Embed Size (px)
DESCRIPTION
Modifying Classroom Assessments and Instructional Practice in Grades 7-8 June 27, 2012. Michael Bolling, Mathematics Coordinator [email protected]. A New Trend Line in Student Achievement. - PowerPoint PPT Presentation
Citation preview
Modifying Classroom Assessments and Instructional Practice in Grades 7-8
June 27, 2012
Michael Bolling, Mathematics [email protected]
2
A New Trend Line in Student Achievement
2
“Virginia's public schools are beginning a new trend line with the implementation of more challenging standards and assessments. The goal is to build on the progress already made under the Standards of Learning program and ensure that all graduates possess the knowledge and skills needed for success in college and the workplace.”
- Dr. Patricia I. Wright Superintendent of Public Instruction
3
Curve of Change Implementation
3
Past PracticeDenial
Anger
Fear
Depression
Understanding
Acceptance
Progress
4
A New Trend Line in Student Achievement
4
“…this will be an indication that we are now expecting more of students, not that they are learning less.”
- Dr. Patricia I. Wright Superintendent of Public Instruction
5
Changes to Standards of Learning (SOL) Content
• Increase rigor through an emphasis on multistep problems and application
• Move content between grade levels/subjects to improve the vertical progression
• Remove content from grade levels/subjects• Remove content repeated among grade levels • Add new content • Reduce language that limits content
5
6
Process Goals for Students
Students will• become mathematical problem solvers that• communicate mathematically; • reason mathematically;• make mathematical connections; and• use mathematical representations to model
and interpret practical situations
6
7
We, as teachers, should be…
• Engaging students in the learning, providing relevant and rigorous activities and tasks
• Asking high-leverage questions – make students work harder than you
• Requiring students to communicate their thinking and listen carefully to them
• Making students justify their thinking• Using multiple models
7
Process
Goals!
8
We, as teachers, should be…• Using formative assessments to learn about
the level of student understanding and reflect on your own teaching
• Collaborating on a deeper understanding of what needs to be taught
8
9
Vertical Progression of the SOL
• Provides information about prior knowledge• Provides connections to related content
10
SOL, Curriculum Framework, and SOL Assessments
“The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous grades as they build mathematical expertise.”
10
11
Changes to the SOL Assessments
• Increased rigor reflective of the SOL• Comprehensive interpretation of SOL and
Curriculum Framework (CF) • Testing blueprint changes
– previous reporting categories combined– specific listing of SOL tested without a calculator included
11
12
Changes to the SOL Assessments
• Addition of non-multiple choice itemsFill in the blankDrag and dropHot-spot: Select one or more “spots” to
respond to a test item, i.e. select answer option(s), shade region(s), place point(s) on a grid
Creation of graphs
12
13 13
Understanding the “increased rigor” of the new SOL comes through analysis of the
SOL and the Curriculum Framework
14
Comparing the 2001 Mathematics SOL to the 2009 Mathematics SOL
• 2001 SOL 3.8 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
• 2009 SOL 3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.
14
15
Comparing the 2001 Mathematics SOL to the 2009 Mathematics SOL
• 2001 SOL 7.22 The student will – b) solve practical problems requiring the solution
of a one-step linear equation. • 2009 SOL 7.14 The student will
– b) solve practical problems requiring the solution of one- and two-step linear equations.
15
16
Comparing the 2001 Mathematics SOL to the 2009 Mathematics SOL
• 2001 SOL 7.7 The student, given appropriate dimensions, will– b) apply perimeter and area formulas in practical
situations.• 2009 SOL 6.10 The student will
– c) solve practical problems involving area and perimeter
• 2009 SOL 8.11 The student will – solve practical area and perimeter problems
involving composite plane figures.16
17
Instruction, Assessment, and Backwards Design
STEPS1. Analyze an SOL and Curriculum Framework
- What students should be able to do?2. Brainstorm ways to assess the SOL3. Develop an assessment4. Brainstorm instructional strategies 5. Develop instructional resources/lesson plans
17
18
Developing Assessments and Appropriate Instruction – Backwards Design
1. Analyze an SOL and Curriculum Framework- What students should be able to do?
2. Brainstorm ways to assess the SOL3. Develop assessment items4. Brainstorm instructional strategies 5. Develop instructional resources
18
SOL 7.6 The student will determine whether plane figures – quadrilaterals and triangles – are similar and write proportions to express the relationships between corresponding sides of similar figures.
• Identify corresponding sides and corresponding and congruent angles of similar figures using the traditional notation of curved lines for the angles.
• Write proportions to express the relationships between the lengths of corresponding sides of similar figures.
• Determine if quadrilaterals or triangles are similar by examining congruence of corresponding angles and proportionality of corresponding sides.
• Given two similar figures, write similarity statements using symbols such as ΔABC ~ ΔDEF, ∠ A corresponds to D, ∠ and AB corresponds to DE .
19
20
Developing Assessments and Appropriate Instruction – Backwards Design
1. Analyze an SOL and Curriculum Framework- what students should be able to do
2. Brainstorm ways to assess the SOL3. Develop assessment items4. Brainstorm instructional strategies 5. Develop instructional resources
20
21
Modifying Assessment Items
• How could a SOL test item writer ask this in a TEI format?
21
Modifying Assessments
22
Modifying Assessments
23
Modifying Assessments
24
Modifying Assessments
25
Modifying Assessments
26
27 27
Group Activity
Assessment Ideas and Instructional Strategies
Testing Blueprints
28
* content standards assessed without a
calculator
29
Testing Blueprints – excluded content
29
30
Practice SOL Items
30
31
Mathematics Instructional Resources
31
32
Professional Development Resources
32
Professional Development Resources
33
Mathematics Instructional Resources
34
35
Mathematics Instructional Resources
36
Mathematics Instructional Resources
37
ESS Sample Lesson Plans
37
38
ESS Sample Lesson Plans
38
39
Instructional Videos
39
Mathematics Vocabulary Word Wall Cards
40
