WHAT STUDENTS KNOW AND CAN DO

OECD Test for Schools (based on PISA)--Mathematics

FAIRFAX COUNTY PUBLIC SCHOOLS APRIL 2013

Assessment Items

The Three Dimensions of Mathematics

• Content- overarching ideas in relation to strands– Overarching ideas-patterns in space and shape, patterns

in change and relationships, patterns in quantity, uncertainty

– Strands- numbers, algebra and geometry

• Process- general mathematical competencies– Reproduction- computations or definitions– Connections- connections to be made to solve relatively

straightforward problems– Reflection- mathematical thinking,

generalization and insight

• Situation- personal, educational or occupational, public and scientific.

Conditions and Format• Every task is in context of a real life situation• Many tasks have multiple parts • Combination of multiple choice and constructed

response – Multiple Choice 14 – Constructed Response 26

• Opportunities to explain process or justify answer• Paper-pencil test• Calculators and other tools as they are normally used in school• No accommodations provided• 2 hours total for the entire test• Partial credit awarded

Difficulty score of 406

Difficulty score of 439

Difficulty score of 586

Comparing VA SOL Questions and PISA Sample Tasks

A company makes two similar cylindrical containers. The total surface area of the small container is 0.81 times that of the larger container. The height of the larger container is 60 cm. What is the height of the smaller container?

A.54 cmB.48.6 cmC.24.3 cmD. 21 cm

2001 Geometry Standards

2009 Geometry Standards

Comparing Questions

Performance Data

Look Over the Artifacts

Tear Share Overview

Tear-Share Debrief

Each Number Group Shares

Adapted from Supporting Differentiated Learning Solution Tree 2011

Look at the Mathematics ArtifactsPart 1: 7 minutesExplore the 4 artifacts

related to the mathematics data

Take notes on your graphic organizer while working.

Adapted from Supporting Differentiated Learning Solution Tree 2011

DebriefPart 2: 7 minutes

• Number off from 1 – 4.

• Tear and share your box sections: – All of the 1’s go to person 1– All of the 2’s go to person 2– All of the 3’s go to person 3– All of the 4’s go to person 4

Adapted from Supporting Differentiated Learning Solution Tree 2011

SharingPart 3: 5 minutes

Number groups summarize the responses in their boxes and prepare to share.

Adapted from Supporting Differentiated Learning Solution Tree 2011

Artifact #1 Levels of Mathematics PerformanceLevel Condensed Description

6 •capable of advanced mathematical thinking and reasoning•precisely communicate their actions and reflections

5 •select, compare, and evaluate appropriate problem- solving strategies•reflect on their actions and communicate their interpretations and reasoning

4 •use well-developed skills and reason flexibly, with some insight•can construct and communicate explanations and arguments

3 •execute clearly described procedures•apply simple problem-solving strategies•develop short communications reporting their interpretations, results and reasoning

2 •employ basic algorithms, formulae, procedures, or conventions•capable of direct reasoning and literal interpretations of the results

1 •identify information and to carry out routine procedures according to direct instructions in explicit situations.

Artifact #2 FCPS Pilot School Performance Levels

# of Students Tested

Mean Score

73 539

45 489

48 503

61 522

56 553

49 464

105 443

73 567

112 680

47 558

669 540

  487

Artifact #3 Falls Church HS – Climate in Mathematics Lessons

Artifact #4 FCPS Pilot Schools Compared to US PISA Schools

IN CLOSING…

• The mathematics team in ISD has been working on performance tasks for students at all levels.

• Summer Curriculum Projects include task creation for grades K – Algebra 2

• Grades K – 6 already have at least one task per quarter created.

• The mathematics team is also continuing to focus on the 5 mathematics process goals

• Problem Solving• Connections• Communication• Reasoning• Representations

Artifact #1What are you noticing about the differences between the levels?

Artifact #2 What are two things that stand out?

1.

2.

Artifact #3What comparisons can you make about the FCHS data and other US students? How are they different?

Artifact #4What are you noticing about FCPS schools and other schools in the US?