2006 mathematics released items for grades 3–8

Mathematics InitiativeMathematics Initiative

Office of Superintendent

of Public Instruction

2006 Mathematics WASL Released Items for Grades 3–82006 Mathematics WASL Released Items for Grades 3–8

December 6, 2006December 6, 2006Slide Slide 11

2006 Mathematics 2006 Mathematics Released Items for Grades 3–8Released Items for Grades 3–8

Beverly NeitzelMathematics Initiative Director360/[email protected]

Mary HolmbergMathematics Initiative TOSA

360/[email protected]

http://www.k12.wa.us/assessment/WASL/Mathematics/default.aspx






““You’re Kidding! You count the WASL?”You’re Kidding! You count the WASL?”






AgendaAgenda

IntroductionIntroduction Scoring with Newly Released ItemsScoring with Newly Released Items Released Item Documents (RIDs) with Released Item Documents (RIDs) with

“Lessons Learned”“Lessons Learned” Where are we, and what else can we do?Where are we, and what else can we do? Questions and EvaluationQuestions and Evaluation Break 2:30–2:45 p.m.Break 2:30–2:45 p.m.






A View of Mathematics from OSPIA View of Mathematics from OSPI

Mathematics is a language and science of Mathematics is a language and science of patterns.patterns.

Mathematical content (EALR 1) must be Mathematical content (EALR 1) must be embedded in the mathematical processes embedded in the mathematical processes (EALRs 2–5).(EALRs 2–5).

For all students to learn significant mathematics, For all students to learn significant mathematics, content must be taught and assessed in content must be taught and assessed in meaningful situations.meaningful situations.






Big IdeasBig Ideas

How can we use the knowledge of How can we use the knowledge of standards and assessment to plan for standards and assessment to plan for instruction?instruction?

How can we use what we learn from student How can we use what we learn from student work to further students’ understanding in work to further students’ understanding in mathematics? mathematics?






Scoring TrainingScoring Training

Knowledge of StandardsKnowledge of Standards Knowledge of AssessmentKnowledge of Assessment

– Evidence of UnderstandingEvidence of Understanding

Using Knowledge to Further Student Using Knowledge to Further Student UnderstandingUnderstanding






Scoring Training ProcessScoring Training Process

Teachers:Teachers:– do item and share solutionsdo item and share solutions– match item with item specificationmatch item with item specification– examine rubricexamine rubric– review anchor papersreview anchor papers– score practice papersscore practice papers

Back to Big IdeasBack to Big Ideas






How to Read RIDsHow to Read RIDs Terry LetterTerry Letter How to UseHow to Use IdeasIdeas IntroductionIntroduction ItemItem Score PointsScore Points Tools Y N XTools Y N X StrandStrand Item SpecificationItem Specification Performance DataPerformance Data

– SchoolSchool– DistrictDistrict– StateState

Student ExampleStudent Example– 3 Examples of Score Points of 4, 3, 2, 13 Examples of Score Points of 4, 3, 2, 1– 1 Example of Zero Score Point1 Example of Zero Score Point






Lessons LearnedLessons Learned from from

Scoring Student WorkScoring Student Work






What do you see?What do you see?






0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10

64.5

56.0

49.6 49.1

59.1

48.851.2

21.31997

20.11998

33.01999

Mathematics: Grades 3–8 and 10Mathematics: Grades 3–8 and 10Percent of students meeting standardPercent of students meeting standard






Washington’s Results on the Washington’s Results on the Nation’s Report CardNation’s Report Card

Mathematics 2005Mathematics 2005

National Assessment of Educational National Assessment of Educational Progress (NAEP)Progress (NAEP)






NAEP Achievement-Level NAEP Achievement-Level DescriptionsDescriptions

The three NAEP achievement levels, from The three NAEP achievement levels, from lowest to highest, are:lowest to highest, are:– Basic: Basic: denotes partial mastery of the denotes partial mastery of the

knowledge and skills that are fundamental for knowledge and skills that are fundamental for proficient work at a given grade.proficient work at a given grade.

– Proficient: Proficient: represents solid academic represents solid academic performance. Students reaching this level have performance. Students reaching this level have demonstrated competency over challenging demonstrated competency over challenging subject matter.subject matter.

– Advanced: Advanced: signifies superior performance. signifies superior performance.






NAEP Scale ScoresNAEP Scale Scores

NAEP mathematics scores are reported for NAEP mathematics scores are reported for grades 4 and 8 on a 0–500 scale. grades 4 and 8 on a 0–500 scale.

Beginning in 2002, the national sample sizes have Beginning in 2002, the national sample sizes have increased dramatically. Standard errors, an increased dramatically. Standard errors, an estimate of the uncertainty in data, have been estimate of the uncertainty in data, have been reduced due to the increase in national sample size.reduced due to the increase in national sample size.

While a small—1- or 2-point—difference may not While a small—1- or 2-point—difference may not have met the have met the standard for “statistically have met the have met the standard for “statistically significant” before 2002, that same difference may significant” before 2002, that same difference may meet that standard in later years because of the meet that standard in later years because of the smaller standard errors.smaller standard errors.






NAEPNAEPGrade 4Grade 4






SATSATSTATE

Participation Rate 2004*

2004 Mean

1994 Mean

10 Year Change

New York 87% 510 497 13

Connecticut 85% 515 497 18

Massachusetts 85% 523 500 23

New Jersey 83% 514 500 14

New Hampshire 80% 521 510 11

D.C.** 77% 476 468 8

Maine 76% 501 490 11

Pennsylvania 74% 502 489 13

Delaware 73% 499 491 8

Georgia 73% 493 474 19

Rhode Island 72% 502 488 14

Virginia 71% 509 495 14

North Carolina 70% 507 482 25

Maryland 68% 515 503 12

Florida 67% 499 492 7

Vermont 66% 512 498 14

Indiana 64% 506 493 13

South Carolina 62% 495 473 22

Hawaii 60% 514 504 10

Oregon 56% 528 515 13

Alaska 53% 514 502 12

Texas 52% 499 500 -1

Washington 52% 531 512 19

California 49% 519 506 13

Table 3: Mean SAT Verbal and Math Scores by State, with Changes for Selected Years






SATSATSTATE

Participation Rate 2004*

2004 Mean

1994 Mean

10 Year Change

Washington 52% 531 512 19

Oregon 56% 528 515 13

Massachusetts 85% 523 500 23

New Hampshire 80% 521 510 11

California 49% 519 506 13

Connecticut 85% 515 497 18

Maryland 68% 515 503 12

Alaska 53% 514 502 12

Hawaii 60% 514 504 10

New Jersey 83% 514 500 14

Vermont 66% 512 498 14

New York 87% 510 497 13

Virginia 71% 509 495 14

North Carolina 70% 507 482 25

Indiana 64% 506 493 13

Pennsylvania 74% 502 489 13

Rhode Island 72% 502 488 14

Maine 76% 501 490 11

Delaware 73% 499 491 8

Florida 67% 499 492 7

Texas 52% 499 500 -1

South Carolina 62% 495 473 22

Georgia 73% 493 474 19

D.C.** 77% 476 468 8

Table 3: Mean SAT Verbal and Math Scores by State, with Changes for Selected Years






What Else Can We Do?What Else Can We Do?

What are you doing in your districts now that What are you doing in your districts now that is working?is working?

What else can “we” be doing?What else can “we” be doing?






www.k12.wa.us






Mathematics Assessment






Tools/Resources






Essential Academic Learning Requirements (EALRs)/Indicators






Released Item Documents (RIDs)

Test and Item Specifications

Practice and Sample Tests






GLEs






Thanks!Thanks!