feedback designed to improve student performance.

CABS Development: A Collaborative Process

Year 1 50 Assessment Pilot Leaders grades 3 - 5

studied MPS Targets and WI descriptors, wrote, discussed, and piloted grade level CABS for all mathematics content strands.

Summer Committee Work 30 Leaders reviewed and aligned assessments

for all grade levels with input from resources by NAEP, NCTM, as well as UWM mathematicians.

CABS Development: The process continues

Year 2 80 Assessment Leaders Gr. 2-7 continued

developing and testing CABS.

Summer Committee Work CABS were review by content strand with input

from 5 UWM mathematicians.

Year 3 K5-Gr1 CABS Process

Features of the MPS model CABS

Take a moment to look over the sample CABS.

What do you notice? What questions do

you have regarding the CABS?

B. Number Operations and Relationships Grade 4

MPS Learning Targ et #1

(Grade 4) MPS Learning Targ et #2

(Grade 4) Use strategies fluently to make estimates, solve, and pose real-world problems (e.g., single and multi-step) for all operations, to compare and rename numbers, and to find factors and multiples.

Represent commonly used fractions (e.g., pictures, number lines) and decimals (i.e., money) and use informal reasoning to rename, compare, add, and subtract them with and without context.

Descriptors Concepts: 1, 2, 3, 4, 5 Computation: 10, 11, 13, 15, 16

Descriptors Concepts: 5, 6, 7, ,8, 9 Computation: 12, 14, 15, 16

Wisconsin Sub-skill Descriptors (Beginning of Grade 5) Sub-skill B.a: Concepts 1) Recognize and apply place-value concepts to whole numbers less than 1,000,000. 2) Read, write, and represent numbers using words, numerals, pictures (e.g., base ten blocks),

number lines, arrays, expanded forms (243=200+40+3), and symbolic renaming e.g., 243=250-7.

3) Compare and order numbers less than 10,000 represented in numbers, arrays, symbols (<, >, =) and words.

4) Use basic facts to determine the first ten multiples of 2-10 and determine factors for numbers up to 100. Recognize the divisibil ity potential of numbers (divisors of 2, 5, 10, 25). Count using whole numbers less than 10,000 and by any number 1-12 and ‘friendly numbers’ through 100 (ex. 20, 25, etc.)

5) Read, write, represent, count, compare, and order, and make change using a collection of coins and bills equal to an d less than $20.00.

6) Read, write, and identify equivalent fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s). 7) Represent fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s) using numbers, pictures (e.g., drawings

or base ten blocks), and number lines. 8) Order and compare fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s) represented numerically or as

models (including parts o f a set and parts of a whole). 9) Rename improper fractions to mixed numbers. Sub-skill B.b: Computation 10) Use all operations in everyday situations to solve single or multi-step word problems. 11) Solve three- and four-digit addition and subtraction with regrouping; multiplication of

two-digit by one-digit numbers; division with single-digit divisors and two -digit dividends and with two-step or mixed operation problems with single-digit numbers.

12) Add and subtract decimals in the context of money. 13) Solve problems using basic multiplication and division facts. 14) Add and subtract fractions with like denominators. 15) Estimate: multiplicatio n of two-digit by one-digit problems, addition and subtraction of

decimals using money, and division in context. 16) Determine reasonableness of answers.

MMP Assessing the Assessment Guide

Getting Started Clarification Statements for CABS:

Round 1 - Align to MPS Targets and WI State Framework Descriptors

Round 2 - Align to WI State Framework DOK Reflection and Comments Anticipating Student Responses and

Implications

Assessing The Assessment Round 1 Work with a partner to analyze questions from

the 4th grade CABS. Using the MPS Target/Descriptor Worksheet

align the questions to targets and descriptors. Record your thinking next to each question or

next to each descriptor on the worksheet.

What were your thoughts as you worked through this first step?

WI State Assessment Framework DOK Level 1 - Recognizing and Recalling Level 2 - Using Fundamental Concepts

and Procedures Level 3 - Concluding and Explaining Level 4 - Evaluating, Extending and

Making Conclusions

Definition of DOK : “Depth of Knowledge” (DOK) for each item is listed on reading and mathematics The Item Analysis reports. DOK is a measure of cognitive demand required to correctly answer the item.

Source: WSAS online (TurnLeaf) reports under “More Info”

Comparison of Thinking Levels

MPS Levels of Thinking

Wisconsin State Assessment Framework

Depths of Knowledge Bloom’s Taxonomy

(Revised 2001)

Level 4 Generate and Synthesize (Create, “What … if?”)

Level 4: Evaluating, Extending and Making Connections

Level 6: Creating

Level 5: Evaluating

Level 3 Apply and Analyze (Compare, Summarize)

Level 3: Concluding and Explaining

Level 4: Analyzing

Level 3: Applying

Level 2 Organize

(Sort, Multiple steps)

Level 2: Using Fundamental Concepts and Procedures

Level 2: Understanding

Level 1 Gather Information (Recall, Memorize, State)

Level 1: Recognizing and Recalling

Level 1: Remembering

Level 1 Recall / Memorize / State

Level 2 Organize / Sort / Multiple steps

Level 3 Analyze / Compare / Summarize

Level 4 Apply / Synthesize / Create / “What … if?”

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9

#11#11

Thinking Classification Skills (Mathematics)

The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.

Assessing the Assessment Round 2 Using the same set of CABS. Use the DOK worksheet along with the Thinking

Classification Chart to record the Level of thinking for questions on the CABS.

When finished, share your results with your table group, support your reasoning.

Try to come to a consensus. Focus on problems:

#1, #2, #3, #4, #5, #8, #12, #13, #15

Share Out Observations

What were some of the insights gained as you worked through this process?

What would be the benefit of teachers going through this process?

In what way could this process be applied to other assessments?

Insights from one of the Mathematicians - Dr. Kevin McLeod

Reflections on building CABS and the process.

Insights on working with the teachers.

Thoughts for future work.

Dustine WalkerMath Teacher LeaderO.W. Holmes Elementary School, MPSberkodl@milwaukee.k12.wi.us

CABS journey for O.W. Holmes Classroom focused - monitoring system 4-Day Constructed Response Process Student Work Samples

Grade 3 Grade 7

Joanie MarchilloMath Teacher LeaderAuer Avenue School, MPSmarchillojm@sbcglobal.net

CABS journey for Auer Avenue School

Student-Focused Monitoring System

Distributed Leadership Support from Assessment Leaders

• Kindergarten• Grade 4

Concluding Thoughts… Implementing CABS has

been a process.

Teachers have started to understand how to help build student understanding and improve classroom instruction.

Your Thoughts… What are some of the

ideas presented today that have struck you as you have engaged in this session on CABS?