Updates ….. as of December 2014Iris Harrell

GOALS FOR TODAY… DiscussDiscuss the most current information about the most current information about

the Florida Standards Assessments (FSA) the Florida Standards Assessments (FSA) for Mathematics for Mathematics.

ShowShow examples and expectations of the item examples and expectations of the item types that will be on the CBT for FSA.types that will be on the CBT for FSA.

ShareShare teacher online resources to assist with teacher online resources to assist with student instruction and teacher student instruction and teacher implementation of the MAFS.implementation of the MAFS.

Revised 11/24/14

DatesDatesApril - May April - May

20152015

End-of-Course FSA AssessmentsEnd-of-Course FSA Assessments

There are multiple forms of the assessment, with a maximum of 68 items on each test form. Approx. 6-10 items on all of the tests listed above are experimental (field test) items and are

included in the ranges, but are not included in a student’s score.

NOTES:NOTES:

All sessions are administered over two days. All sessions are administered over two days.

The FSA Test Item Specifications help to guide the development The FSA Test Item Specifications help to guide the development of scenarios and items BUT DO NOT tell what to teach. of scenarios and items BUT DO NOT tell what to teach.

Item Specifications ARE NOT course descriptions. Item Specifications ARE NOT course descriptions.

• Also assesses Also assesses refers to standard(s) closely related to the primary standard statement.

• Clarification statements Clarification statements explain what students are expected to do when responding to the question.

• Assessment limits Assessment limits define the range of content knowledge and degree of difficulty that should be assessed in the assessment items for the standard.

• Acceptable response mechanisms Acceptable response mechanisms describe the characteristics from which a student must answer a question.

• Context Context defines types of stimulus materials that can be used in the assessment items.

Item Item Specifications Specifications

DefinitionsDefinitions

EOC Calculator PolicyEOC Calculator Policy Link here for DRAFT document for “Calculator and Reference Sheet Policies”.

Pg. 1Pg. 1 lists the functions that students WILLWILL need on FSA. Pg. 2Pg. 2 lists the PROHIBITED PROHIBITED functionalities.

All STUDENTS STUDENTS taking an FSA Mathematics Assessment (Grades 7 and 8, Algebra I, Geometry, and Algebra 2) will have access to the online calculator access to the online calculator during the associated session(s) of their FSA, but students will also be permitted the use of an approved handheldapproved handheld scientific calculator.

It is a school district’s decisionschool district’s decision whether or not to purchase hand-held scientific calculators for students.

No items in the current FSA EOC assessments require the graphing tool in order to solve them. Therefore, a scientific calculator is sufficient for all items.a scientific calculator is sufficient for all items.

Not every test item in the calculator section will require will require the use of a calculator. A handheld four-functionfour-function calculator is NOT RECOMMENDED as a handheld because it may not be sufficientmay not be sufficient for all assessment items.

http://demo.tds.airast.org/TDSCalculator/TDSCalculator.html?mode=Scientific

Calculator DesignationsCalculator DesignationsAs Noted in the Test Item Specifications

YESYES – a calculator will be available for items written to a standard.

NONO – a calculator will NOT be available for items written to a standard.

NEUTRALNEUTRAL – assessment items in standards that are labeled as “neutral” are reviewed by a committee of educators to determine if the item requires the use of a calculator.

If the educators feel the item DOES NOT require the use of calculator, the item MAY BE PLACED on EITHER MAY BE PLACED on EITHER Session.

Hyperlink to DRAFT document.

Formulas PresentedFormulas PresentedNOTE: NOTE: The full intent of the standard(s) and the notations.

http://www.fsassessments.org/wp-content/uploads/2014/06/Draft-Calculator-and-Reference-Sheet-Policy_6-30.pdf

Link to document above. See pgs. 11-12 for description of each TEI.

http://www.fsassessments.org

FSA Training Tests and ResourcesFSA Training Tests and Resources

Take the FSA EOC Training Test

User Guide to the FSA Training Test

Answer Key FSA EOC Mathematics

Geometry

No formulas given on reference sheet.

Conversions AND formulas given.Algebra II

Conversions AND formulas given

Multi-Select ItemsMulti-Select ItemsAllow the student to select more than

one answer option. These are different from multiple-choice items.

Some items may ask the student to select a specific number of

responses, while other items may ask the student to select ALL correct

responses.

Multi-select items consist of:A context (mathematical or real-world)A questionTwo or more correct answersSeveral plausible distractors

Multiple-Choice ItemsMultiple-Choice ItemsRequire the student to select a

single answer option.

Multiple-choice items consist of:

a context (mathematical or real-world)

a question

a single correct answer

three plausible distractors

Multi-Select Items are worth one point.

