Creating Meaningful Assessments with 49th NCSM Annual Conference San Antonio, Texas April Susan May Kathi Cook Charles A. Dana Center Nicholas Lee-Romagnolo Newark Public Schools Creating Meaningful Assessments with Technology-Enhanced Items Session facilitators Susan May Kathi Cook Course Program Specialist Online Course Programs Charles A. Dana Center Manager Online Course Programs Charles A. Dana Center skmay@austin.utexas.edu klcook@austin.utexas.edu 1 Nick Lee-Romagnolo Special Assistant Mathematics Curriculum and Instruction Newark Public Schools nromagnolo@nps.k12.nj.us
Creating Meaningful Assessments with Technology- Enhanced Items The Charles A. Dana Center: What we do Collaborate with local and national organizations Strengthen mathematics and science education Promote college and career readiness Focus on equity and access for all students Creating Meaningful Assessments with Technology- Enhanced Items The Charles A. Dana Center: How we do it Innovation Research & Practice Capacity-Building High Academic Standards 2
Creating Meaningful Assessments with Technology- Enhanced Items Session goals In this session, we will: Understand the benefits of technology-enhanced assessment items. Analyze and engage with assessment items. Learn implementation strategies. The State of High Stakes Assessment 3
Shifts in Standards Modeling From Using algorithms to solve a set of standard problems To Using mathematics to solve a broader array of problems including from realworld settings Reasoning Answer finding Sense-making and precise communication of reasoning Coherence Learning topics in isolation Learning mathematics in the context of natural cross-grade-level progressions Focus Rigor Modernization Learning mathematics at a surface level Emphasizing mostly procedural competence Using a 19 th -century algebra-based curriculum Learning fewer topics in greater depth for true mastery (fewer, clearer, higher) Developing broad math proficiency and habits of mind (SMP) Using a broader 21 st -century curriculum (focus on math and statistics central to making sense of uncertainty and using technology to solve real-world and theoretical problems) What Is Formative Assessment? Formative assessment is a planned process in which assessmentelicited evidence of students status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their learning tactics. Page 6 in Popham, W. James. (2008). Transformative assessment. ASCD. Formative assessment depends on collecting data and on taking action based on the data collected. 4
Applications of Formative Assessment The Formative Assessment Process Immediate Near-Future Last-Chance Students Learning Tactic s Classroom Climate Shifts Adapted from Popham, W. James. (2011). Transformative assessment in action: An inside look at applying the process. ASCD. Applications of Formative Assessment The Formative Assessment Process Immediate Near-Future Last-Chance Teachers s Adapted from Popham, W. James. (2011). Transformative assessment in action. 5
Applications of Formative Assessment The Formative Assessment Process Intended Outcomes of Effective Formative Assessment Students Learning Tactic s Classroom Climate Shifts Adapted from Popham, W. James. (2011). Transformative assessment in action. Applications of Formative Assessment The Formative Assessment Process Immediate Near-Future Last-Chance Students Learning Tactic s Classroom Climate Shifts Adapted from Popham, W. James. (2011). Transformative assessment in action. 6
The Assessment Continuum Where do typical assessments fall on the continuum? Next Generation Item Types Technology-enhanced assessment items Capture evidence of mathematical thinking. Assess processes, not just outcomes. Enhance engagement and motivation. Increase the cognitive load. Provide timely feedback to students, teachers, and schools. 7
Technology-Enhanced Assessment Items We collaborate with education company Agile Mind to develop and provide a system comprehensive programs in mathematics and science for teaching and learning. Open access sites with examples: http://ccsstoolbox.com/ http://www.agilemind.com/programs/agile-assessment/ Sample Items What kind of tasks would you give students to assess the following? F-BF.A.1: Write a function that describes a relationship between two quantities.* F-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (including reading these from a table).* F-LE.B.5: Interpret the parameters in a linear or exponential function in terms of a context.* From the Common Core State Standards for Mathematics 8
