Understanding Standardized Tests

NJASK - Mathematics

Understanding Standardized Tests

NJASK - Mathematics

Roz AuerbachMarch 2012

End of year assessment provided by a math series

• Students are tested on the content of their grade level as designated by the math series in the format in which the skills were taught by that series.

• Many "arithmetic" type questions to test mastery of computation and other concepts.

NJASK • Students are tested on the skills

designated for their grade level as defined by the CCCS (not by any math series).

• These questions may not be in the same format as the students were instructed.

Aside from non-calculator questions students are required to: • interpret graphs, tables, charts and word problems •demonstrate mastery of computation skills in the context of the data presented •provide explanations as to how they solve specific (open-ended) problems.

•Any concept in the standards for a particular grade level or the previous grade level is “fair game” to be included on NJASK.

•Anything not specifically stated for that grade level or previous grade levels will not be on the test.

In all math series students are generlly taught……

On NJASK word problems (open-ended) involve applying and explaining mathematical concepts.

***This will change as new tests are created to reflect the changes in the standards.

Original AYP

Modified AYP

Because New Jersey initiated new, more rigorous grade 5-8 tests in 2008 and new, more rigorous grade 3-4 tests in 2009, the proficiency targets listed above are slightly different from those originally projected by the state in 2002, when NCLB was initiated.  New Jersey received approval from the USDE to modify the targets as part of the process required to make appropriate year-to-year comparisons between the different test.

Solving ASK like Questions

Hands-On ActivityYou will have 12 minutes to do6 multiple choice and 2 open

ended questions

Analyze these sample questions to get a an understanding of how tests are created.What types of errors might students make?

Grade 3 Questions

Steve checked out a book and a video from the local library. They were three days overdue when he returned them. The fine was 15 cents for each day the book was overdue, and 25 cents for each day the video was overdue.How much did Steve owe?

A. $ 0.40 B. $ 0.45 C. $ 0.75 D. $ 1.20

Open-ended

Massachusetts Comprehensive Assessment System

MCASSpring 2009

Tom, Nuno, and Paul each made a pizza. All the pizzas were the same size and shape. Tom cut his pizza into 2 equal pieces.Nuno cut his pizza into 3 equal pieces.Paul cut his pizza into 4 equal pieces.

a.Which boy has the smallest size pieces of pizza? Show or explain how you got your answer.

b.Each boy ate some of the pizza he made. Tom ate 1 piece of his pizza.Nuno ate 1 piece of his pizza.Paul ate 2 pieces of his pizza.

Which boys ate the same amount of pizza? Show or explain how you got your answer.

Charlie used cards to make the number shown above.

1. Round 273 to the nearest hundred.

Charlie used the same cards to make a new number. •The new number is different from 273.•The new number rounds to the same hundred as 273. 2.What is the new number Charlie made? Explain.

Grade 5 Questions

Sample SCR on topic of fractions

*Note: Mass uses 4 point rubric. This would be a 3 in NJ

Suggestions For this year…

• Expose students to these types of questions.

• Use them as teaching tools to alert students to some of the “tricks” of the test creators.

• MCAS has back tests from 2006 – 2011.

Suggestions for the Future

• As the new standards are implemented examine/modify your math program.

• Use the standards, not the textbook to determine curriculum.

• Revise pacing guides to build in the time for the major strands of each grade level and to maintain the concepts from previous grades.

• Use “test type” questions throughout the year in conjunction with any textbook assessments.

Google Search MCAS

On the left

Resources

Wonderful LAL resources also!!!