Online Balanced Assessment System

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Online Balanced Assessment System. CERA Presentation 12/1/11 Bill Conrad David Foster Mark Moulton. Presentation Outcomes. Understand the key elements of the online performance assessment (OPS) system Learn how the OPS supports teacher professional learning communities - PowerPoint PPT Presentation

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  • Online Balanced Assessment SystemCERA Presentation

    12/1/11

    Bill ConradDavid FosterMark Moulton

  • Presentation OutcomesUnderstand the key elements of the online performance assessment (OPS) systemLearn how the OPS supports teacher professional learning communitiesLearn how the MARS math performance assessment system integrates into the OPS.Understand how an innovative scaling system for both performance and selected response assessments can be used formatively as well as a predictor of student performance on state tests

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  • What Are the Problems?How can school teams easily access performance assessments and resources aligned to the Common Core Standards?How can teachers easily scan and score MARS performance assessment tasks in an online environment?How can teachers easily share individual student results with students in ways that support student learning?How can teachers collaborate to calibrate their expectations for student performance as well as the quality of the assessment?

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  • What is Our Vision?Build an online balanced assessment system that will support teacher teams in assessing student performance and thinking as students solve problems that are complex, real world and interesting.

    Foster teacher team inquiry that informs the improvement of student learning.*

  • WHERE ARE WE FOCUSED ONTHE ASSESSMENT CONTINUUM?*

  • System Overview*

  • What is Our Implementation Timeline*

  • What are Our Future Plans for the System?Create an online repository of online MARS Assessments and Resources that include performance tasks, rubrics, exemplars, error patterns and re-engagement lessons.Build the online Professional Learning element of the system to support teacher calibration and inquiry.Develop a scaling system that will support teachers in better using the system in a formative way.Develop systems to empirically test the validity and reliability of the assessments after they are administered.*

  • Introduction to MARS Performance AssessmentsSilicon Valley Mathematics Initiativewww.svmimac.org

  • Goals of Assessment We must ensure that tests measure what is of value, not just what is easy to test. If we want students to investigate, explore, and discover, assessment must not measure just mimicry mathematics.

    Everybody Counts*

  • WYTIWYGWhat you TEST is What you GET!Next Generation Assessments MARS Performance TasksExemplars for both SBAC and PARCC ConsortiaGareth Mills at QCA*

  • Performance AssessmentsTo Inform Instruction And Measure Higher Level ThinkingThe Mathematics Assessment Resource Service (MARS) is an NSF funded collaboration between U.C. Berkeley and the Shell Centre in Nottingham England.The Assessments target grades 2- Geometry and are aligned with the State and NCTM National Math Standards.*

  • The Design of a MARS TaskCore AccessTopCore*

  • Dimensions of the TasksMathematical Content: CCSSM DomainsProcess Dimension: Modeling and Formulating, Transforming and Manipulating, Inferring and Drawing conclusions, Checking and Evaluating, ReportingTask Type: Non-routine, design, plan, evaluate and make a recommendation, review and critique, representation of information, technical exercise, definition of conceptsOpennessReasoning Length Varies*

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  • Each MARS Task is accompanied with: A specified Rubric Five Training Papers Ten Standardizing Papers A set of Scoring ProtocolsScoring Protocols*

  • Scoring Marks correct answer or comment x incorrect answer or comment ft correct answer based upon previous incorrect answer called a follow through^ correct but incomplete work - no credit ( )points awarded for partial credit. m.r. student misread the item. Must notlower the demands of the task -1 deduction*

  • The Party

    Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? ____________.

    They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75. How much does it cost for each person? __________.Show how you figured it out.

    3.How much will it cost for everyone to have a cupcake and soda? ________________.Show how you figured it out.

    4. They just remembered to buy a 50 party bag for each friend. Show how to find the total cost for the party.

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  • The Party

    Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? ______.

    They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75. How much does it cost per person? __________. Show how you figured it out.

    How much will it cost for everyone at the party to have a cupcake and soda? __________.Show how you figured it out.

    4. They just remembered to buy a 50 party bag for everyone at the party. Show how to find the total cost for the party.

    The Party - PtsSection1. 11 people1

    12. $2.25

    Shows work such as: $1.50 + 75 1

    1

    23. $24.75

    Shows work such as: 11 $2.25 1 f.t.

    2

    34. Shows work such as: 11 50 = $5.50 $5.50 + $24.75 = $30.25

    partial credit only shows 11 50

    2

    (1)

    2Total Points 8

  • The Party

    Darren and Cindy are planning a party for their friends. They have 9 friends coming to the party. How many people will be at the party? 11

    They are buying cupcakes and cans of soda. Cupcakes cost $1.50 and soda costs 75. How much does it cost per person? $2.50. Show how you figured it out.

