Evaluating Student
Growth
Looking at student works samples to evaluate for both CCSSMath Content and Standards for Mathematical Practice
Warming UP
• You are going to introduce yourself:
• State you name
• And associate your name with an item you would pack to go on a trip and place you
would like to go.
• EX: “My name is Sue, I would pack some glue to visit Katmando.”
Goals for Today
• Be able to score student tasks based on rubrics from Smarter Balanced
Assessment system for both the CCSS content and the Standards for
Mathematical Practice
• Know where to locate sources of tasks that reveal student understanding
• Prepare a plan to share information with your school staff in the Fall
(Lunch provided 11:30-12:30)
The Data Pyramid: What Kind of Data
Do Teachers Use?
How Often?
Annually
2-4 times
a year
Quarterly or
end of the unit
1-4 times
a month
Daily
Summative
assessments
Data about people,
practices, perceptions
Benchmark/interim common
assessments
Formative common assessments
Formative classroom assessments
Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin, 2008. All rights reserved.
5
Student Growth – Shared Meaning
• Variety of definitions and questions about student
growth
• Purpose today is to give common conceptual framework and
working vocabulary
• TPEP definition of student growth (learning):
The change in student achievement between two points in time.
6
Evidence of Growth
• Characteristics of good evidence:
• Clear targets
• Alignment of measure(s) to target
• Consistent, reliable measurement
• Minimal measurement error
• Valid inference
• So, back to pyramid, where would you want evidence generated?
7
The Data Pyramid: What Kind of Data
Do Teachers Use?
How Often?
Annually
2-4 times
a year
Quarterly or
end of the unit
1-4 times
a month
Daily
Summative
assessments
Data about people,
practices, perceptions
Benchmark/interim common
assessments
Formative common assessments
Formative classroom assessments
Adapted from N. Love, K. E. Stiles, S. Mundry, and K. DiRanna, The Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative Inquiry, Thousand Oaks, CA: Corwin, 2008. All rights reserved.
8
Defining Key Terms
• Student Achievement: The status of subject-matter knowledge,
understandings, and skills at one point in time.
• Student Growth (Learning): The growth in subject-matter knowledge,
understandings, and skill over time.
It is student growth, not student achievement,
that is relevant in demonstrating impacts
teachers and principals have on students.
9
Alignment Considerations
• Assessments should cover key subject and grade-level content standards.
• No items, questions, or prompts should cover standards that the course does
not address.
• The assessment structure should mirror the distribution of teaching time
devoted to course content.
• The cognitive demands of the assessment should match the full range of
cognitive thinking required by the standards
10
Establishing Student Growth Goals
• Goals measure “a change in student achievement between two points in
time”
RCW28A.405.100
AND
• Focus on important learning within the scope of the teacher’s responsibility
11
FOCUS-content focus by grade
Alignment Considerations
• Assessments should cover key subject and grade-level content standards.
• No items, questions, or prompts should cover standards that the course does
not address.
• The assessment structure should mirror the distribution of teaching time
devoted to course content.
• The cognitive demands of the assessment should match the full range of
cognitive thinking required by the standards
13
Making Sense of the Task
• Complete the task as though you are a student and think about misconceptions
that might arise.
• Think about other ways students might solve the problem.
Alignment Considerations
• Assessments should cover key subject and grade-level content standards.
• No items, questions, or prompts should cover standards that the course does
not address.
• The assessment structure should mirror the distribution of teaching time
devoted to course content.
• The cognitive demands of the assessment should match the full range of
cognitive thinking required by the standards
16
Depth of Knowledge (DOK)
Cognitive Demand (DOK)
• What is the DOK level of the task?
• What is the DOK level of the standard the task represents?
Which Standards for Mathematical Practice will be
reinforced with this task?
Scoring Student Work
Connecting tasks to the rubrics
• Content Rubric
– Focuses on a specific cluster for the task
• SBAC Achievement Level Descriptor (ALD)Rubric
– Focus on Claim 3 broadly
• Review the rubrics and consider what a response might look
like based on the task you completed.
23
Anchoring Yourself in Student Work
• Look at the 3 anchor papers associated with your task.
Discuss as a group:
– What Content score does this student demonstrate?
– What SBAC ALD score does this student demonstrate?
Review the official scores for your papers and annotated notes.
-What further clarification do you need?
25
Data-driven Differentiation &
Intervention
Student
Results
Initial Core
Instruction
Student
Assessment
Formative
Assessment
Follow-Up
Instruction
Extension
Activities
Met Standard
Below
Standard
Well Below
Standard
ReEngagement
Activities
Prerequisite
Skills
Activities
Discussion:
When you first give the task to your students it is a pre-test. You want to give it to
them without any prior instruction but to emphasize with the students that they
probably won’t know how to do this, the information will help you teach them.
• What knowledge do your students need to be successful on this task?
• How will you help your students gain this knowledge during the course of
instruction prior to the post-test?
Focusing on Student Learning
– If these three students were in your class
• What patterns did you observe about
the students’ work as a whole?
• What common misconceptions did you notice?
• What experiences do you need to provide
your students with this year?
Administering the Tasks Cold
• These tasks will be used as a baseline
• Please do not give any prior instruction, it is very
important that your students demonstrate what they
know at this time
• This data will be used as a baseline—it is more important
that your students grow from this baseline, than do well
at this first administration.
Pre-Test/Post-Test
• After several months of instruction the students would complete the same task
and be scored with the same rubrics.
• Teachers then complete the Post-Test form to make sense of the data.
Meaningful Tasks and Connections
Thinking Through a Lesson
Successfully Implementing High-Level Tasks
• Save the Last Word for Me Protocol
Share with the rest of us
• What is a significant idea you discussed with your group to share
with the rest of us?
Lunch
Development of the Rubrics
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
Claim #1 - Concepts &
Procedures
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data
Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
Claim #1 - Concepts &
Procedures
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data
Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
Claim #1 - Concepts &
Procedures
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data
Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
Claims for the Mathematics
Summative Assessment
Overall Claim for Grades 3-8
Overall Claim for Grade 11
“Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
Claim #1 - Concepts &
Procedures
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
Claim #2 - Problem Solving
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
Claim #4 - Modeling and Data
Analysis
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
3/14/2012
OSPI- Assessment and Student Information
43
3/14/2012
OSPI- Assessment and Student Information
44
3/14/2012
OSPI- Assessment and Student Information
45
Scoring for the
Standards for Mathematical Practice
3/14/2012
OSPI- Assessment and Student Information
47
Creating a Scoring Rubric
3/14/2012
OSPI- Assessment and Student Information
51
Selecting a Task and
Designing Your Own Rubric
OSPI- Assessment and Student Information
3/14/2012
53
55
Resources
• Rich Tasks http://www.illustrativemathematics.org/illustrations
• www.insidemathematics.org
• SBAC Sample Items
http://www.smarterbalanced.org/smarter-balancedassessments/
• Mars
• ESD 112 Website http://web3.esd112.org/
Your Plan for Sharing Information