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Why Are We Here?

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

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Why Are We Here?

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  1. Texas End of Course ExamsAre You Ready?presented bySheila Hoza Cunningham, EdDConference for the Advancement of Mathematics TeachingJuly 2009drsgh@att.netwww.sghedc.com

  2. Why Are We Here? • Awareness of EOC • TAKS vs EOC • Impact on teaching and assessment

  3. 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

  4. 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.

  5. College Readiness • 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

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

  7. Passing Standards • Minimum expectations • Number of required exams x 70 • Retest opportunities

  8. What About The Student Who Takes Algebra I Before Grade 9?

  9. EOC Testing Timeline

  10. What This Means for Us • Prior to 2011 • Freshman class of 2011 • Student Graduation Expectations for this class and beyond

  11. Curriculum Expectations • TEKS Revision – Implemented 2006 • Textbook Implementation 2007-2008 • TEKS Revision - 2009 (CRS)

  12. With the Last TEKS Revisions Some Important Changes …Algebra I

  13. Term“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

  14. Specified scatterplot data: • Positive correlation • Negative correlation • No correlation for linear situations

  15. Connect terminology for solutions: Solutions Roots Zeros x-intercepts Horizontal Intercept

  16. Properties and Attributesof Functions • A.4(C) connect the function notation of y = x + 1 and f(x) = x + 1. This is a new Student Expectation

  17. A Sample of A.4(C) 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)

  18. With the Last TEKS Revisions Some Important Changes …Geometry

  19. Geometric Relationships and Spatial Reasoning • G.5(A) use numeric and geometric patterns to develop algebraic expressions representing geometric properties. This is a completely revised Student Expectation

  20. A Sample of G.5(A) (Massachusetts Grade 10 November 2005)

  21. 2- and 3-Dimensional 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

  22. A Sample of G.7(A) (North Carolina Geometry EOC – Goal 2)

  23. 2- and 3-Dimensional Geometric Relationships and Shapes • G.7(C) derive and use formulas involving length, slope, and midpoint. Additional characteristic and formula related to lines included

  24. A Sample of G.7(C) (Massachusetts Grade 10 November 2004)

  25. Another Sample of G.7(C) (Virginia Geometry EOC Spring 2003)

  26. Measurement and Similarity • G.8(A) find areas of regular polygons, circles, and composite figures; Additional geometric figure included

  27. A Sample of G.8(A) (Massachusetts Grade 10 March 2005)

  28. With the Last TEKS Revisions Some Important Changes …Algebra II

  29. Some of the Changes • 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

  30. Specified domains and ranges of functions; Specified data types: • Continuous • Discrete • Deleted matrices

  31. TAKS 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 - ??????

  32. Algebra EOC Objectives • 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

  33. Algebra I Assessment Blueprint 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

  34. Geometry EOC Objectives • 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

  35. Geometry Assessment Blueprint 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

  36. How Can We Be Prepared • Strategic Planning for Student Success • Thorough Knowledge of Student Expectations Tested • Understanding of What Test Items Might Look Like

  37. Assessment Overview Teaching and Assessing the TEKS/SE to the Depth and Complexity of EOC’s

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

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

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

  41. Identifying required thinking 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.

  42. TEKS/SEs 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

  43. TEKS Favorite content to teach Tested TEKS/SEs Non-negotiable

  44. Critical Component What TEK and SE is the question testing? State Curriculum/State Assessment Alignment:

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

  46. A1D The student is expected to… • 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

  47. A1D The student is expected to… • represent relationships among quantities using verbal descriptions • represent relationships among quantities using equations • represent relationships among quantities using inequalities

  48. Deconstructing an SE • 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

  49. G5B The student is expected to… • 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

  50. G5B The student is expected to… • 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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