FRAPPYs

1. FRAPPYs Utilizing Free Response APProblems (Yay!) as Formative Assessments AP Annual Conference • Washington, DC • June 16, 2010 Paul Buckley Department of Mathematics Gonzaga College High School Washington, DC pbuckley@gonzaga.org Jason M. Molesky Assessment & Accountability Coordinator Lakeville Area Public Schools Lakeville, MN statsmonkey@mac.com

2. Ben’s Chili Bowl • 1213 U. Street, NW

3. Paradoxical Intent

4. Learning Targets Session Goal: Introduce the FRAPPY process as formative assessment to strengthen student understanding and develop statistical communication skills. • What constitutes a quality statistical response? • How do we utilize AP Free Response Problems as formative assessments to develop statistical understanding and effective communication skills?

5. FRAPPYs • Part 1: • Background Information • Formative Assessment

6. AP Statistics Free Response Questions Clear Communication StatisticalKnowledge

7. The Purpose of The FRAPPY • Important Note #1: We over-TEST our kids. • We under-ASSESS them. • Important Note #2: AP Statistics is NOT a test-preparation course. • Our goal is to teach students statistical concepts, how to apply them, and how to communicate statistically. The primary intent of the FRAPPY process is NOT test preparation...it is a tool to help develop statistical understanding and communication skills.

8. Attributes of Statistical Proficiency Procedural Fluency Adaptive Reasoning Strategic Competence Conceptual Understanding Productive Disposition National Research Council. (2001). Adding it up: Helping children learn mathematics. J Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education. Washington, DC: National Academy Press.

9. Reasoning and Sense Making • “Reasoning and Sense Making are the foundations for the processes of mathematics...” • “...teachers must judiciously select tasks that require [students] to figure things out for themselves and ask probing questions.”

10. What is Formative Assessment? How do we increase Conceptual Understanding and Communication Skills {ie. Statistical Proficiency}? Stiggins, R., (2006) Classroom Assessment for Learning. Assessment Training Institute, Educational Testing Service, Portland, Oregon.

11. How Can I Close the Gap? • Focus on ONE Learning Target • Teach Students Focused Revision • Engage Students in Self-Reflection • Where Am I Now? • Offer Regular Descriptive Feedback • Teach Students to Self Assess and Set Goals Strategies of Assessment For Learning • Where Am I Going? • Provide Clear, Understandable Learning Targets • Use Examples and Models of Strong and Weak Work Chappuis, J., (2009) Seven Strategies of Assessment for Learning. Assessment Training Institute, Educational Testing Service, Portland, Oregon.

12. ...not Rocket Science The POWER is in the Intentional, Student-Involved use of FRAPPYs as Learning Tools! Sadler, R.- Presented by Rick Stiggins Assessment Training Institute

13. FRAPPYs • Part 2: • The Purpose of the FRAPPY • The FRAPPY Process

14. What Have We Learned as Readers? • AP FRQ’s are QUALITY assessment items. • COLLABORATION is critical for success. • There are 4 things that will maximize a student’s score on a Free Response Question. • Proper application of a Statistical Concept(s). • CLEAR COMMUNICATION • CLEAR COMMUNICATION • CLEAR COMMUNICATION

15. The FRAPPY Process • The FRAPPY Process • “Free Response AP Problem, Yay!” • 1 Class Period • “Intent of Question” • Sample Student Responses • Rubric Discussion • Score and Reflect

16. Where Am I Going? • FRAPPY Step 1 • 15 Minutes to work on Problem • READ the ENTIRE problem. • Determine “Intent of Question” • What are they looking for? • Formulate Response • Proper application of Statistical Concept(s) • CLEAR COMMUNICATION • Context, Context, Context!

17. What Does “Good” Look Like? • FRAPPY Step 2 • Discuss Intent of Question • View sample student responses • Available at AP Central • How would YOU score these? • What constitutes... • Minimal • Developing • Substantial • Complete

18. Where Am I Now? • FRAPPY Step 3 • Share Rubric/Scoring Guideline • Review Intent of Question • Identify “model solution” for each part • Score your papers with a partner • Each part receives • Essentially Correct, • Partially Correct, or • Incorrect • Assign 1-4 score using a holistic approach

19. How Can I Close the Gap? • FRAPPY Step 4 • Effective Feedback is critical • What made each part an E, P, or I? • What could you have done differently to increase your score? • How would you approach a similar problem in the future? • Note key items on your FRAPPY. • File for AP Review and Prep.

20. When Should You FRAPPY? FRQs as Formative Assessment FRQs as “Test Preparation” Review Review Review Review Review Review Teach Teach Teach Teach Teach Review Test Test Test Test Test Descriptive Stats Producing Data Probability Inference Exam Prep Sep Oct Nov Dec Jan Feb Mar Apr May FRAPPY early. FRAPPY often.

21. FRAPPYs • Part 3: • It’s FRAPPY Time!

22. It’s FRAPPY Time!

23. What did other students say? Complete

24. What did other students say? Developing

25. What does “Good” look like?

26. How did YOU do? • FRAPPY Step 3 • Score your papers with a partner • Each part receives • Essentially Correct, • Partially Correct, or • Incorrect • Assign 1-4 score using a holistic approach • What did you do well? What could use some work? How could you improve your response?

27. FRAPPYs • Part 4: • Wrapping it up

28. Concluding Thoughts

29. Resources - Past Free Response Question and Student Samples http://apcentral.collegeboard.com/apc/members/exam/exam_questions/8357.html - StatsMonkey Resource Clearinghouse, FRAPPYs http://web.mac.com/statsmonkey/ - Pearson Assessment Training Institute http://www.assessmentinst.com/ - NCTM Focus in High School Mathematics, Assessment Handbook http://www.nctm.org/

30. Questions - Discussion