www.mmp.uwm.edu
Classroom Assessments
Based On Standards (CABS)
WMC State Mathematics Conference
Green Lake, Wisconsin
Leadership Pre-conference
April 30, 2008
Beth Schefelker, MTS
Milwaukee Public Schools
[email protected]
Joanie Marchillo, MTL
Auer Avenue K-8 School, MPS
[email protected]
Dustine Walker, MTL
OW Holmes K-8 School, MPS
[email protected]
Dr. Kevin McLeod, Mathematician
UW Milwaukee
[email protected]
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding
from the National Science Foundation under Grant No. EHR-0314898.
Session Purpose



Develop an understanding of the process used
to build model CABS (classroom assessments
based on standards) for grades K-7.
Use the MMP Assessing the Assessment Guide
to analyze MPS CABS.
Engage in conversation with math teacher
leaders regarding the implementation of CABS
in their building.
Assessment “Of Learning” vs.
Assessment “For Learning”

Assessments “of learning” are those
assessments that happened after learning is
supposed to have occurred to determine if it
did.

Assessment “for learning” happens while
learning is still under way.

(R.Stiggins, J. Arter, J. Chappuis, S.Chappuis, Classroom Assessments for Student
Learning, Doing It Right-Using It Well, 2004)
MMP Comprehensive
Mathematics Framework (CMF)
QuickTime™ and a
decompressor
are needed to see this picture.
WKCE Data Analy sis Constructed Response
% of students who left blank responses
or who scored Ņ0Ópoints on an item
Milwau kee Pub lic Schools 2004 Š 2005
Wisconsin Model
Academi c
Standards
4th Grade
Blank
Ņ0Ó Points
62%
8th Grade
Blank
Ņ0Ó Points
6%
56%
Mathematical
Processes
2%
Algebraic
Relationships
2%
69%
14%
Measurement
2%
31%
6%
56%
10th Grade
Currently there
are no
Constructed
Response
Items at the
10 th Grade
Level
56%
Changing the Status Quo!
1. How doeseveryday classroom practice support students’ abili ty to
engagein constructed responsequestions?
2. We are about using data, curriculum ali gnment, and eff ective
teaching strategies. In what ways can we usetheseprocessesto help
push the thinking of teachers and administrators to change this data in
the future?
Alarming Data
WKCE Data Analysis of Constructed Response
% of students who left blank responses
or who scored Ņ0Ópoints on an item
Wisconsin
Model
Academic
Standards
Mathematical
Processes
Algebraic
Relationships
4th Grade
Year
8th Grade
10th Grade
BLANK
Ņ0Ó
POINTS
BLANK
Ņ0Ó
POINTS
BLANK
Ņ0Ó
POINTS
04-05
2%
62%
6%
56%
N/A
N/A
06-07
5%
72%
11%
58%
23%
54%
04-05
2%
69%
14%
56%
N/A
N/A
06-07
2%
53%
3%
22%
23%
54%
04-05
2%
31%
6%
56%
N/A
N/A
06-07
2%
69%
14%
74%
29%
53%
Measurement
The MPS Glossary Definition
of CABS
Classroom assessments aligned to
the Milwaukee Public Schools’
Learning Targets; these
assessments are developed,
administered, and scored by
teachers with the purpose of
providing specific, meaningful, and
timely feedback designed to
improve student performance.
CABS Development:
A Collaborative Process
Year 1
 50 Assessment Pilot Leaders grades 3 - 5
studied MPS Targets and WI descriptors, wrote,
discussed, and piloted grade level CABS for all
mathematics content strands.
Summer Committee Work
 30 Leaders reviewed and aligned assessments
for all grade levels with input from resources by
NAEP, NCTM, as well as UWM
mathematicians.
CABS Development: The
process continues
Year 2
 80 Assessment Leaders Gr. 2-7 continued
developing and testing CABS.
Summer Committee Work
 CABS were review by content strand with input
from 5 UWM mathematicians.
Year 3
 K5-Gr1 CABS Process
Features of the MPS model
CABS
Take a moment to look
over the sample
CABS.
 What do you notice?
 What questions do
you have regarding
the CABS?
B. Number Operations and Relationships
Grade 4
MP S Learning Targ et #1
(Grade 4)
Use strategies fluently to make estimates, solve, and
pose real-world problem s (e.g., single and multi -step)
for all op erations, to compare and rename numbers,
and to find factors and multiples.
Descript ors
Concepts: 1 , 2, 3, 4, 5
Computation: 10, 1 1, 13, 15, 16
MP S Learning Targ et #2
(Grade 4)
Represent commonly used fractions (e.g., pictures ,
number lines ) and decimals (i.e., money) and use
informal reasoning to rename, compare, add, and
subtract them with and without context.
Descript ors
Concepts: 5 , 6, 7, ,8, 9
Computation: 12, 1 4, 15, 16
Wisconsin Sub-skill Descriptors (Beginning of Grade 5)
Sub-skill B.a: Concepts
1) Recognize and apply place-value concepts to whole numbers less than 1,000,000.
2) Read, write, and represent numbers using words, numerals, pictures (e.g., base ten blocks ),
number lines , arrays, expande d forms (243=200+40+3), and symbolic renaming e.g.,
243=250 -7.
3) Compare and order numbers less than 10,000 represented in numbers, arrays, symbols (<,
>, =) and words.
4) Use basic facts to determin e the first ten multiples of 2-10 and determine factors for
numbers up to 100. Recognize the divisibil ity potential of numbers (divisors of 2, 5, 10, 25).
Count using whol e numbers less than 10,000 and by any number 1-12 and Ōfriendly numbersÕ
through 100 (ex . 20, 25, etc.)
5) Read, write, represent, count, compare, and order, and make change using a collection of
coins and bills equal to an d less than $20.00.
6) Read, write, and identify equivalent fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s).
7) Represent fractions (1/4s, 1/2s, 1/8s, 1/10s , 1/16s) using numbers , pictures (e.g., drawings
or base ten blocks), and number lines.
8) Order and compare fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s) represented numerically or as
models (including parts o f a set and parts of a whole).
9) Rename improper fractions to mixe d numbers.
Sub-skill B.b: Computation
10) Use all operations in everyday situations to solve single or multi -step word problems.
11) Solve th ree- and four-digit addition and subtraction with regrouping; multiplication of
two-digit by one -digit numb ers; division with single -digit divisors and two -digit dividends
and with two-step or mixed operation problems with single -digit numbers.
12) Add and subtract decimals in the context of money .
13) Solve problems using basic multiplication and division facts.
14) Add and subtract fractions with like denominators .
15) Estimate: multiplicatio n of two-digit by one -digit problems , addition and subtraction of
decimals using money, and division in context.
16) Determine reasonable ness of answers.
MMP Assessing the
Assessment Guide
Getting Started
 Clarification Statements for CABS:

