Through-Course Common Core Assessments: A Modular Design ...€¦ · Through-Course Assessment 1 Module 2: Geometry Sample Class Report Results by Common Core Standard Mathematical

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


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


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)?


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.


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


Potential Solutions for Challenge 2Carefully Designed Assessment Tasks

Carefully Designed Assessment Tasks

• Relevant

• Logically organized

• Explore the Standards in multiple ways


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.


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.


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.


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.


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


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?


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.


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.


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


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



Sample Class Report

Results by Common Core Standard Mathematical Practices60% of class consistently attend to


results in finding area to construct viable arguments.




6G36G4



Score

## ## ## ## ## ## ## ## ## ## ##

Total Score

## ## ## ## ## ## ## ## ## ## ##

Task C


Task BTask A Name

Student Roster


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.



Sample Class Report

Results by Common Core Standard Mathematical Practices60% of the class consistently attend to


results finding area to construct viable arguments.




6G3 G64



Score

## ## ## ## ## ## ## ## ## ## ##

Total Score

## ## ## ## ## ## ## ## ## ## ##

Task C


Task BTask A Name

Student Roster


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.



Sample Class Report

Misconceptions

## ## ## ## ## ## ## ## ## ## ##

Task C


Task BTask A Name

Student Misconceptions


School and District Reports

Information provided by

• Common Core Standard

• Total TCA Score

• Subgroups of Students


Summary of Measurement Issues

Security

• Large pool of equivalent task scenarios

• Released to the public via sample tasks


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


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


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


Q&A/Discussion

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Through-Course Common Core Assessments: A Modular Design ...€¦ · Through-Course Assessment 1 Module 2: Geometry Sample Class Report Results by Common Core Standard Mathematical