Oregon State Mathematics Assessment By Sandy Kralovec Oregon

Oregon State Mathematics Assessment By Sandy Kralovec

Oregon State Standards Ø To raise expectations for education, the Oregon legislature in 1991 passed the Oregon Educational Act for the 21 st Century. The primary purpose of the act was to usher in a new, high-standards education system. The state began defining outcome criteria for the Certificate of Initial Mastery (CIM), to be awarded at about the end of grade 10, Ø and the Certificate of Advanced Mastery (CAM), to be awarded at about the end of grade 12. Ø

Two Types of Standards Ø Academic Content Standards define what students are expected to know and be able to do in English, mathematics, science, history, geography, civics, economics, the arts and a second language. http: //www. ode. state. or. us/tls/mathematics/standards/contentstandards. pdf Ø Performance Standards define how well students must perform on classroom assessments and state assessments leading to the Certificate of Initial Mastery. The standards are composed of two elements: the Number, type and minimum scores required on classroom assessments; and the Minimum scores required on state assessments. http: //www. ode. state. or. us/tls/mathematics/standards/performancestandards. pdf

Oregon’s State Math Assessment Ø There are two tests, multiple choice and open ended problem solving. http: //www. ode. state. or. us/asmt/mathematics/ Ø State created benchmark tests in grades 3, 5, 8, and 10(CIM).

The Tests Multiple Choice Standardized, criterion -referenced Ø “Leveled” test. Ø Given at grades 3, 5, 8, and 10. Ø Student answer sheets are scanned by computer at a testing company hired by the department to score the tests Ø Problem Solving Open-ended Ø Student chooses one of 3 problems Ø Given at grades 5, 8, and 10. (except in 2003, the test Ø was given only in grade 10 for financial reasons) Ø Each test is scored with a scoring guide by two teachers

More on the Problem Solving Test Sample at grade 8 S/P Mrs. Cooley, the Spanish teacher, gives 100 points each week during a 9 -week grading period. At the end of the sixth week, Carlos has a 78% average. What is the lowest average score he can receive each week during the remainder of the 9 -week grading period in order to raise his average to 84% for the term? Each test is scored in five areas: Ø Conceptual Understanding, Ø Processes and Strategies, Ø Verification, Ø Communication Ø Accuracy. A scoring guide was developed that has 6 levels for each of the areas except Accuracy, which is scored either 1, 4, or 5. See the scoring guide at the following link: http: //www. ode. state. or. us/asmt/scoring/guides/2002 -03/mathscoringguide. pdf

2000 - 2003 Mathematics Problem Solving Official Scoring Guide 2000 - 2003 CONCEPTUAL PROCESSES & STRATEGIES VERIFICATION COMMUNICATION UNDERSTANDING Choosing strategies that can work, In addition to solving the task, Using pictures, symbols, and/or Interpreting the concepts of the and then carrying out the strategies identifiable evidence of a vocabulary to convey the path to task and translating them into chosen second look at the concepts/ the identified solution mathematics HOW? strategies/ calculations to THE CONNECTING PATH! WHAT? defend a solution DEFEND! 6 The translation of the task is Elegant, complex and/or enhanced through connections and/or mathematical processes / strategies used extensions to other mathematical ideas The review is related to the task, and The connecting path is enhanced, possibly by using a (e. g. , graphics, examples) allowing different perspective as the defense the reader to move easily and make to solve the task are complet connections from one thought to another 5 4 The translation of the task into Pictures, models, diagrams, and/or The review is a thoroughly The path connecting concepts, mathematical concepts is thoroughly symbols used to solve the task are developed look at the concepts/ strategies, and/or verification to the developed thoroughly developed strategies/ calculations in relation to identified solution is thoroughly the task developed The translation of the task into Pictures, models, diagrams, and/or The review is completed (concepts/ The path connecting concepts, adequate mathematical concepts symbols used to solve the task are strategies/calculations), and strategies and/or verification to the using relevant information is complete supports a solution identified solution is completed 3 The translation of the major concepts Pictures, models, diagrams, and/or The review is partially completed, The path connecting concepts, of the task is partially completed symbols used to solve the task may be partially recorded, and/or partially strategies and/or verification to the and/or partially displayed only partially useful and/or partially effective solution is partially complete, and/or recorded partially displayed with significant gaps that have to be inferred 2 1 The translation of the task is Pictures, models, diagrams, and/or The review is underdeveloped or The path connecting concepts, underdeveloped or sketchy symbols used to solve the task are sketchy (e. g. , focusing only on its strategies and/or verification toward a underdeveloped or sketchy reasonableness) solution is underdeveloped or sketchy The translation of the task uses Pictures, models, diagrams, and/or The review is ineffective, minimal, The path connecting concepts, inappropriate concepts or is minimal symbols used to solve the task are inappropriate and/or not evident strategies and/or verification toward a or not evident ineffective, minimal, not evident, or may solution is ineffective, minimal or not conflict with their solution evident

How the results are reported and used Individual results are reported on a student report and a class roster. Ø These reports indicate whether the student "met, " "exceeded, " or "did not meet" the benchmark for the test taken. Ø Group summary reports are based on the benchmark for the grade of enrollment. Ø For technical details of reporting see: http: //www. ode. state. or. us/asmt/reporting/ Ø

State Reported Results for 2002 Mathematics Knowledge & Skills Tests Ø Ø In 2002, the percent of students meeting or exceeding state mathematics performance standards increased in all grades from the 2001 scores. Since 1991, increasing percentages of student in all grades are meeting mathematics Grade 3 increased 42 percentage points Grade 5 increased 28 percentage points Grade 8 increased 16 percentage points Grade 10 increased 10 percentage points Mathematics Problem Solving Tests Since 1997 increasing percentages of students are meeting, conditionally meeting or exceeding mathematics problem solving performance standards: Ø Grade 5 increased 30 percentage points Ø Grade 8 increased 20 percentage points Ø Grade 10 increased 26 percentage points

Teacher Comment "I believe the new standards raise the bar and that is a good thing. However, teachers need to know how to teach all students, including English Language Learners. Teachers must know and use the techniques and strategies that help them to reach all their students. I believe that what is good for ELL students is good for all students. " — Xochitl Fuhriman-Ebert, Oregon Teacher of the Year, 2000.