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Texas End of Course Exams Are You Ready? presented by Sheila Hoza Cunningham, EdD Conference for the Advancement of Mathematics Teaching July 2009 [email protected] www.sghedc.com. Why Are We Here?. Awareness of EOC TAKS vs EOC Impact on teaching and assessment. EOC Requirements.

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Texas End of Course ExamsAre You Ready?presented bySheila Hoza Cunningham, EdDConference for the Advancement of Mathematics TeachingJuly [email protected]


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Why Are We Here?

  • Awareness of EOC

  • TAKS vs EOC

  • Impact on teaching and assessment


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EOC Requirements

  • The purpose of the end-of-course (EOC) assessments is to measure students’ academic performance in core high school courses and to become part of the graduation requirements beginning with the freshman class of 2011–2012


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  • The EOC assessments for lower-level courses must include questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.


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College Readiness questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • SB1031 – mandates that a series of special-purpose questions be developed to assess college readiness and that the EOC exams be developed to the extent practicable that they may be used to determine the appropriate placement of a student in entry-level college courses

  • Algebra II and English III will include these special-purpose questions


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Student Scores questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • a student’s score on each EOC assessment will be worth 15% of the student’s final grade for that course


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Passing Standards questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • Minimum expectations

  • Number of required exams x 70

  • Retest opportunities


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What About The Student Who Takes Algebra I Before Grade 9? questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.


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EOC Testing Timeline questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.


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What This Means for Us questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • Prior to 2011

  • Freshman class of 2011

  • Student Graduation Expectations for this class and beyond


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Curriculum Expectations questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • TEKS Revision – Implemented 2006

  • Textbook Implementation 2007-2008

  • TEKS Revision - 2009 (CRS)


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With the Last TEKS Revisions questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.Some Important Changes …Algebra I


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  • Term questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.“zeroes” of linear functions

  • NEW! Connect “y=” to “f(x)=” moved to Alg. I from Alg. II

  • Added determine domain and range values;Specified:

    • Continuous data

    • Discrete data


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  • Specified scatterplot data: questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

    • Positive correlation

    • Negative correlation

    • No correlation

      for linear situations


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  • Connect terminology for solutions: questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

    Solutions

    Roots

    Zeros

    x-intercepts

    Horizontal Intercept


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Properties and Attributes questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.of Functions

  • A.4(C) connect the function notation of y = x + 1 and f(x) = x + 1.

    This is a new Student Expectation


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A Sample of A.4(C) questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

A f(m) = 1.90 + 1.60

B f(m) = 1.90m + 1.60

C f(m) = 1.60m + 1.90

D f(m) = 1.90m + 1.60m

(Massachusetts Grade 10 2005)


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With the Last TEKS Revisions questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.Some Important Changes …Geometry


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Geometric Relationships and Spatial Reasoning questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • G.5(A) use numeric and geometric patterns to develop algebraic expressions representing geometric properties.

    This is a completely revised

    Student Expectation


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A Sample of G.5(A) questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

(Massachusetts Grade 10 November 2005)


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2- and 3-Dimensional questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.Geometric Relationships and Shapes

  • G.7(A) use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures.

    Additional geometric figure included


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A Sample of G.7(A) questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

(North Carolina Geometry EOC – Goal 2)


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2- and 3-Dimensional questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.Geometric Relationships and Shapes

  • G.7(C) derive and use formulas involving length, slope, and midpoint.

    Additional characteristic and formula

    related to lines included


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A Sample of G.7(C) questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

(Massachusetts Grade 10 November 2004)


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Another Sample of G.7(C) questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

(Virginia Geometry EOC Spring 2003)


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Measurement and Similarity questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • G.8(A) find areas of regular polygons, circles, and composite figures;

    Additional geometric figure included


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A Sample of G.8(A) questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

(Massachusetts Grade 10 March 2005)


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With the Last TEKS Revisions questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.Some Important Changes …Algebra II


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Some of the Changes questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • Moved to Algebra I - Ab2(C) The student connects the function notation of “y = “ and “f(x) =“

  • Linear is one of 7 specific parent functions;

  • Knowledge of linear parameter changes assumed

  • Parameter changes applied to other functions such as hyperbolic


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  • Specified domains and ranges of questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.functions; Specified data types:

    • Continuous

    • Discrete

  • Deleted matrices


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TAKS questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.vs EOC

  • TAKS – 10 objectives including content from grade 8

  • Algebra I EOC – 5 Objectives focusing on the assessment of Algebra I content

  • Geometry EOC – 5 Objectives focusing on the assessment of Geometry content

  • Algebra II EOC - ??????