Multi-Select Items DO NOT have partial credit.

A student MUST SELECT ALL CORRECT ANSWERS to receive credit for the item.

Equation Response/Equation Editor ItemsEquation Response/Equation Editor Items Equivalent fractions and

decimals WILL BE WILL BE ACCEPTEDACCEPTED except in items that are assessing a standard where a certain form is the expectation of the standard.

A zero in the ones place for answers that fall between -1 and 1 (excluding 0 itself) is NOTNOT required.

Students cancan type in an answer using a mixed number OROR a fraction greater than one.

Equation items require the student to enter a valid statement that answers the question.

The response MAY BE MAY BE a number, an expression, or an equation.

Equation Response Items Equation Response Items consist of:consist of:

a context (mathematical or real-world)

a question

a response area

Graphic Response Item Display (GRID)Graphic Response Item Display (GRID)Formerly referred to as: ““Grid Items with Action Buttons”Grid Items with Action Buttons”

Grid items require the student to use the point, line, and/or arrow buttons

to create a response on a grid.

Grid items consist of:Grid items consist of:•a context (mathematical or real-world)

•a question

•a response area

Hot Text ItemsHot Text ItemsHot text items require the student

to either click on a response option or drag a response option

to another location.

Hot text items consist of:Hot text items consist of:a context (mathematical or real-world)a questiona response area

Open-Response ItemsOpen-Response ItemsFormerly identified as Natural Language

Open-response items require the student to use the keyboard to enter a response into a text field.

Different types of open-response items MAYMAY appear on the test.

Open-Response items consist of:Open-Response items consist of:a context (mathematical or real-world)a questiona response area

New Item TypesNew Item TypesMatching ItemsMatching Items

Matching items require the student to CHECK A BOX CHECK A BOX to indicate if

information from a column header matches information from a row.

Matching items consist of:Matching items consist of:a context (mathematical or real-world)

a question

a response area

Table ItemsTable ItemsTable items require the student to

type NUMERIC VALUES NUMERIC VALUES into a given table. The student may complete the entire table or

portions of the table, depending on the question that is asked.

Table items consist of:Table items consist of:a context (mathematical or real-world)

a question

a response area

Editing Task Editing Task / Editing Choice Items Editing Choice ItemsNew item types

Editing task items require the student to CLICKCLICK on a highlighted word or phrase and

ENTERENTER a replacement word or phrase

OR CLICKCLICK on a highlighted word or phrase and

SELECTSELECT a replacement FROM A MENU.

Editing Task items consist of:Editing Task items consist of:

•a context (mathematical or real-world)

•a question

•a response area

Items COULD COMBINE more than one item type.Items COULD COMBINE more than one item type.

This would be an example of a 2 point item.

Grid Item with Action ButtonsGrid Item with Action Buttons

Equation Response Item

http://www.fldoe.org/core/fileparse.php/5423/urlt/FSAEOCFS2014-15.pdf

FSA Scoring and ReportingFSA Scoring and Reporting

www.flstandards.orgTeacher ResourcesTeacher Resources

http://www.flstandards.org/sites/www/Uploads/G9-12_Mathematics_Florida_Standards.pdf

http://www.flstandards.org/sites/www/Uploads/G9-12_Mathematics_Florida_Standards.pdf

http://www.flstandards.org/sites/www/Uploads/G9-12_Calculus_Florida_Standards.pdf

Content Complexity of MAFSContent Complexity of MAFSWhat are the What are the cognitive demands that can be inferred from the language of the standard?that can be inferred from the language of the standard?

Each session of EOC

would have approx. 23 items at a DOK Level 2

TOTALItems between 2 sessions

Content Complexity Content Complexity OverviewOverview

Content complexity relates to the cognitive demands inferred from the language of a content standard.

Content complexity considers factorsfactors such assuch as:

prior knowledge, processing of concepts and

skills, structure/sophistication, number of parts, and application of content structure

required to meet an expectation or to attain an outcome.

Depth of KnowledgeDepth of KnowledgeOriginally created by Norman Webb (1997), can best be described as a tool used to measure and align the cognitive

demand of instructional objectives and standardized assessment items. Webb first introduced it for the purpose of aligning assessment to standards in the area of cognitive rigor.

Levels of DOK represent a hierarchy Levels of DOK represent a hierarchy based on based on cognitive complexity

(rather than time on (rather than time on task difficulty).task difficulty).

This hierarchy is based on two main factors:

1) sophistication and complexity, and 1) sophistication and complexity, and

2) the likelihood that students at the grade 2) the likelihood that students at the grade level tested would have received prior level tested would have received prior instruction or would have had an opportunity instruction or would have had an opportunity to learn the content. to learn the content.

