new mathematics sol and assessments and their impact on instruction and assessment march 26, 2012...
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New Mathematics SOL and Assessments and their Impact on Instruction and Assessment
March 26, 2012Michael Bolling, Mathematics Coordinator
2009 Mathematics Standards of Learning• New Standards
– Increased rigor– New content
• Curriculum Framework• New Assessments
– Increased rigor– New content– Technology Enhanced Items (TEI)
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A New Trend Line in Student Achievement
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“Virginia's public schools are beginning a new trend line with the implementation of more challenging standards and assessments. The goal is to build on the progress already made under the Standards of Learning program and ensure that all graduates possess the knowledge and skills needed for success in college and the workplace.”
- Dr. Patricia I. Wright Superintendent of Public Instruction
A New Trend Line in Student Achievement
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“…this will be an indication that we are now expecting more of students, not that they are learning less.”
- Dr. Patricia I. Wright Superintendent of Public Instruction
Curve of Change Implementation
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Past PracticeDenial
Anger
Fear
Depression
Understanding
Acceptance
Progress
We all have a role in a quality implementation of new standards
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Virginia Department of Education• Standards of Learning• Curriculum Framework• Testing blueprints• SOL Institutes (2009, 2010, 2011)• Instructional Videos• ESS Sample Lesson Plans• Technical assistance documents• SOL Practice Items and Tools Practice• Vocabulary resources 7
Mathematics Supervisors and Central Office• Curriculum guide updates• Resources realignment• Communication of changes and countywide
PD efforts/emphasis• Collaboration
– Within the division– Among divisions
• Professional development
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Professional Development• Use data to determine areas of limited
content knowledge (students) • Use surveys to determine areas of lower
confidence levels with instruction (teachers)• Collaborate on providing PD with emphasis on
– Process goals for students– Vertical articulation of content – Instructional strategies– Development of quality assessments– Effective use of data 9
Mathematics Supervisors and Central Office• Assist school-level administrators by providing
“look-fors” to support and monitor countywide PD efforts and initiatives (not many)
• Communicate to find out what they are observing and adjust future resource development and PD
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School-level Administrators• When observing, notice who is doing the most
thinking – teachers or students• Communicate with the mathematics supervisor
and/or central office staff about what is being observed
• Facilitate common planning periods for teachers (general and special education) of the same subjects – when possible
• Provide guidelines and expectations for planning (learning community) meetings
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Learning Community Meetings• Long-term and short-term planning/pacing• Instruction – What’s being taught?• Instruction – How’s it being taught?• Creation/review of common assessment items• Review/analysis of data/student performance• Review and analysis of student work
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Building-level Mathematics Leaders• Lobby the administration for needs – support,
leadership, and professional development• Support new teachers• Provide a source of expertise or conduit to
find answers• Encourage and facilitate collaboration• Plan with groups of teachers
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Teachers• Engage students in the learning, providing
relevant and rigorous activities and tasks• Ask high-leverage questions – make students
work harder than you• Require students to communicate their
thinking and listen carefully to them• Make students justify their thinking• Use multiple models
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Proce
ss G
oals!
Teachers• Use formative assessments to learn about the
level of student understanding and reflect on your own teaching
• Know what needs to be taught and to what extent
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What did we learn about assessments in college?
2 minute group discussion
How should we assess students?
Types of Assessment – Informal and Formal• Formative
– Checking in on the formation of learning– Diagnostic in nature – should lead to changes
in instruction– Assessment for learning– Questions (verbal), homework, classwork,
quizzes, benchmark tests– Includes a lot of student feedback
Types of Assessment• Summative
– Assessment of learning– Provides a numeric evaluation– Tests, projects, simulation tests– Less feedback
Types of Assessment Items• Multiple choice• Open response
– Short response• fill in the blank• solve/simplify/select/sort/compare• create/describe/shade• explain why/justify
– Open-ended • no predefined answer• synthesizes multiple concepts
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Benchmark Testing
What are the positives? negatives?
2 minute group discussion
Benchmark Testing• Summative or Formative?• How often? How many problems?• Predictive or not?• Should I give a grade?• How do I use them?
