Crystal as a Simpson’s Character

Please sit in grade level groups Crystal as a Simpson’s Character

Test Feedback

Workshop IIITest Item and Concept Analysis Crystal Kalinec and Marcy Wood cbartels@email.arizona.edu mbwood@email.arizona.edu 22- 24 September 2009

Before we start… • Tentative Future Workshops • 22-24 Sept Test Analysis and Pipeline of Concepts • 20-22 Oct Unitizing and Rational Numbers as Division • 3-5 Nov Rational Numbers and Measurement & Number Line • 17-19 Nov Rational Numbers as Operators and Connections between Fractions, Decimals, Percents • 1-3 Dec Final Workshop- Conclusions and Next Steps

What we’ll be looking at today Tour of test information Analyze difficulty of test questions • Unitizing and problems to try with students

Overview of Each • Item Difficulty Pages • FDP Assessment Inventory by PO • Test Booklet

Item Difficulty Analysis • Next to each question in your test booklet, write down the item difficulty. (Higher % means more students answered correctly.) • Using item difficulty and the inventory of standards, decide which 5 test questions address content you think your students need more work on. • Talk about your list from #2 at your table and construct one list for your table.

Comparing Concepts • Is there a another test question that your students as a whole did better on that is similar toone they did less well on? • How might you explain the difference in performance on similar questions?

Possible Conversations About SpecificTest Items

3rd Grade Comparison

Nine questions to take back and use in class! • This is a list of nine questions that will have increasing spectrum of difficulty 3rd 4th 5th

Unitizing as a Possible Focus • Definition: The process of constructing chunks (Lamon, 2005) • Example:

Identifying what can be a Unit • Which of these can be considered a “whole?”

If given a whole/part, find a fraction 3rd Grade If =1 represent 2 ½ 4th Grade If = 1/3, find 5th Grade If represents 80% of the total stars, how many stars will you need to make 120%?

If given a whole, represent fractions in multiple ways 4th Grade If this represents a whole, how many different ways can you represent 1/3, 2/6, and 4/12? How are these equivalent fractions based on your pictures? 3rd Grade Suppose you are decorating your room and want to paint only half of one of your walls. How many different ways can you paint half of the rectangular wall? Be creative! 5th Grade If represents a whole (1), how many different ways can you represent , 50%, and ?

And to conclude… 3rd Grade Best friends Carla and Eva are in a heated argument. Both say that they were so hungry for dinner, they each ate half of a pizza. Carla argues that she ate more than Eva. Eva said they ate the same amount. Use pictures and words to show how each girl could be right. 4th and 5th Grade Suppose you went to Costco and bought 24 cans of juice. This would be the same as how many 24-packs? 6-packs? Packs of a dozen? Singles? Half cans? Prove each with a picture.

Preview for Workshop IV • 20-22 Oct Unitizing and Rational Numbers as Division • Tentative Agenda Items • Results of Classroom Questions • Questions posted for download at Marcy’s webpage • http://mbwood.faculty.arizona.edu/publications • Unitizing • Rational Numbers as Division

Crystal as a Simpson’s Character