georgia milestones assessment: implications for instruction kelley webb, humanities program...
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Georgia Milestones Assessment: Implications for Instruction
Kelley Webb, Humanities Program SpecialistStephanie Haga, STEM Program Specialist
What will the assessment look like in ELA?• Write Score Sample Items (7th Grade)• OAS Items (becoming GOFAR in SLDS)• Engage NY: Just Released Test Items (Grades 3-8)• Georgia DOE Assessment Guides (Grades 9-11)
Georgia Milestones
Consolidation of English Language Arts• English Language Arts and reading will be combined and a
writing component added for every grade level and course within the ELA assessment
• One overall ELA score and proficiency designation • Reporting categories below the overall content area will be
reported similar to the domains on the CRCT• Cannot make proficiency claims at the lower level reporting
categories
Georgia Milestones
Criterion Referenced and Norm Referenced Items:• students will receive 2 scores: *criterion referenced score (55 total points) *norm referenced score (20 total points)• some norm-referenced items (10) will count as criterion-
referenced items as well
Georgia MilestonesELACriterion-Referenced
Total Number of Items: 44 / Total Number of Points: 55
Breakdown by Item Type:– 40 Selected Response (worth 1 point each; 10 of which are aligned NRT)– 2 Constructed Response (2 points each)
– 1 Constructed or Extended Response (worth 4 points): literary prose– 1 Extended Response (worth 7 points): informative/explanatory or
argument/opinion
Norm-Referenced– Total Number of Items: 20 (10 of which contribute to CR score)
Embedded Field Test– Total field test items: 6 Total number of items taken by
each student: 60
Writing at Every Grade Level
All students will encounter a constructed-response item allowing for narrative
prose, in response to text, within the 1st or 2nd test section.
Georgia Milestones
Writing at Every Grade Level
Extended Response Writing Section:
• Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre.
Georgia Milestones
Content Area
Test Section Minimum Time Per Section
Maximum Time Per Section
ELA 1 and 2 60 minutes 70 minutes
ELA(writing only)
3 70 minutes 90 minutes
Administration Times
Georgia MilestonesScratch PaperBlank scratch paper, including notebook paper, should be provided to students taking Milestones regardless of the administration mode:
ELA: Section 3 onlyMathematics: All sections
Write Score ExampleBlueprint very similar to ELA Georgia Milestones Assessment:• selected response (multiple choice)• constructed response• extended response
Sample Assessment
Grade 3 Informational Task
Sample Assessment
Grade 7 Informational Task
What will students struggle with on the upcoming Georgia Milestones? Why?
What?• complex texts• text-dependent questions• written response• citing evidence• analyzing and synthesizing information from two or more texts• writing/typing online
Why?• lack of student exposure to complex texts using close reading strategies• lower level comprehension questions (Who? What? Where?)• lack of teacher experience and training with literary analysis• lack of teacher knowledge of Common Core standards• lack of student experience with written response to text-dependent questions
How do we prepare our teachers and students for these assessments?
• provide teachers with sample assessment items• model lessons that integrate reading and writing and cover multiple
standards• provide examples of complex texts (variety of literary, informational, and
digital texts) and assist teachers with selection of these texts• model close reading strategies, text analysis strategies, and text-
dependent questioning • assist teachers with planning units and lessons that integrate reading
and writing
Assessment ResourcesPerformance Based Assessments found in Fulton Connect• Grades: 2, 5, 8, 9-10• Genre: Argument/Opinion• Types of assessment: constructed and extended response• Location: Fulton Connect• Purposes: both instructional and assessmentFormative Item Bank found in Fulton Connect• Grades: all• Types of assessment: selected and constructed response• Location: Fulton Connect• Purpose: assessment• coming soon!!!
Assessment Resources• Write Score Sample Items (3rd Grade)• OAS Items (becoming GOFAR in SLDS)• Journeys Performance Assessments (Reading Complex Text)• Engage NY: Just Released Test Items• Georgia Milestones Blueprints
How do we prepare our teachers and students for these assessments?• provide teachers with sample assessment items
Model Lessons• Reading and Writing Project VideosIntroduce a Text-Based Debate: StrayModeled Reading Lesson with Mary Ehrenworth: Pilgrims • Sample lessons from Lucy Calkins’ Units of Study, Craft Lessons, Mentor Texts• Sample lessons from Write Score• Elementary schools: CST professional development/Edmodo Group
How do we prepare our teachers and students for these assessments?• model lessons that integrate reading and writing and cover multiple standards
How do we prepare students for the online writing assessments?• provide opportunities to “write” on computers
in and out of class• keyboarding skills• student and parent awareness• access to computers
Opportunities to “write” on computers• writing station during literacy stations at the
computers (laptops, iPads, etc.)• collaborative group responses typed on computers• in-class assignments and responses posted on
Edmodo or kid blogs• allow students to type homework assignments on
computers at home as an option• computer lab “special” time used to to practice typing, blog, etc.
Keyboarding SkillsResources to help teach students keyboarding skills:• Dance Mat Typing: http://
www.bbc.co.uk/guides/z3c6tfr• Typing Instructor:http://www.typinginstructor.biz/arcade/wildwest/wildwest.swf• Typing Web: www.typingweb.com• Type to Learn$795 lifetime subscription, web-basedhttp://ttl4.sunburst.com/
What will the assessment look like in Math?• Examples on upcoming slides• OAS Items (becoming GOFAR in SLDS)• Engage NY: Just Released Test Items
Instructional ImplicationsStudent-Focused Classroom vs. Teacher-Focused Classroom
• Students need to be the ones doing the math, not just copying procedures.
• Students need to think and reason in mathematics
“Too often, mathematics instruction gives students the erroneous notion that learning math is all about learning procedures, rather than making sense of ideas.” Marilyn Burns
• build conceptual understanding starting with the concrete use of manipulatives
• scaffold students to higher levels of thinking
• incorporate the Standards for Mathematical Practice into every lesson through writing and student dialogue
Instructional Implications
• presenting concepts through the Concrete-Representational-Abstract (C-R-A) model
• teaching vocabulary• building context and background knowledge• modeling the problem solving process with
challenging problems using gradual release• using graphic organizers
Scaffolding
Standards for Mathematical Practice
1. make sense of problems and persevere in solving them
2. reason abstractly and quantitatively3. construct viable arguments and critique the
reasoning of others4. model with mathematics5. use appropriate tools strategically6. attend to precision7. look for and make use of structure8. look for and express regularity in repeated
reasoning
Incorporate these standards into every lesson through:• student dialogue in partners, groups, and whole class• number sense routines• math talks
Videos of Math Talks
Professional Development Books:Number Sense Routines (Grades K-3) by Jessica ShumwayNumber Talks: Helping Children Build Mental Math and Computation Strategies (Grades K-5) by Sherry Parrish
SMP
Math ResourcesVideo Model Lessons: Standards of Mathematical Practice by Grade Level
Teacher Resources: Standards of Mathematical Practice Resources by Grade Level
“Our challenge as teachers is not to find better ways to explain to our students what we want them to learn, but rather to find better ways to ask our students to make sense of what they’re learning for themselves.” -Marilyn Burns