Through-Course Common Core Assessments: A Modular Design...
Transcript of Through-Course Common Core Assessments: A Modular Design...
Through-Course Common Core Assessments: A Modular Design for Mathematics
Sherri Miller, ACTKatie McClarty, PearsonMay 4, 2011
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 2
Welcome & Introductions
Moderator: Anne JohnsonProgram Manager, Pearson
Presenter: Sherri MillerAVP Test Development, ACT
Presenter: Katie McClartySenior Research Scientist, Pearson
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 3
The PARCC SystemEnglish Language Arts and Mathematics, Grades 3-11
90%
END OF YEARCOMPREHENSIVE
ASSESSMENT
25%
FocusedASSESSMENT 1
• ELA• Math
50%
FocusedASSESSMENT 2
• ELA• Math
75%
FocusedASSESSMENT 3
• ELA• Math
Two Purposes: • Assessment can be matched more closely
in time to the instruction.• Assessments can provide actionable
information for continued instruction.
Source: The Center for K-12 Assessment & Performance Management at ETS
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 4
The PARCC System
Challenges:
1. Unless all states teach the topics in the same order (a prescribed scope and sequence), the Through-Course Assessments may not align with instruction.
2. All CCSS are essential (by design), so how do you assess and provide actionable information with only 6 items (4 short CRs and 2 extended CRs)?
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 5
One Approach for Challenge 1:A Modular Design for 6th Grade Mathematics
Weighted Composite Scale Score Performance (Readiness) Category
Raw score reported Raw score reported Raw score reported
Year-End Assessment90% Course Completion
Math Assessment #375% Course CompletionExtended Performance Assessment
Math Assessment #250% Course Completion2 Remaining Modules
Math Assessment #125% Course Completion2 Modules Selected by State/District
Assessments based on a common set of content standards for a grade 6
mathematics course
Ratios and Proportions2 CR1 ECR
Expressions and Equations2 CR1 ECR
Geometry2 CR1 ECR
Statistics and Probability2 CR1 ECR
Four modules grouped by content topics based on standards typically taught during the first half of a grade
6 mathematics course
BEGINNING OF YEAR
END OF YEAR
Challenge 1. Unless all states teach the topics in the same order (a prescribed scope and sequence), TCA may not align with instruction.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 6
Potential Solutions for Challenge 2
Challenge 2. All CCSS are essential (by design), so how do you assess and provide actionable information with only 6 items (4 CRs and 2 ECRs)?
Carefully Designed Assessment Tasks
Complete Reporting Systems
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 7
Potential Solutions for Challenge 2Carefully Designed Assessment Tasks
Carefully Designed Assessment Tasks
• Relevant
• Logically organized
• Explore the Standards in multiple ways
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 8
Sample Geometry Module #1
Cassie works at a bakery. When she sells individual cupcakes, she packages each cupcake in a cube-shaped box. Each box measures 3.5 inches in length, width, and height.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 9
Sample Geometry Module #1Part A
Cassie wants to design a new box that holds 6 cupcakes. The new 6-pack cupcake box must
Describe, in words, all the 6-pack box designs that will fit these conditions.
• be a rectangular prism;
• provide each cupcake with the same dimensions of space as an individual cupcake box provides; and
• measure 3.5 inches in height.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 10
Sample Geometry Module #1Part B
Drag and drop squares from the red pallet into the blue work space to create a net of one 6-pack cupcake box that meets the criteria from Part A. Do not include any extra tabs or flaps that are folded to the inside of the box and are not visible when the box is closed.
What is the outside surface area of the closed 6-pack cupcake box that the net you constructed in Part B represents? Show all the computations you used to arrive at your solution.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 11
Sample Geometry Module #1Part C
Compare the total surface area of 6 individual cupcake boxes with the surface area of one 6-pack cupcake box. Describe how the surface areas are the same or how they are different. Write two reasons why you think Cassie should design a 6-pack cupcake box.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 12
Sample Geometry Module #2
Michael has an irregular-shaped garden in his yard. The yard and the garden are represented in the diagram below.
Yard
Garden
□ means 1 square foot
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 13
Sample Geometry Module #2Part A
Explain using words how to find the area of the garden. Be sure your explanation is clear so that another sixth grader could find the area by following your steps.
Michael needs to buy fertilizer for the garden. If each bag of fertilizer will cover 25 square feet of garden, what is the least number of bags he can buy to cover the entire garden?
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 14
Sample Geometry Module #2Part B
What is the outside surface area of the planter box that the netyou constructed represents? Show all the computations you used to arrive at your answer.
Michael has a metal rectangular planter box sitting in a corner of his yard. The planter box has a base but does not have a lid. Create a net that represents this planter box by dragging the shapes into the space below.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 15
Sample Geometry Module #2Part C
Michael has filled the planter with sand to a depth of 8 inches. He needs to add potting soil to fill the planter to a total depth of 2 feet. The following different-sized bags of potting soil are available at the store.
• Large bag containing 2 cubic feet for $7.79• Medium bag containing 1.75 cubic feet for $6.89
How many of each size bag should Michael buy to fill the planter and spend the least amount of money? Show your work and explain your reasoning.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 16
Potential Solutions for Challenge 2:Complete Reporting Systems
Complete Reporting Systems
• Quantitative information
• Qualitative information
• Information at student and classroom levels
• Student tasks and responses
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 17
Classroom results for Mr. Jones Grade 6 MathematicsThrough-Course Assessment 1 Module 2: Geometry
Sample Class Report
Results by Common Core Standard Mathematical Practices60% of class consistently attend to
precision by including correct units.30% of the class are able to use their
results in finding area to construct viable arguments.
