Welcome to the MAP Workshop

1. Welcome to the MAP Workshop Updates, Assessment Alignment, Tips, and Resources Presenter: Kathy Gray, Southern RPDC

2. Missouri Assessment ProgramMAP

3. Only have 1 goal Increase student achievement

4. LEARNER GOALS • To review/understand structures of MAP • To understand importance of Depth of Knowledge when assessing • To provide helpful tips and resources

5. All kids must learn to be successful in life.

6. Outstanding Schools Act 1993—Senate Bill 380 • Approved 75 Show Me performance standards—1996 (the blue placemat) • Developed a performance-based Missouri Assessment Program (MAP) • Classified school districts by performance (APR, annual performance report)

7. Missouri Alphabet Soup IBD NCLB APR CSIP MSIP AYP CLE’s GLE’S DOK Please speak English

8. Current Status of the MAP Five MAP Assessments: • Grade-Level • End-of-Course • MAP-A • LAS Links • Personal Finance

9. GRADE-LEVEL STRUCTURE • The Grade-Level Assessments for Spring 2010 includes annual tests in Communication Arts and Mathematics and the 5th and 8th grade tests in Science. • Student performance will be reported using 4 achievement levels: Advanced, Proficient, Basic and Below Basic.

10. Grade and Course Level Expectations • Version 2.0 of the GLEs and CLEs are finalized and on the DESE website. • These are living documents! When issues or updates occur, changes will be made and dates will be indicated. • All Spring of 2010 tests will be aligned to these assessment documents! Have teachers check these against their curricula.

11. Steps in Test Development • Item Writing • Item Pilot • Score, Revise, Rewrite • Content and Bias Review • Item Refinement • Field Test • Achievement-Level Setting • Operational Testing

12. Types of questions on the Grade-Level Assessment • Selected Response (multiple choice) SR • Constructed Response (written response) CR • Performance Event (extended response) PE

13. What can I do to help prepare students for the MAP test? Everyone’s Responsibility PE, Music, Art,

14. Let’s break down the structure of the test! COMMUNICATION ARTS GRADES 5-8

15. Test Design: Communication Arts Grade-Level Assessment

16. Test Design: Communication Arts Grade-Level Assessment

17. Test Blueprint: Communication Arts Grade-Level Assessment

18. Test Blueprint: Communication Arts Grade-Level Assessment

19. Test Blueprint: Communication Arts Grade-Level Assessment

20. Test Blueprint: Communication Arts Grade-Level Assessment

21. Test Blueprint: Communication Arts Grade-Level Assessment

22. Test Blueprint: Communication Arts Grade-Level Assessment

23. MATHEMATICS GRADES 3-8

24. Test Design:Mathematics Grade-Level Assessment

25. Test Design:Mathematics Grade-Level Assessment

26. Test Blueprint: Mathematics Grade-Level Assessment

27. Test Blueprint: Mathematics Grade-Level Assessment

28. Test Blueprint: Mathematics Grade-Level Assessment

29. Test Blueprint: Mathematics Grade-Level Assessment

30. Test Blueprint: Mathematics Grade-Level Assessment

31. Test Blueprint: Mathematics Grade-Level Assessment

32. Science GRADES 5 AND 8

33. Test Design: Science Grade-Level Assessment

34. Test Blueprint: Science Grade-Level Assessment

35. Test Blueprint: Science Grade-Level Assessment

36. Test Blueprint: Science Grade-Level Assessment

37. Test Blueprint: Science Grade-Level Assessment

38. MAP Updates • Tests will be shorter than in past years because no field test items will be embedded.

39. What can I do to help prepare students for the MAP test? Start preparing them NOW! You can’t expect them to perform at MAP time if the expectations haven’t been in place all year.

40. Daily Preparations—what can I do? Write, Write, Write!!! Read, Read, Read!!! Think, Think, Think!!!

41. Depth of Knowledge • Individually! Please list anything you already know about DOK. 2-3 minutes • In a group, create a group list with everyone’s information. • Classify the information: group areas that are similar. • Label them!

42. Depth of knowledge Levels • Level 1 Recall Recall of a fact, information, or procedure • Level 2 Skill/Concept Use information of conceptual knowledge, two or more steps, etc. • Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer • Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem

43. Depth of knowledge

44. Depth of knowledgeLevel 1 Recall and Reproduction Examples • Language Arts: Which of these means about the same thing as the word exacerbate? • Science: What is the process called which plants use to manufacture sugar from sunlight? • Mathematics: Which of the following numbers, when rounded to the nearest thousand, becomes 90,000? • Social Studies: What was the main reason many leaders in Great Britain leaned toward supporting the Confederacy in the Civil War?

45. Depth of knowledgeLevel 2 Using Skills and Concepts Examples • Language Arts: Which of these statements best describes what the passage is about? • Science: Which graph of heart rate bests represents that a person walked for 2 minutes, ran for 5 minutes, walked for 2 more minutes, and ran for the last 2 minutes. • Mathematics: A car has traveled 23,456.2 miles. The next exit is 1000 feet ahead. What will the mileage gauge read then. • Social Studies: There was a sharp decline in immigration into the Unites States during the second decade of the 20th century. Which of the following best accounts for that decline?

46. Depth of knowledgeLevel 3 Strategic Thinking Examples • Language Arts: The style in this passage is characterized by similes like these: “smooth as pudding”, “crisp as a fresh apple,” and “rough as shredded coconut.” Which of these best explains the author’s purpose in using these similes. • Science: In a laboratory experiment, an enzyme is combined with its substrate at time zero. The absorbance of the resulting solution is measured at five-minute intervals. In this procedure, an increase in absorbance is related to the amount of product formed during the reactions. The experiment uses three preparations. (Students will see illustrations.) The most likely reason for the failure of the absorbance to increase significantly after 10 minutes in preparation III is that… (Multiple choice options)

47. Depth of knowledgeLevel 4 Extended Thinking Examples • Mathematics: Students are asked to identify a “real world” problem that requires the application of mathematics, describe the possible procedure(s) for solving, and explain the outcome and their reasoning. • Social Studies: Students are given the scenario of acid rain potentially causing problems in a specific farming community. Students are to define and describe the problem with supporting data, propose alternative solutions to the problem, select one solution, and explain why it would be the best.

48. Practice • Please look at the following examples on your table and arrange them according to the levels.

49. Alignment • Teachers must understand that the GLEs and CLEs are an assessment document, not a curriculum. The DOK is a ceiling and may be tested at lower levels, too. • They must align their curriculum to the appropriate levels.

50. Tips! • Make all teachers READING teachers! • Encourage the use of research-based instructional strategies! (Marzano’s Classroom Instruction That Works) • Encourage student engagement. • Encourage quality assessments that contain clear learning targets, common assessments, and aligned formative assessments. • Encourage data analysis, especially of crystal reports. • Encourage teachers to use that data to address the needs of ALL STUDENTS