DOK Level ComparisonDOK Level Comparison

DOK 1

DOK 2

DOK 3

FSA Practice Materials?FSA Practice Materials?SUGGESTIONS ONLYSUGGESTIONS ONLY

http://sbac.portal.airast.org/wp-content/uploads/2014/10/G11-Practice-Test-Scoring-Guide-10-06-14-Final1.pdf

High School has 29 practice items.High School has 29 practice items.

Items are noted with the conceptual category, Items are noted with the conceptual category, DOK level, and code for Common Core standard.DOK level, and code for Common Core standard.

Rubric for scoring would NOT represent the FSA.Rubric for scoring would NOT represent the FSA.

Practice Test Student Booklets and Answer Keys Practice Test Student Booklets and Answer Keys (Not to be printed or distributed) can be used as a (Not to be printed or distributed) can be used as a reference for teachers in order to discuss with reference for teachers in order to discuss with students, especially the items that are students, especially the items that are representing “multi-select” types.representing “multi-select” types.

Algebra I Geometry Algebra II

Alg. I KEY Geometry KEY Algebra II KEY

http://www.parcconline.org/practice-testshttp://parcc.pearson.com/practice-tests/math/

NOTE: This information is NOT necessarily representative of the FSA. The documents can give teachers ideas about offering students various experiences with conceptual learning in order to develop depth of content knowledge.

Students build on knowledge and experience described in the 6-8 Statistics and Probability Progression.

Students develop a more formal and precise understanding of statistical inference, which requires a deeper understanding of probability.

Because of its strong connection with modeling, the domain of Statistics and Probability is starred, indicating that all of its standards are modeling standards.

In Grade 6, In Grade 6, students build on the knowledge and experiences in data analysis developed in earlier grades.

In Grade 7, In Grade 7, students move from concentrating on analysis of data to production of data, understanding that good answers to statistical questions depend upon a good plan for collecting data relevant to the questions of interest.

Until Grade 8Until Grade 8, almost all of students’ statistical topics and investigations have dealt with univariate data, e.g., collections of counts or measurements of one characteristic. Eighth graders apply their experience with the coordinate plane and linear functions in the study of association between two variables related to a question of interest.

Learning Progression Documentshttp://commoncoretools.me/category/progressions/

http://betterlesson.com/common_core?from=bl_header

The Master Teacher Project (MTP) is a revolutionary effort to highlight and share the best teaching practices around the Common Core. The project brings together 130+ Master Teachers in grades K-12 math and ELA to provide accessible and classroom-ready lessons that are free.

“The MTP has the potential to drastically improve math instruction for students across the country by unifying great teachers and resources.”

Take a look at Tiffany’s lesson… Take a look at Tiffany’s lesson…

After learning to write the equation of an After learning to write the equation of an ellipse, students design an elliptical pool table ellipse, students design an elliptical pool table that would guarantee that even the worst that would guarantee that even the worst player can always make a shotplayer can always make a shot.

Develop Common Assessments and Submit to Algebra Nation Develop Common Assessments and Submit to Algebra Nation Mini Assessment – after a section videoMini Assessment – after a section video Summative Assessment– after a unitSummative Assessment– after a unit These can be available for ALL TEACHERS in the Teacher AreaThese can be available for ALL TEACHERS in the Teacher Area

Research-designed Research-designed

42 specific algebra concepts42 specific algebra concepts

Tested in over 300 classrooms with Tested in over 300 classrooms with 6,000 students. 6,000 students.

Results with students who typically Results with students who typically struggled with algebra showed significant struggled with algebra showed significant increase in conceptual understanding of increase in conceptual understanding of concepts.concepts.

Helps Students:Helps Students: identify, discuss, and reduce

misconceptions

gain deeper conceptual understanding

strengthen procedural skills

Provides Teachers:Provides Teachers:

insight into students’ thinking

launch-point for mathematically-rich discussions with students

opportunities to address misconceptions and repeated errors

AnalyzingExplainingSolving

STRATEGIC EDUCATION RESEARCH PARTNERSHIPSTRATEGIC EDUCATION RESEARCH PARTNERSHIPhttp://math.serpmedia.org/

http://www.okaloosaschools.com/content/curriculum-guides-k-12-math-3

2014-2015 Mathematics Scope and Sequence 2014-2015 Mathematics Scope and Sequence and Curriculum Blueprints and Curriculum Blueprints

Outlines student expectations that are aligned to MAFS. Provides a frame for common teacher learning.The Blueprints are meant to be used as a starting point for collaborative unit planning.There are numerous hyperlinks (resources) within these blueprints.Units reference the use of EngageNY Modules

Any questions that I might can help with?Any questions that I might can help with?

Thank you for your time today!