Spring Mathematics Standards Conference Elementary (K-5) Wesley Yuu, Educational Specialist Val Kurizaki, Resource Teacher May 16, 2006 Dole Cannery Iwilei.
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Spring Mathematics Standards Conference
Elementary (K-5)Wesley Yuu, Educational SpecialistVal Kurizaki, Resource Teacher
May 16, 2006Dole Cannery Iwilei Ballroom
http://isb.k12.hi.us
Desired Outcomes
Participants will:
Apply understanding of taxonomic levels to analyze the alignment between assessment tasks and the HCPS III benchmarks.
Increase teacher understanding of HCPS III rubrics and how to modify them for specific assessment tasks.
Desired Outcomes
Participants will:
Use the task-specific rubrics to analyze student work and select exemplars for each level of proficiency.
Increase teacher understanding on the use of the benchmark maps website.
UPDATES – Benchmark Maps
Posted on DOE website, Dec., 2005
- Labeled as drafts
- Maps were intended to be piloted and refined over the next school year
Plans changed between 12/2005 and today
- Maps will be used by Restructuring Providers
- State will develop Quarterly Formative Assessments based on the maps
UPDATES – Benchmark Maps
THEREFORE, maps needed to be finalized.
- In April, revisions were made to the Maps in an attempt to put forth the best possible final draft.
Publishers of Investigations, Trailblazers, and Everyday Math given the final drafts
- Asked to provide a guide to show how program could be used while maintaining compliance with the Maps.
UPDATES – Benchmark Maps
The flash drive at every table contains the publishers’ alignments to the Maps, and also includes a blank template for you to use to align your school’s textbook to the Maps.
The final draft will replace the draft on the DOE website by the end of June.
UPDATES – Benchmark Maps
Formative Quarterly Assessments based on the benchmark maps will be developed for tested grade levels (schools have the option of using these or to develop their own)
The alignment between the HSA and the benchmark maps is still in discussion.
Training and Work Session #1
Understanding the Standards via Taxonomic Levels
What does the benchmark mean? What is the student expected to
know and be able to do? At what taxonomic level?
Understanding the Standards via Taxonomic Levels
Bloom’s Taxonomy Depth of Knowledge Marzano’s Taxonomy
Training and Work Session #1
All three provide a hierarchical structure to understand different levels
of cognitive demand.
Understanding the Standards via Taxonomic Levels
Cognitive Domain RIGOR
Metacognitive Domain RELEVANCE
Self-SystemRELATIONSHIPS
Training and Work Session #1
Marzano’s Taxonomy is used by all content areas because it addresses more than the cognitive domain…
Marzano’s Taxonomic Levels (Cognitive Domain)
Level IV Level III Level II Level IKnowledge Utilization
Analysis ComprehensionKnowledge Retrieval
Analyze using evidence
Classify with justification
Generate/Test hypotheses
Investigate Use ___ to
determine ___ Use___ to solve
Analyze Categorize Classify Compare Create a rule Differentiate Find what is
common among ___
Predict
Demonstrate and explain
Describe how/why
Diagram Explain the
concept Illustrate/
describe how ___ is related to ___
Represent
Collect data Define and find
examples of Describe
different types of Give/Provide
examples List Name Recall Recognize Select from a list
Training and Work Session #1
What does the benchmark mean? What is the student expected to know and be able to do? At what taxonomic level?
Using Marzano’s Taxonomic Levels
Training and Work Session #1
3.3.1: Recall multiplication facts from 0x0 to 10x10.
What does the benchmark mean? What is the student expected to know and be able to do? At what taxonomic level?
Using Marzano’s Taxonomic Levels
Training and Work Session #1
3.3.1: Recall multiplication facts from 0x0 to 10x10.
Level I (Retrieval)
This means that student can:
Use mental arithmetic to determine the results of multiplying 0x0 through 10x10
What does the benchmark mean? What is the student expected to know and be able to do? At what taxonomic level?
Using Marzano’s Taxonomic Levels
Training and Work Session #1
K.3.1: Use a variety of strategies (e.g., objects, fingers) to add and subtract single-digit whole numbers
What does the benchmark mean? What is the student expected to know and be able to do? At what taxonomic level?
