TOOLS for Success Conference Holy Names University, Oakland March 13, 2014

MATHEMATICS DIAGNOSTIC TESTING PROJECT: A TOOL FOR COMMON CORE AND BEYOND

Overview: • Brief Introduction to MDTP

• Use Daskala tools to analyze MDTP online reports for

developing formative assessments of classes and students

• Offer examples of how teachers use these formative assessments to modify curricula and adapt teaching

• Describe effects of modifying curricula and adapting teaching at school sites

• Use an MDTP written response item as a CCSSM instructional activity addressing the Standards for Mathematical Practice

Brief Introduction to MDTP

MATERIALS AND SERVICES PROVIDED BY MDTP MDTP TESTS AVAILABLE TESTING OPTIONS MDTP CLASS REPORTS WRITTEN RESPONSE ITEMS CONTACT INFORMATION

Materials and Services Provided by MDTP • Low-stakes, diagnostic tests to inform teachers and students about

strengths and weaknesses in students’ preparation for specific courses.

• Detailed results for each class tested.

• Visits and consultations to help interpret results and facilitate teacher conversations about corresponding instructional decisions.

• Written Response Items.

• These services are provided at no cost to California schools • BUT the online platform (Daskala) does have a $1/student cost.

MDTP Tests Available • Prealgebra Readiness • Algebra Readiness • Geometry Readiness • Elementary Algebra Diagnostic • Second-Year Algebra Readiness • Mathematical Analysis Readiness • Calculus Readiness

• CAHSEE Preparatory Diagnostic • Integrated Second-Year Readiness • Integrated Third-Year Readiness

Note: New tests are being developed in light of CCSS-M changes: 7R, 8R, a new AR, and three new integrated course HS tests.

Testing Options

• Calculator Prohibited, Optional, or Required

• English or Spanish

• Paper and Pencil or Online (Daskala)

Our website, http://mdtp.ucsd.edu, has up-to-date information about what options are available for any given test.

MDTP Class Reports

• Class Results • Average score on each topic • Average overall score • Number and percent of students at or above critical level for each

topic • Graphic display of performance on each topic

• Item Analysis • By number and by percent of students • Response rate on each option of each test item • Number (and percent) of students who omit each item

MDTP Class Reports

• Individual Student Results • Score on each topic • Overall test score • Number of test items omitted • Last test item attempted

• Student Letters • One letter for each student • Score on each topic informing student whether s/he shows adequate

preparation, needs some review, or needs substantial review • Letters can be printed in English or Spanish

Written Response Items

• Aligned to the topics of the multiple-choice tests

• Available at all test levels

• General scoring rubric provided as guideline

• Complete solution, specific scoring rubric, and possible extensions provided for each item

• Available on a CD

MDTP Contact Information

• UC Berkeley Site • Emiliano Gómez (510) 642 0752 • Celene Reyes (510) 642 0846

Mathematics Diagnostic Testing Project

820 Evans Hall, Dept. of Mathematics

University of California, Berkeley

Berkeley, CA 94720-3840

• Email: mdtp@math.berkeley.edu

• MDTP Website: http://mdtp.ucsd.edu

Analyzing MDTP Results with Daskala Online Tools

SUMMARY PAGE BY TOPIC PAGE ITEM ANALYSIS ANSWER TIMINGS INDIVIDUAL RESULTS

Summary Page

• 31 students, average score 22/45 or 49%

• 45 items (questions) classified into 7 topics

• Strong topics: INTG (65%), EXPS (55%)

• Weak topics: FRAC (40%), GMCG (45%)

• Critical levels: INTG high, others low

By Topic Page

• Shows all items within a topic

• Items ordered from easiest to hardest (within each topic)

• Note range of difficulty, e.g. EXPS vs. LTEQ

• Can select a single topic

Item Analysis

• Can be viewed by number or percent of students

• Can sort (increasing or decreasing) by any column, e.g. correct, time, omitted, or a topic

• Note items with high incorrect choices, e.g. 7, 10, 17, 32, 41, 42, 44

• Some items reveal a prevalent misconception or error, e.g. in 10, 37 and 43 students are adding fractions “across”

Answer Timings

• Average total time was 29 min 5 sec

• Upper chart • Bar segments show percent chosen for each answer choice • Width of a column indicates average time for that item

• Lower chart displays average time for each item

Individual Results

• Select “show topics” to see topic scores

• Scores below critical level are in red

• Can sort (increasing or decreasing) by any column

• Results include number and percent correct, topic scores, items marked, last marked

• Click on a student to see her/his answer profile with timings and a diagnosis letter (in English or Spanish)

Using MDTP Results Formatively to Inform Curricular and Teaching Decisions TESTIMONIALS VIDEO: SHIFTING PEDAGOGY AND FOCUS