## pts out of ##Total Module
## pts out of #### pts out of ##
Find side lengthNets and surface area
6G36G4
## pts out of ##Find volume6G2 ## pts out of ##Find area6G1
Classroom Average Score Description CCSS
Score
## ## ## ## ## ## ## ## ## ## ##
Total Score
## ## ## ## ## ## ## ## ## ## ##
Task C
## ## ...## ## ...## ## ...## ## ...## ## ...## ## Carrillo, Raul## ## Brody, Leland## ## Barker, Jamal## ## Antonetti, Louisa## ## Abodeely, Omar ## ## Abell, Jane
Task BTask A Name
Student Roster
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 18
Classroom results for Mr. Jones Grade 6 MathematicsThrough-Course Assessment 1 Module 2: Geometry
Sample Class Report
Results by Common Core Standard Mathematical Practices60% of class consistently attend to
precision by including correct units.30% of the class are able to use their
results in finding area to construct viable arguments.
## pts out of ##Total Module
## pts out of #### pts out of ##
Find side lengthNets and surface area
6G36G4
## pts out of ##Find volume6G2 ## pts out of ##Find area6G1
Classroom Average Score Description CCSS
Score
## ## ## ## ## ## ## ## ## ## ##
Total Score
## ## ## ## ## ## ## ## ## ## ##
Task C
## ## ...## ## ...## ## ...## ## ...## ## ...## ## Carrillo, Raul## ## Brody, Leland## ## Barker, Jamal## ## Antonetti, Louisa## ## Abodeely, Omar ## ## Abell, Jane
Task BTask A Name
Student Roster
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 19
Cassie wants to design a new box that holds 6 cupcakes. The new 6-pack cupcake box must
Describe, in words, all the 6-pack box designs that will fit these conditions.
• be a rectangular prism;
• provide each cupcake with the same dimensions of space as an individual cupcake box provides; and
• measure 3.5 inches in height.
Barker, Jamal
The 6-pack box can be 1 cupcake wide and 6 cupcakes long. It can also be 2 cupcakes wide and 3 cupcakes long. Those are the only designs that will work for 6 cupcakes in one box that is a rectangle. If the box could be more than 3.5 inches high, then there would be one more design that would work, but it can’t if it must only be 3.5 inches high.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 20
Classroom results for Mr. Jones Grade 6 MathematicsThrough-Course Assessment 1 Module 2: Geometry
Sample Class Report
Results by Common Core Standard Mathematical Practices60% of the class consistently attend to
precision by including correct units.30% of the class are able to use their
results finding area to construct viable arguments.
## pts out of ##Total Module
## pts out of #### pts out of ##
Find side lengthNets and surface area
6G3 G64
## pts out of ##Find volume6G2 ## pts out of ##Find area6G1
Classroom Average Score Description CCSS
Score
## ## ## ## ## ## ## ## ## ## ##
Total Score
## ## ## ## ## ## ## ## ## ## ##
Task C
## ## ...## ## ...## ## ...## ## ...## ## ...## ## Carrillo, Raul## ## Brody, Leland## ## Barker, Jamal## ## Antonetti, Louisa## ## Abodeely, Omar ## ## Abell, Jane
Task BTask A Name
Student Roster
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 21
Barker, Jamal
Part B: Drag and drop squares from the red pallet into the blue work space to create a net of one 6-pack cupcake box you described in Part A. Do not include any extra tabs or flaps that are folded to the inside of the box and are not visible when the box is closed.
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 22
Classroom results for Mr. Jones Grade 6 MathematicsThrough-Course Assessment 1 Module 2: Geometry
Sample Class Report
Misconceptions
## ## ## ## ## ## ## ## ## ## ##
Task C
## ## ...## ## ...## ## ...## ## ...## ## ...## ## Carrillo, Raul## ## Brody, Leland## ## Barker, Jamal## ## Antonetti, Louisa## ## Abodeely, Omar ## ## Abell, Jane
Task BTask A Name
Student Misconceptions
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 23
School and District Reports
Information provided by
• Common Core Standard
• Total TCA Score
• Subgroups of Students
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 24
Summary of Measurement Issues
Security
• Large pool of equivalent task scenarios
• Released to the public via sample tasks
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 25
Summary of Measurement Issues (cont’)
Comparability of Tasks
• In the standards they address
• In the progression of skills they measure
• In the scoring rubrics applied
• In the information they provide to the teacher, school, and district
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 26
Summary of Measurement Issues (cont’)
Meaningful and Useful Reports
• Teacher reports that provide results by:
– Common Core content standards (numeric scores across tasks)
– Mathematical Practices (narratives across tasks)
– Student (easy access to student responses and tasks; misconception analysis)
– Points given for multiple dimensions of tasks
• School and District reports that provide results by CCSS overall and by subgroups of students
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 27
Our Solution: In Summary
Carefully designed assessment tasks and multi-level reporting
Very few items for assessing all standards and providing actionable information
Provide actionable information to move instruction forward
Modular approach to allow flexibility within and across states
Without a prescribed scope/sequence, hard to align assessment with instruction
Match assessment to instruction in time
A SolutionChallengesGoals
Copyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved. 28
Q&A/Discussion
• If you have not done so already, please type any questions or comments you have about the webinar into the ??? Box on your screen.
• You may also email questions directly to [email protected] after the webinar.
Thank you!
Please join us May 11th when we discuss “Considerations for Performance Scoring When Designing and Developing Next
Generation Assessments”pearsonassessments.com/nextgenwebinars