# The Secrets Revealed: Communication Strategies for High-Stakes Mathematics Assessments

This presentation, based on work supported by the National Science Foundation, aims to provide strategies for effectively communicating mathematical thinking in high-stakes assessments. The emphasis is on the NCTM Communication Standard and utilizing precise language to consolidate and convey mathematical ideas.

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## About The Secrets Revealed: Communication Strategies for High-Stakes Mathematics Assessments

PowerPoint presentation about 'The Secrets Revealed: Communication Strategies for High-Stakes Mathematics Assessments'. This presentation describes the topic on This presentation, based on work supported by the National Science Foundation, aims to provide strategies for effectively communicating mathematical thinking in high-stakes assessments. The emphasis is on the NCTM Communication Standard and utilizing precise language to consolidate and convey mathematical ideas.. The key topics included in this slideshow are National Science Foundation, high-stakes assessments, communication strategies, NCTM Communication Standard, mathematical thinking,. Download this presentation absolutely free.

## Presentation Transcript

1. This material is based upon work supported by the National Science Foundation Grant No. 0314898. High-Stake State Mathematics Assessment: CRs and BCRsThe Secrets Revealed National Council for Teachers of Mathematics (NCTM) St. Louis, April 2006 Beth Schefelker, Teaching Specialist Milwaukee Public Schools schefeba@mail.milwaukee.k12.wi.us Laura Moranchek, NAEP Coordinator WI Department of Public Instruction laura.moranchek@dpi.state.wi.us

2. This material is based upon work supported by the National Science Foundation Grant No. 0314898. NCTM Principles & Standards Communication Standard Organize and consolidate their mathematical thinking through communication; Communicate their mathematical thinking coherently and clearly to peers, teachers, and others; Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely.

3. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Standards Required by No Child Left Behind (NCLB): Content Standards: what students know and should be able to do at specified grade levels Performance Standards: how students show that they meet content standards Proficiency Standards: how well students must perform

4. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Wisconsin Model Academic Standard for Mathematics A. Mathematical Processes

5. This material is based upon work supported by the National Science Foundation Grant No. 0314898.

6. This material is based upon work supported by the National Science Foundation Grant No. 0314898. "Make this the golden rule, the equivalent of the Hippocratic oath: Everything we ask a child to do should be worth doing. " Philip Pullman, ISIS speech, April 1, 2003

7. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Alarming Data. WKCE Data Analysis Constructed Response Milwaukee Public Schools 2003-04 Black 2004-05 Red 4th Grade 8th Grade Wisconsin Model Academic Standards Blank "0" Points Blank "0" Points Mathematical Process 6% 2% 62% 62% 16% 6% 58% 56% Algebraic Relationships 6% 2% 68% 69% 22% 14% 47% 56% Measurement 5% 2% 28% 31% 14% 6% 66% 56%

8. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Score Points Constructed Response (CRs) Grades 3 8 Three Points One Point Content Two Points Process Grade 10 Two Points - Brief Constructed Response One Point Content One Point Process Four Points - Extended Constructed Response

9. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Changing the Status Quo! How do we get educators to value the importance of being able to communicate mathematically? What changes need to be made in everyday classroom practice to support students ability to effectively communicate?

10. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Session Goals To inform participants of the development of CR items. To engage participants in the process used to score CR items.

11. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Who Scores the Items? All scorers have a 4-year degree. Scorers work 7 hour shifts. Each scorer scores approximately 150- 300 papers/day. Scorers are trained on every item and subject to frequent accuracy checks.

12. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Directions for a Simulated Scoring Session Complete the question independently. Compare responses to the rubric. Practicing on a series of student work samples. Benchmark examples Student Anchor papers Qualifying Round 1 and 2

13. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Patrick spins a spinner that has three colors. He spins it 10 times and records his results in a table below. Patricks Spinner Results Color Frequency Blue 5 Red 2 Yellow 3 Step A Next Patrick will spin the spinner 50 times. Based on the results in the table, how many times is Patricks spinner likely to land on red? Answer:_____________ times Step B Use math to explain why your prediction is valid. Use words and/or numbers in your explanation. Include a description of what Patricks spinner probably looks like. __________________________________________________ __________________________________________________

14. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Scoring Rubric Three Points Possible: Step A Mathematical Content: 1 point Correct 0 points Incorrect Step B Mathematical Process: 2 points Demonstrates a thorough understanding, uses appropriate mathematical procedures or concepts to explain or justify the response to Step A 1 point Demonstrates only partial understanding, lacks an essential understanding of the underlying mathematical concepts used to provide the response to Step A 0 points Provides a completely incorrect explanation or justification or one that cannot be interpreted, or no response at all

15. This material is based upon work supported by the National Science Foundation Grant No. 0314898. WKCE-CRT CRs Simulated Scoring Practice Benchmark Papers: Anchor Papers: B1________ A1__________ B2________ A2__________ B3________ A3__________ B4________ A4__________ B5________ A5__________ B6________ A6__________ A7__________ A8__________ A9__________ A10_________

16. This material is based upon work supported by the National Science Foundation Grant No. 0314898. WKCE-CRT CRs Simulated Scoring Practice Benchmark Papers: Anchor Papers: B1__ 1/2 __ A1___ 1/1 _____ B2__ 1/1 ___ A2___ 1/1 _____ B3__ 0/2 __ A3___ 1/2 _____ B4__ 1/0 __ A4___ 1/2 _____ B5__ 0/0 __ A5___ 0/0 _____ B6__ 0/0 ___ A6___ 0/0 _____ A7___ 1/1 _____ A8___ 1/0 ____ A9___ 0/0 _____ A10__ 0/1 _____

17. This material is based upon work supported by the National Science Foundation Grant No. 0314898. WKCE-CRT Constructed Response Simulated Scoring Practice Qualifying Round 1: Qualifying Round 2: Q1-1__________ Q2-1__________ Q1-2__________ Q2-2__________ Q1-3__________ Q2-3__________ Q1-4__________ Q2-4__________ Q1-5__________ Q2-5__________ Q1-6__________ Q2-6__________ Q1-7__________ Q2-7__________ Q1-8__________ Q2-8__________ Q1-9__________ Q2-9__________ Q1-10_________ Q2-10_________ _________% accurate ___________% accurate

18. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Things to Ponder In what way can we assist students to build clear coherent mathematical communication? How can we support growth and development of others in their understanding of the Communication Standard?

19. This material is based upon work supported by the National Science Foundation Grant No. 0314898. Questions and Contact Information National Council for Teachers of Mathematics (NCTM) St. Louis, April 2006 Beth Schefelker, Teaching Specialist Milwaukee Public Schools schefeba@mail.milwaukee.k12.wi.us Laura Moranchek, NAEP Coordinator WI Dept of Public Instruction laura.moranchek@dpi.state.wi.us