www.mmp.uwm.edu. Classroom Assessments Based On Standards (CABS). WMC State Mathematics Conference Green Lake, Wisconsin Leadership Pre-conference April 30, 2008 Beth Schefelker, MTSJoanie Marchillo, MTL Milwaukee Public Schools Auer Avenue K-8 School, MPS - PowerPoint PPT Presentation
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Classroom Assessments Based On Standards (CABS)
WMC State Mathematics ConferenceGreen Lake, Wisconsin
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.
www.mmp.uwm.edu
Session Purpose Develop an understanding of the process used
to build model CABS (classroom assessments based on standards) for grades K-7.
Use the MMP Assessing the Assessment Guide to analyze MPS CABS.
Engage in conversation with math teacher leaders regarding the implementation of CABS in their building.
Assessment “Of Learning” vs. Assessment “For Learning” Assessments “of learning” are those
assessments that happened after learning is supposed to have occurred to determine if it did.
Assessment “for learning” happens while learning is still under way.
(R.Stiggins, J. Arter, J. Chappuis, S.Chappuis, Classroom Assessments for Student Learning, Doing It Right-Using It Well, 2004)
MMP Comprehensive Mathematics Framework (CMF)
Milwaukee Public Schools 2004 – 2005
Wisconsin Model Academic Standards
4th Grade Blank “0” Points
8th Grade Blank “0” Points
10th Grade
Mathematical Processes
2% 62%
6% 56%
Algebraic Relationships
2% 69%
14% 56%
Measurement 2% 31% 6% 56%
WKCE Data Analysis Constructed Response % of students who left blank responses
or who scored “0” points on an item
Currently there are no Constructed Response Items at the 10th Grade Level
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Changing the Status Quo! 1. How does everyday classroom practice support students’ ability to engage in constructed response questions? 2. We are about using data, curriculum alignment, and effective teaching strategies. In what ways can we use these processes to help push the thinking of teachers and administrators to change this data in the future?
WKCE Data Analysis of Constructed Response % of students who left blank responses
Classroom assessments aligned to the Milwaukee Public Schools’
Learning Targets; these assessments are developed, administered, and scored by teachers with the purpose of
providing specific, meaningful, and timely feedback designed to improve student performance.
CABS Development: A Collaborative Process
Year 1 50 Assessment Pilot Leaders grades 3 - 5
studied MPS Targets and WI descriptors, wrote, discussed, and piloted grade level CABS for all mathematics content strands.
Summer Committee Work 30 Leaders reviewed and aligned assessments
for all grade levels with input from resources by NAEP, NCTM, as well as UWM mathematicians.
CABS Development: The process continues
Year 2 80 Assessment Leaders Gr. 2-7 continued
developing and testing CABS.
Summer Committee Work CABS were review by content strand with input
from 5 UWM mathematicians.
Year 3 K5-Gr1 CABS Process
Features of the MPS model CABS
Take a moment to look over the sample CABS.
What do you notice? What questions do
you have regarding the CABS?
B. Number Operations and Relationships Grade 4
MPS Learning Targ et #1
(Grade 4) MPS Learning Targ et #2
(Grade 4) Use strategies fluently to make estimates, solve, and pose real-world problems (e.g., single and multi-step) for all operations, to compare and rename numbers, and to find factors and multiples.
Represent commonly used fractions (e.g., pictures, number lines) and decimals (i.e., money) and use informal reasoning to rename, compare, add, and subtract them with and without context.
Wisconsin Sub-skill Descriptors (Beginning of Grade 5) Sub-skill B.a: Concepts 1) Recognize and apply place-value concepts to whole numbers less than 1,000,000. 2) Read, write, and represent numbers using words, numerals, pictures (e.g., base ten blocks),
number lines, arrays, expanded forms (243=200+40+3), and symbolic renaming e.g., 243=250-7.
3) Compare and order numbers less than 10,000 represented in numbers, arrays, symbols (<, >, =) and words.
4) Use basic facts to determine the first ten multiples of 2-10 and determine factors for numbers up to 100. Recognize the divisibil ity potential of numbers (divisors of 2, 5, 10, 25). Count using whole numbers less than 10,000 and by any number 1-12 and ‘friendly numbers’ through 100 (ex. 20, 25, etc.)
5) Read, write, represent, count, compare, and order, and make change using a collection of coins and bills equal to an d less than $20.00.
or base ten blocks), and number lines. 8) Order and compare fractions (1/4s, 1/2s, 1/8s, 1/10s, 1/16s) represented numerically or as
models (including parts o f a set and parts of a whole). 9) Rename improper fractions to mixed numbers. Sub-skill B.b: Computation 10) Use all operations in everyday situations to solve single or multi-step word problems. 11) Solve three- and four-digit addition and subtraction with regrouping; multiplication of
two-digit by one-digit numbers; division with single-digit divisors and two -digit dividends and with two-step or mixed operation problems with single-digit numbers.
12) Add and subtract decimals in the context of money. 13) Solve problems using basic multiplication and division facts. 14) Add and subtract fractions with like denominators. 15) Estimate: multiplicatio n of two-digit by one-digit problems, addition and subtraction of
decimals using money, and division in context. 16) Determine reasonableness of answers.
MMP Assessing the Assessment Guide
Getting Started Clarification Statements for CABS:
Round 1 - Align to MPS Targets and WI State Framework Descriptors
Round 2 - Align to WI State Framework DOK Reflection and Comments Anticipating Student Responses and
Implications
Assessing The Assessment Round 1 Work with a partner to analyze questions from
the 4th grade CABS. Using the MPS Target/Descriptor Worksheet
align the questions to targets and descriptors. Record your thinking next to each question or
next to each descriptor on the worksheet.
What were your thoughts as you worked through this first step?
WI State Assessment Framework DOK Level 1 - Recognizing and Recalling Level 2 - Using Fundamental Concepts
and Procedures Level 3 - Concluding and Explaining Level 4 - Evaluating, Extending and
Making Conclusions
Definition of DOK : “Depth of Knowledge” (DOK) for each item is listed on reading and mathematics The Item Analysis reports. DOK is a measure of cognitive demand required to correctly answer the item.
Source: WSAS online (TurnLeaf) reports under “More Info”
Comparison of Thinking Levels
MPS Levels of Thinking
Wisconsin State Assessment Framework
Depths of Knowledge Bloom’s Taxonomy
(Revised 2001)
Level 4 Generate and Synthesize (Create, “What … if?”)
Level 4: Evaluating, Extending and Making Connections
Level 6: Creating
Level 5: Evaluating
Level 3 Apply and Analyze (Compare, Summarize)
Level 3: Concluding and Explaining
Level 4: Analyzing
Level 3: Applying
Level 2 Organize
(Sort, Multiple steps)
Level 2: Using Fundamental Concepts and Procedures
Level 2: Understanding
Level 1 Gather Information (Recall, Memorize, State)
The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.
Assessing the Assessment Round 2 Using the same set of CABS. Use the DOK worksheet along with the Thinking
Classification Chart to record the Level of thinking for questions on the CABS.
When finished, share your results with your table group, support your reasoning.
Try to come to a consensus. Focus on problems:
#1, #2, #3, #4, #5, #8, #12, #13, #15
Share Out Observations
What were some of the insights gained as you worked through this process?
What would be the benefit of teachers going through this process?
In what way could this process be applied to other assessments?
Insights from one of the Mathematicians - Dr. Kevin McLeod