Using MDTP Results Formatively • Letter from Mark Spong: Daskala is a sleek online assessment tool with some powerful analysis capabilities. I am using it as part of a schoolwide push for data-driven instruction and as an integral part of the formative assessment cycle in my own classroom. I am currently in my third year of teaching and Daskala is addressing some specific needs that overwhelmed me in my first two years in a classroom. After using Daskala a few times, I have found that the first few moments sitting down at the end of the day to look at the results of an exam is an enlightening and powerful moment. After sitting for only a few minutes at my computer I have this information and I start to reflect on the last few weeks of instruction. In class, students voiced their preferences to practice the problems where they “needed substantial review” and we (teacher and students) worked collaboratively on these topics. I couldn’t help but draw the connection to a sports team training for a big event because both the students and I had a fixed goal of achievement firmly in our minds. MDTP and Daskala have helped me identify, analyze and chart my students’ growth in mathematics and my own growth as a teacher.

Using MDTP Results Formatively • Letter from Kathleen Magana: Having the opportunity to teach classrooms of students who were appropriately placed was a new experience for most of the Algebra I team and Geometry teachers. Identifying the strands in which students were proficient helped us build their confidence. Showing them and their parents that I cared enough to identify exactly what they needed to work on, by using the data formatively, set the tone for our collaboration throughout the year. I gave the exam again before semester end to measure growth, as well. Students who had previously experienced failure after failure in mathematics were engaged in active learning. I started my AfterMath Saturday workshops in October 2012. Students from any Algebra I teacher could attend on a regular basis. Pre-assessment was provided by the Algebra Readiness Exam from MDTP. Activity topics and lessons were based on students’ academic needs in mathematics. Tutors from upper mathematics courses earned scholarships by providing their assistance in the program. We are so proud of our students and will continue to strive to improve their experience through diagnostic testing and appropriate placement.

Using MDTP Results Formatively

• Video from MDTP’s website: Shifting Pedagogy and Focus http://mdtp.ucsd.edu/Videos.shtml

Effects of Modifying Curricula and Adapting Teaching in Schools TESTIMONIALS VIDEO: SHARING STUDENTS’ STRENGTHS AND WEAKNESSES

Effects of Adapting Curricula and Modifying Teaching • Letter from Mark Spong: I selected the pre-assessment so I could see how my kids improved over time. I broke the overall score into averages and noticed that every single category had improved. I saw that the category of exponents that I keyed into earlier showed a jump from 48% correct to nearly 80% correct. [Student’s] phenomenal growth between pre- and post-assessments (58% to 91%) was undeniably a vast improvement and I could say with confidence that she was ready for the transition from Integrated Math to Geometry. The feedback she received from a diagnostic exam enabled her to identify where she needed to study. Instead of wanting to know how to solve a particular problem she wanted to learn how all the rules worked so she could solve all problems of that type. Before using MDTP tests with Daskala, I had an incredibly difficult time documenting her growth or identifying consistent gaps in understanding. Neither average numeric score nor question specific feedback was what she or I needed. Instead we needed to identify and then address the underlying misunderstandings through re-teaching. MDTP and Daskala have helped me identify, analyze and chart my students’ growth in mathematics and my own growth as a teacher.

Effects of Adapting Curricula and Modifying Teaching • Letter from Kathleen Magana: As a result of all the support, the assessments and detailed data contributed by the Mathematics Diagnostic Testing Project and our team of accomplished, committed teachers, Clayton Valley Charter High School students enjoyed a 44% increase in Proficient and Advanced scores from the standardized tests we administered last spring. This was the first year of the charter and we moved our scores from the previous 3% to 47% overall. Freshman alone scored 57% Proficient and Advanced. The MDTP tests were a profound component that contributed to their success.

Effects of Adapting Curricula and Modifying Teaching

• Video(s) from MDTP’s website: Sharing Students’ Strengths and Weaknesses Placing Students for Success http://mdtp.ucsd.edu/Videos.shtml

Using MDTP Written Response Items as Instructional Activities to Address the SMP EXAMPLE OF A WRITTEN RESPONSE ITEM FEATURES OF WRITTEN RESPONSE ITEMS WRITTEN RESPONSE ITEMS AND SMP

MDTP Written Response Items

• Example: AR94CAKE • Essence Statement, Possible Extensions • General and Specific Rubrics • Specific SMPs addressed by item • Benefits of using performance assessment tasks

as instructional activities

Standards for Mathematical Practice (SMP)

Thank you

MDTP Contact Information • UC Berkeley Site

• Emiliano Gómez (510) 642 0752 • Celene Reyes (510) 642 0846

• Email: mdtp@math.berkeley.edu

• MDTP Website: http://mdtp.ucsd.edu