Round 1 - Align to MPS Targets and WI State
Framework Descriptors
 Round 2 - Align to WI State Framework DOK

Reflection and Comments
 Anticipating Student Responses and
Implications

Assessing The Assessment
Round 1



Work with a partner to analyze questions from
the 4th grade CABS.
Using the MPS Target/Descriptor Worksheet
align the questions to targets and descriptors.
Record your thinking next to each question or
next to each descriptor on the worksheet.
What were your thoughts as you worked
through this first step?
WI State Assessment
Framework DOK




Level 1 - Recognizing and Recalling
Level 2 - Using Fundamental Concepts
and Procedures
Level 3 - Concluding and Explaining
Level 4 - Evaluating, Extending and
Making Conclusions
Definition of DOK : “Depth of Knowledge” (DOK) for each item is listed
on reading and mathematics The Item Analysis reports. DOK is a
measure of cognitive demand required to correctly answer the item.
Source: WSAS online (TurnLeaf) reports under “More Info”
Comparison of Thinking Levels
MPS Levels of
Thinking
Wisconsin Stat e
Assessment Framework
Depths of Knowledge
Level 4
Generate and Synthesize
(Create, “What … if?”)
Level 3
Apply and Analyze
(Compare, Su mmarize)
Level 2
Organize
(Sort, Multiple steps)
Level 1
Gather Inf ormation
Level 1: Recognizing and
(Recall, Memorize, State)
Recalling
Bloom’s Taxonomy
(Revised 2001)
Level 4: Evaluating ,
Extending and
Making
Connections
Level 3: Concludin g and
Explaining
Level 6: Creating
Level 5: Evaluating
Level 2: Using Fundamental
Concepts and
Procedures
Level 2: Understanding
Level 4: Analyzing
Level 3: Applying
Level 1: Remembering
Thinking Classification Skills
(Mathematics)
Level 4
Apply /
Synthesize /
Create /
ŅWhat É
if ?Ó
Level 3
Analy ze /
Compare /
Summ arize
Level 2
Organize /
Sort /
Multiple
steps
Level 1
Recall /
Memorize /
State
Item 1
Item 2
Item 3
Item 4
Item 5
Item
6
Item
7
Item 8
Item 9
#11 #11
The Milwaukee Mathematics Partnership (MMP), an in itiative of the Milwaukee Partnership Academy (MPA), is supported wi th funding from th e
National Science Foundation under Grant No. EHR-031489 8.
Assessing the Assessment
Round 2





Using the same set of CABS.
Use the DOK worksheet along with the Thinking
Classification Chart to record the Level of
thinking for questions on the CABS.
When finished, share your results with your
table group, support your reasoning.
Try to come to a consensus.
Focus on problems:
#1, #2, #3, #4, #5, #8, #12, #13, #15
Share Out Observations
What were some of the insights gained as
you worked through this process?
 What would be the benefit of teachers
going through this process?
 In what way could this process be applied
to other assessments?

Insights from one of the
Mathematicians - Dr. Kevin McLeod



Reflections on
building CABS and
the process.
Insights on working
with the teachers.
Thoughts for future
work.
Dustine Walker
Math Teacher Leader
O.W. Holmes Elementary School, MPS
[email protected]
CABS journey for O.W. Holmes
 Classroom focused - monitoring system
 4-Day Constructed Response Process
 Student Work Samples

Grade 3
 Grade 7

Joanie Marchillo
Math Teacher Leader
Auer Avenue School, MPS
[email protected]

CABS journey for Auer Avenue School

Student-Focused Monitoring System

Distributed Leadership
 Support from Assessment Leaders
• Kindergarten
• Grade 4
Concluding Thoughts…

Implementing CABS has
been a process.

Teachers have started to
understand how to help
build student
understanding and
improve classroom
instruction.
Your Thoughts…

What are some of the
ideas presented today
that have struck you as
you have engaged in this
session on CABS?