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Algebra EOC Objectives questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • Objective 1 Functional Relationships

  • Objective 2 Properties and Attributes of Functions

  • Objective 3 Linear Functions

  • Objective 4 Linear Equations and Inequalities

  • Objective 5 Quadratic and Other Nonlinear Functions


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Algebra I Assessment Blueprint questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

Objective

Number of Items

8 items

11 items

11 items

11 items

11 items

  • 1 Functional Relationships

  • 2 Properties and Attributes of Functions

  • 3 Linear Functions

  • 4 Linear Equations and Inequalities

  • 5 Quadratic and Other Nonlinear Functions


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Geometry EOC Objectives questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • Objective 1 Geometric Structure

  • Objective 2 Geometric Patterns

  • Objective 3 Dimensionality and the Geometry of Location

  • Objective 4 Congruence and the Geometry of Size

  • Objective 5 Similarity and the Geometry of Shape


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Geometry Assessment Blueprint questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

Objective

Number of Items

6 items

6 items

12 items

14 items

6 items

  • 1 Geometric Structure

  • 2 Geometric Patterns

  • 3 Dimensionality and the Geometry of Location

  • 4 Congruence and the Geometry of Size

  • 5 Similarity and the Geometry of Shape


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How Can We Be Prepared questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

  • Strategic Planning for Student Success

  • Thorough Knowledge of Student Expectations Tested

  • Understanding of What Test Items Might Look Like


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Assessment Overview questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

Teaching and Assessing the TEKS/SE to the Depth and Complexity of EOC’s


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Foundational Belief questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

. . . quality student achievement includes and goes beyond achieving the highest rating awarded by state and national accountability standards.


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Strategic Expectation questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

We will raise the performance of all students and close the achievement gap.


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“We must study the curriculum from the viewpoint of the assessment…This does not mean that we are teaching the test.”


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Identifying required thinking assessment…This does not mean that we are teaching the test.”

processes and skills

  • Identify the specific higher-level thinking and logical reasoning skills embedded in the state curriculum and tested on the state assessment

  • Verify the relationship between the verbs in the student expectation (SE) and the levels of thinking tested on the 2003, 2004, 2006 released state tests.


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TEKS/SEs assessment…This does not mean that we are teaching the test.”

Depth

Thinking

(verbs)

Complexity

Concepts

(nouns)

? On EOC’s

We need to teach the TEKS to the depth and complexity to which they will be tested on the EOC and we MUST use the vocabulary of the SEs


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TEKS assessment…This does not mean that we are teaching the test.”

Favorite content to teach

Tested

TEKS/SEs

Non-negotiable


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Critical Component assessment…This does not mean that we are teaching the test.”

What TEK and SE is the question testing?

State Curriculum/State Assessment Alignment:


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Deconstructing an SE assessment…This does not mean that we are teaching the test.”

  • A1D The student is expected to represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities


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A1D The student is expected to… assessment…This does not mean that we are teaching the test.”

  • represent relationships among quantities using concrete models

  • represent relationships among quantities using tables

  • represent relationships among quantities using graphs

  • represent relationships among quantities using diagrams


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A1D The student is expected to… assessment…This does not mean that we are teaching the test.”

  • represent relationships among quantities using verbal descriptions

  • represent relationships among quantities using equations

  • represent relationships among quantities using inequalities


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Deconstructing an SE assessment…This does not mean that we are teaching the test.”

  • G5B The student is expected to use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles


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G5B The student is expected to… assessment…This does not mean that we are teaching the test.”

  • use numeric patterns to make generalizations about geometric properties, including properties of polygons

  • use numeric patterns to make generalizations about geometric properties, including ratios in similar figures and solids


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G5B The student is expected to… assessment…This does not mean that we are teaching the test.”

  • use numeric patterns to make generalizations about geometric properties, including angle relationships in polygons and circles

  • use geometric patterns to make generalizations about geometric properties, including properties of polygons


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G5B The student is expected to… assessment…This does not mean that we are teaching the test.”

  • use geometric patterns to make generalizations about geometric properties, including ratios in similar figures and solids

  • use geometric patterns to make generalizations about geometric properties, including angle relationships in polygons and circles


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Critical Component assessment…This does not mean that we are teaching the test.”

Cognitive Alignment

  • Does the verb in the Student Expectation match the steps in thinking required for answering the questions correctly?

  • What is the level of the question?

  • What text evidence ( in the passage) provides the correct answer for the Level 1 & 2 questions in which the answer is stated?

  • What text evidence supports the correct answer for the Level 3 &4 questions in which the answer is not stated?

    (inferred or implied)


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Level of Questions assessment…This does not mean that we are teaching the test.”

  • Level 1: Concept Level

    • Answer requires understanding of the concept at the concept (noun) and skill (thinking-verb) level without the context of a problem situation

  • Level 2: Operations Level

    • Answer requires making an operation decision about which operation to use to solve the problem situation-addition, subtraction, multiplication, or division-and computation to solve the problem.


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Level of Questions assessment…This does not mean that we are teaching the test.”

  • Level 3: Problem-Solving/Application Level

    • Answer requires applying one or more concepts within one specific TEKS curriculum strand in a complex problem-solving situation.

  • Level 4: Mathematical Processes and Tools

    • Answer requires applying one or more concepts across all TEKS curriculum strands in a complex problem situation.


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Ongoing Assessment assessment…This does not mean that we are teaching the test.”

  • All assessments should be written prior to instruction and reflect the depth and complexity of the TEKS

  • The assessments should use the nouns, verbs, vocabulary and synonyms used in the student expectation


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“Schools that display and teach the nouns, verbs, and vocabulary in the context of the Student Expectation (SE) for the lesson had scores that went through the roof!”

Margaret Kilgo


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“If the SE’s are taught to the depth and complexity to which they are tested, then students will be successful

on the assessment regardless of socio-economic status.”

M. Kilgo


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Preparing for EOC which they are tested, then students will be successful

  • Ongoing…weekly throughout the year

  • Systematic…focus on weakest areas using a standard process for problem solving

  • Final push…EOC Short Course


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EOC Short Course which they are tested, then students will be successful


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2011 – Will We Be Ready? which they are tested, then students will be successful


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