Sample Items Golf Balls in Water http://www.ccsstoolbox.org/ Close Reading of Mathematical Text 1. Read for Gist 2. Use a Structured Literacy Strategy A. Think Aloud B. Paired (or Partner) Reading C. Read Pair Share 3. Solve the Problem 9
Technology-Enhanced Assessment Items Analyzing some sample items What does the item assess? What could the item tell you about what a student knows or doesn t know? How would you use this item? Sample Items Agile Assessment - http://www.agilemind.com/programs/agile-assessment/ 10
Sample Items Agile Assessment - http://www.agilemind.com/programs/agile-assessment/ Sample Items Agile Assessment - http://www.agilemind.com/programs/agile-assessment/ 11
Sample Items Agile Assessment - http://www.agilemind.com/programs/agile-assessment/ Newark Public Schools Newark, NJ 65 Schools 36,035 Students 78.6% of Students Qualify for Free/Reduced Lunch 12
Our Vision: NPS Guidelines Shifting the Cognitive Load to the Students Mathematics Instruction Teams (MITs) Habits of Discussion: Mathematical Discourse Balanced Mathematics Instruction Aggressive Monitoring and Formative Assessment Mathema'cs Instruc'onal Teams (MITs) A team of high-will mathema/cs educators that come together regularly to learn, prac/ce and peer-coach with the goal of improved mathema/cs teaching and learning. This team is the engine that takes responsibility for improving math instruc/on at each school site and will be the LIFTT par/cipants and the team directly supported by the Mathema/cs Special Assistants. MIT Who? 4-8 Members, including: 1. Administrators that write evalua/ons in mathema/cs classrooms (VPs or Principals) 2. Math Coaches and Interven/onists 3. K-8: 1-2 Teacher Leaders in each grade band (k-2, 3-5, 6-8) HS: 1 Teacher Leader in Alg., Geo, Alg. 2 MIT What? LIFTT sessions serving all members of the MIT together (4 sessions that launch the work of the MITs at the school site) Differen/ated in-school support from Special Assistants (focused on the needs of the MITs in each school in each network) Teacher classrooms (iden/fied by Special Assistant and Principals) as Lab Sites work exclusively to build prac/ce so that they can be filmed for a Module of Prac/ce Asynchronous adop/on of the NPS Instruc/onal Guidelines via video Module of Prac/ce MIT How? Grow Highly Effec/ve Teachers via: 1. The NPS Instruc/onal Guidelines (see next 5 pages) 2. Required best prac/ces in Unit Planning: Create Aggressive Monitoring Observa/on Records (AMORs), Criteria for Success, Daily Objec/ves in Context 3. Required best prac/ces in Lesson Planning: Objec/ves in Context, Criteria for Success, Anchor Task(s), Discourse Strategies, Aggressive Monitoring Plan 4. Required Best Prac/ces in Forma/ve Assessment: Use Aggressive Monitoring Observa/on Records and stamping, Data Cycles, Self and Peer Assessment 13
What? Why? Balanced Mathema'cs Instruc'on Y all Do <-> We Do <-> You Do The order of experiences in the classroom is flipped from I Do, We Do, You Do to Y All Do, We Do, You Do Students are launched into anchor tasks with enough informa/on that they can inves/gate mathema/cal ideas with mul/ple means of engagement and representa/on. As students inves'gate the mathema/cs, they share and cri/que reasoning via Habits of Discussion. Mathema/cal understandings are consolidated via mathema/cal discourse, stamping, or direct instruc/on by the teacher at the end of the learning experience. The order of experiences in the classroom mafers. When students inves/gate using many tools, then share and cri/que reasoning, they are armed with many methods to engage with mathema/cal content, build confidence in new mathema/cal situa/ons, and have tools to get unstuck when they are stuck. How? Effec/ve, simple, repeatable unit planning using the core curricular resource. Effec/ve, simple, repeatable lesson planning using the core curricular resource. Instruc/onal strategies that include literacy strategies, discourse moves, small group work (including work sta/ons), and My-Favorite-No or Mul/ple Representa/ons Stamping. Video modules, professional development cycles, and intense work with Math