Using Marzano’s Taxonomic Levels
Training and Work Session #1
Level II (Comprehension)
This means that student can:Show how to add/subtract single-digit numbers in several different ways <list different strategies>
K.3.1: Use a variety of strategies (e.g., objects, fingers) to add and subtract single-digit whole numbers
Access the document: HCPS3.Math.BenchmarkMeanings.Elem
Work as a table to complete the right column for the grade level benchmarks assigned to your table
Each table will save a compiled file onto the flash drive (add grade-level to the suffix of the file name)
Group Task
Training and Work Session #1
How did understanding the taxonomic demand of the benchmark help to understand the intention of the benchmark?
How important is it to dialogue with others about the meaning of the benchmarks?
Individual Reflection
Training and Work Session #1
Training and Work Session #2
Evaluating Assessment Tasks
Does the task align to the targeted benchmark?
At the appropriate taxonomic level?
Evaluating Assessment TasksTraining and Work Session #2
4.3.3: Use a variety of strategies to add and subtract fractions with like and unlike denominators
Does the task align to the targeted benchmark? At the appropriate taxonomic level?
Solve the following:
1. 1/3 + 1/4 = ____2. 1/8 + 1/2 + 3/8 = ____
Evaluate the assessment tasks that were brought today (revise if necessary)
Access the document: MathUnit.PlanningMatrix
Fill in Box 1 and 2a for each set of tasks. If time permits, develop tasks for other
benchmarks in your grade level Save all files onto the flash drive
Group Task
Training and Work Session #2
Chapter Tests (modifications may be necessary)
Question Banks accompanying textbook Websites (www.nctm.org) Supplemental Resources Design your own…SHARED EFFORT
Identifying Assessment Tasks at School
Training and Work Session #2
Training and Work Session #3
Developing and Using Task-Specific Rubrics
How can the HCPS III rubric be tweaked for a specific task?
Read handout for descriptions and examples of the eight types of rubrics.
(bright orange handout: HCPS III generic rubrics)
Identify the rubric type for each of the given rubrics.
Could another type of rubric be appropriate for the benchmark?
The 8 Types of HCPS III Rubrics
Training and Work Session #3
Example
Training and Work Session #3
MA.4.2.1Describe situations involving addition and
subtraction of fractions and decimals
Rubric
Advanced ProficientPartially
ProficientNovice
Describe situations involving addition and subtraction of fractions and decimals, with accuracy
Describe situations involving addition and subtraction of fractions and decimals, with no significant errors
Describe situations involving addition and subtraction of fractions and decimals, with a few significant errors
Have difficulty describing situations involving addition and subtraction of fractions and decimals
Example
Training and Work Session #3
TASKCreate a story problem that can be solved by
adding 3/4 + 1/3.
Task-Specific Rubric
Advanced ProficientPartially
ProficientNovice
The story problem can be solved by adding 3/4 + 1/3, AND the use of fractions in the problem is appropriate
The story problem can be solved by adding 3/4 + 1/3.
The story problem appropriately involves the fractions 3/4 and 1/3, but addition is not involved; OR addition is involved, but not with the given fractions.
The story problem does not involve the correct operation; and the given fractions were not used appropriately.
Access the documents that you developed prior to lunch.
You already filled in Box 1 and 2a for each set of tasks; now fill in Box 2b.
Save all files onto the flash drive
Group Task
Training and Work Session #3
For each task that has a set of student work, identify one exemplar for each of the four ratings (Advanced, Proficient, Partially Proficient, Novice)
Attach post-it notes to the exemplar and write a commentary to explain how the work exemplifies the rating that it represents
Group Task
Training and Work Session #3
How did understanding the taxonomic demand of the benchmark help to identify/develop an appropriate assessment task?
How important is it to dialogue with others when identifying exemplars?
Individual Reflection
Training and Work Session #3
(brown handout: “Standards-Based Implementation Model”)
Today’s outcomes focused on the first two steps in the Standards-Based Implementation Planning Model…
Identifying the targets (relevant benchmarks)
Determine acceptable evidence and criteria
Putting it all together…
(brown handout: “Standards-Based Implementation Model”)
The Standards-Based Implementation Model involves…
Broadcasting targets and outcomes Providing multiple learning experiences
and feedback to achieve the targets Assessing achievement of the targets Reporting current levels of achievement
and other factors to others
Putting it all together…
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