– Future warm-ups– Class discussion– Reteaching– Remediation/small group work
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It is time to upgrade
• Our knowledge• Our instruction• Our assessments
Are you preparing your students?
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OLD
NEW
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Technology Enhanced Items (TEI)
Format of Questions:• Fill in the blank• Drag and drop• Hot-spot: Select one or more “spots” to
respond to a test item, i.e. select answer option(s), shade region(s), place a point on a grid
• Creation of graphs
Technology Enhanced Items (TEI)Spring 2012 Test AdministrationFor online tests that assess 2009 Mathematics SOL:• Grades 3-5: TEI will be field test items
(approximately 1-3 field test items per test form)
• Grade 6 through End-of-Course (EOC): TEI will be operational (approximately 15% of the test form)
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Understanding the “increased rigor” of the new SOL comes
through analysis of the SOL and the Curriculum Framework
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Exercise #1
Instruction, Assessment, and Backwards DesignSTEPS1. Analyze an SOL and Curriculum Framework
- what students should be able to do
2. Brainstorm ways to assess the SOL3. Develop an assessment4. Brainstorm instructional strategies 5. Develop instructional resources/lesson plans
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Analysis - What should students be able to do?• Read the SOL and Curriculum Framework for
SOL 6.13 found on the next slide.• List 5 different things that students should be
able to do, given different information.
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Analyze an SOL and Curriculum FrameworkSOL 6.13 The student will describe and identify properties of quadrilaterals• Sort and classify polygons as quadrilaterals,
parallelograms, rectangles, trapezoids, kites, rhombi, and squares based on their properties. Properties include number of parallel sides, angle measures, and number of congruent sides.
• Identify the sum of the measures of the angles of a quadrilateral as 360°.
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Developing Assessments and Appropriate Instruction – Backwards Design
1. Analyze an SOL and Curriculum Framework- what students should be able to do
2. Brainstorm ways to assess the SOL3. Develop assessment items4. Brainstorm instructional strategies 5. Develop instructional resources
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Developing Assessments and Appropriate Instruction – Backwards Design
1. Analyze an SOL and Curriculum Framework- what students should be able to do
2. Brainstorm ways to assess the SOL3. Develop assessment items4. Brainstorm instructional strategies 5. Develop instructional resources
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Exercise #2
Compare the 2001 SOL 7.22 with 2009 SOL 7.14 on next two slides
How has rigor has been increased?
group discussion
Comparing the 2001 SOL to the 2009 SOL2001 SOL 7.22 The student will• a) solve one-step linear equations and
inequalities in one variable with strategies involving inverse operations and integers, using concrete materials, pictorial representations, and paper and pencil; and
2009 SOL 7.14 The student will• a) solve one- and two-step linear equations
in one variable; and (details in bold black moved to CF)
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Comparing the 2001 SOL to the 2009 SOL2001 SOL 7.22 The student will• b) solve practical problems requiring the
solution of a one-step linear equation. 2009 SOL 7.14 The student will• b) solve practical problems requiring the
solution of one- and two-step linear equations.
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Modifying Assessment Items• How could a test item writer ask this in a TEI
format?• What types of classroom activities or
assessments could I use to prepare students?
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ESS Sample Lesson Plans – now available K-12
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Practice SOL Items• Practice SOL Items have been updated to include
additional items in 3-8 and will be updated for high school courses very soon.
• TestNav 7.5 practice tools will provide additional practice problems.
• REMEMBER: ePATs are a concentration of examples showing increased rigor, technology enhanced items, and how new content may be tested.
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Practice SOL Items• It is essential that students have experiences with the
Practice SOL Items prior to testing. http://www.doe.virginia.gov/testing/sol/practice_items/index.shtml
• Use of the Practice Item Guides is STRONGLY recommended.
• Practice Item Guides provide:– Guided practice with tools– Information specific to TEI functionality– Information on item format
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• Currently being developed• Grades K-5, 6-8, Algebra, and Geometry• Anticipated release by summer 2012
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Vocabulary Word Wall Cards
No Pain, No Gain• If you are more tired than the kids, it’s not
because you are old• Make kids estimate/predict and think before
calculating • Don’t ask questions that solicit one word
answers• Let kids struggle to make sense of the
mathematics
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