Instruc'onal Teams. Balanced Mathema'cs Instruc'on Concrete <-> Pictorial -> Abstract What? Why? How? Mathema/cal Content is introduced to students and inves/gated via real-world situa'ons. Most lessons BEGIN with anchor tasks. Students are introduced to, make sense of, and use Mul'ple Means of Representa'on of all mathema/cal concepts. Abstract ideas (such as algorithms and formulas) are built through interac/ons with concrete situa/ons and many representa/ons. If mathema/cal learning is to be s/cky, rigorous, and inclusive, students must learn to make sense of mathema/cs, solve mathema/cal problems via many solu/on paths, apply mathema/cal understandings to novel contexts, and do all of this work with fluency. Students do this rigorous work best in groups while engaged with group-worthy tasks. CCSS Standard of Mathema/cal Prac/ce 4 requires students to solve mul/-step real world problems and these problems are assessed by PARCC via Type 3 Performance-Based Assessment items. Teachers need to take advantage of concrete and representa/onal mathema/cal tasks available in their core curricular resources. Teachers need supplemental resources to provide more authen/c, real-world tasks. Teachers need to learn instruc/onal strategies to support students in mathema/cal tasks that unfold in this manner. Teachers need to KNOW WHAT IS IMPORTANT via effec/ve unit and lesson planning. Video modules, professional development cycles, and intense work with Math Instruc'onal Teams. 14
Habits of Discussion: Mathema'cal Discourse What? Students engage in rich tasks via mul/ple means of expression and engagement via mul'ple means of expression. Students create viable arguments in wrifen, verbal, and digital forms. Students cri/que the reasoning of others in wrifen, verbal, and digital forms. Why? How? CCSS Standards of Mathema/cal Prac/ce 3 and 6 combine to require that students communicate their mathema/cal reasoning using mul/ple modali/es and mul/ple representa/ons and to cri/que the reasoning of others, using precise communica/on. Regular wrifen and oral mathema/cal discourse leads to more flexible and crea/ve thinkers that are able to use mathema/cal evidence to defend their conclusions and processes. PARCC assesses CCSS success in these domains via Type 2 Performance-Based Assessment items. Instruc/onal Strategies that require students to create viable arguments and cri/que the reasoning of others. Instruc/onal strategies that include mul/ple means of expression, including wrifen, physical, verbal, and digital forms. Video modules, professional development cycles, and intense work with Math Instruc'onal Teams. What? Why? Aggressive Monitoring and Forma've Assessment Teachers must Know the Big Ideas for their unit of study and the lesson every day. Teachers and students have a record of student progress and misconcep/ons over the course of a unit Students engage in regular Peer and Self Assessment Teachers update unit and lesson plans regularly based on robust tracking of classroom observa/ons, Data and Looking at Student Work Cycles. Forma/ve assessment emphasizes process, thinking, metacogni/on, and effec/ve feedback. These ac/vi/es are designed to provide informa/on that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning ac/vi/es in which they are engaged. This allows for more effec/ve pacing over the course of a day, unit, and year and afends to the basics of learning theory that learners must know where they are, where they re going, and have tools to bridge the gap. How? Aggressive Monitoring Observa/on Record (Know and Monitor the Big Ideas) Data and Looking at Student Work Cycles Concrete Anchor Tasks Effec/ve Unit and Lesson Planning Effec/ve Mathema/cal Discourse Video modules, professional development cycles, and intense work with Math Instruc'onal Teams. 15
A Strategy for Technology-Enhanced Items with Computer Feedback Creating Meaningful Assessments with Technology- Enhanced Items Contact us Susan May Course Program Specialist Charles A. Dana Center skmay@austin.utexas.edu Kathi Cook Manager, Online Course Programs Charles A. Dana Center klcook@austin.utexas.edu Nick Romagnolo Special Assistant Newark Public School nromagnolo@nps.k12.nj.us For more information on Dana Center course programs, see www.utdanacenter.org Follow the Dana Center on Twitter: @utdanacenter 16