    $1.50 + 75 = $2.50

    3.How much will it cost for everyone at the party to have a cupcake and soda? $27.50Show how you figured it out.

    11 $2.50

    4. They just remembered to buy a 50 party bag for everyone at the party. Show how to find the total cost for the party. 11 50 = $5.50

    1xx011 ft2(1)6

    The Party - PtsSection1. 11 people1

    12. $2.25

    Shows work such as: $1.50 + 75 1

    1

    23. $24.75

    Shows work such as:11 $2.25 1 f.t.

    2

    34. Shows work such as: 11 50 = $5.50 $5.50 + $24.75 = $30.25

    partial credit only shows 11 50

    2

    (1)

    2Total Points 8

  • Scoring Process1) Work the task yourself2) Whole Group - go over the point scoring rubric3) Individually score the five Training papers (T1 - T5)4) Whole group - Review standard scores for T1 - T55) Individually score the 10 Standardizing papers6) Whole group - Review standard scores for S1 - S107) Ready for live papers

  • Scoring Marks correct answer or comment x incorrect answer or comment ft correct answer based upon previous incorrect answer called a follow through^ correct but incomplete work - no credit ( )points awarded for partial credit. m.r. student misread the item. Must notlower the demands of the task -1 deduction*

  • Student tests are hand scored by classroom teachers trained and calibrated using standard protocols.Students in grades 2 through 10th/11th grade are administered performance exams (5 apprentice tasks per exam).District scoring leaders are trained in using task specific rubricsStudent results are collected, analyzed, and reported by an independent data contractor. Random sample of student papers are audited and rescored by SJSU math & CS students. (Two reader correlation >0.95)Performance Exams40,000 70,000 students per year since 1999*

  • MARS vs. CSTSilicon Valley Mathematics InitiativeMAC Final Data Spring 2011

  • MARS Exam Spring 2011A total of 38,538 students were administered MARS tests during the spring 2011. That includes 9 grade/course levels, 28 districts from six counties in the great SanFrancisco Bay Area.

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    Grade Level or CourseNumber Students AssessedSecond Grade 6585Third Grade5779 Fourth Grade6005Fifth Grade7183Sixth Grade5142Seventh Grade3719Eighth Grade 755Course 1 (Algebra 1)2938Course 2 (Geometry) 432

  • Spring 2011 Trends Grade to Grade *

    Grade 2MARS BelowMARS At or ^TotalCST Below13.7%6.5%20.2%CST AT or ^7.3%72.5%79.8%Totals21.0%79.0%100.0%

    Grade 2MARS 1MARS 2MARS 3MARS 4TotalFar Below1.0%0.6%0.1%0.0%1.7%Below Basic1.9%4.1%1.1%0.1%7.2%Basic 0.8%5.3%4.6%0.6%11.3%Proficient0.4%5.1%16.2%6.5%28.2%Advanced0.2%1.6%15.2%34.6%51.6%Total4.3%16.7%37.2%41.8%100.0%

  • Spring 2011 Trends Grade to Grade *

    Grade 6MARS BelowMARS At or ^TotalCST Below34.7%3.8%38.5%CST AT or ^21.7%39.6%61.3%Totals56.4%43.4%99.8%

    Grade 5MARS BelowMARS At or ^TotalCST Below17.3%6.0%23.3%CST AT or ^12.4%64.4%76.8%Totals29.7%70.4%100.1%

    Grade 4MARS BelowMARS At or ^TotalCST Below15.6%5.8%21.4%CST AT or ^12.9%65.8%78.7%Totals28.5%71.6%100.1%

    Grade 3MARS BelowMARS At or ^TotalCST Below16.4%4.5%20.9%CST AT or ^12.7%66.3%79.0%Totals29.1%70.8%99.9%

  • Spring 2011 Trends Grade to Grade *

    Course 2MARS BelowMARS At or ^TotalCST Below15.4%0.0%15.4%CST AT or ^36.0%48.7%84.7%Totals51.4%48.7%100.1%

    Course 1MARS BelowMARS At or ^TotalCST Below31.9%4.1%36.0%CST AT or ^21.5%42.0%63.5%Totals53.4%46.1%99.5%

    Grade 8MARS BelowMARS At or ^TotalCST Below55.1%2.8%57.9%CST AT or ^25.0%17.0%42.0%Totals80.1%19.8%99.9%

    Grade 7MARS BelowMARS At or ^TotalCST Below38.1%0.4%38.5%CST AT or ^38.1%23.5%61.6%Totals76.2%23.9%100.1%

  • 8th Grade Geometry Californias Highest Achieving Students*

    GeometryMARS BelowMARS At or AboveTotalCST Below15.3%0.0%15.3%CST AT or Above36.0%48.7%84.7%Totals51.3%48.7%100%

  • Link Assessment and Learning Assessment should be an integral par