Oregon State Mathematics Assessment

# Oregon State Mathematics Assessment

## Oregon State Mathematics Assessment

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##### Presentation Transcript

1. Oregon State Mathematics Assessment By Sandy Kralovec

2. To raise expectations for education, the Oregon legislature in 1991 passed the Oregon Educational Act for the 21st Century. The primary purpose of the act was to usher in a new, high-standards education system. The state began defining outcome criteria for the Certificate of Initial Mastery (CIM), to be awarded at about the end of grade 10, and the Certificate of Advanced Mastery (CAM), to be awarded at about the end of grade 12. Oregon State Standards

3. Two Types of Standards • Academic Content Standards define what students are expected to know and be able to do in English, mathematics, science, history, geography, civics, economics, the arts and a second language.http://www.ode.state.or.us/tls/mathematics/standards/contentstandards.pdf • Performance Standards define how well students must perform on classroom assessments and state assessments leading to the Certificate of Initial Mastery. The standards are composed of two elements: the Number, type and minimum scores required on classroom assessments; and the Minimum scores required on state assessments.http://www.ode.state.or.us/tls/mathematics/standards/performancestandards.pdf

4. Oregon’s State Math Assessment • There are two tests, multiple choice and open ended problem solving.http://www.ode.state.or.us/asmt/mathematics/ • State created benchmark tests in grades 3, 5, 8, and 10(CIM).

5. Multiple Choice Standardized, criterion-referenced “Leveled” test. Given at grades 3, 5, 8, and 10. Student answer sheets are scanned by computer at a testing company hired by the department to score the tests Problem Solving Open-ended Student chooses one of 3 problems Given at grades 5, 8, and 10.(except in 2003, the test was given only in grade 10 for financial reasons) Each test is scored with a scoring guide by two teachers The Tests

6. Sample at grade 8 S/P Mrs. Cooley, the Spanish teacher, gives 100 points each week during a 9-week grading period. At the end of the sixth week, Carlos has a 78% average. What is the lowest average score he can receive each week during the remainder of the 9-week grading period in order to raise his average to 84% for the term? Each test is scored in five areas: Conceptual Understanding, Processes and Strategies, Verification, Communication Accuracy. A scoring guide was developed that has 6 levels for each of the areas except Accuracy, which is scored either 1, 4, or 5. See the scoring guide at the following link: More on the Problem Solving Test http://www.ode.state.or.us/asmt/scoring/guides/2002-03/mathscoringguide.pdf

7. 2000 - 2003 Mathematics Problem Solving Official Scoring Guide 2000 - 2003

8. How the results are reported and used • Individual results are reported on a student report and a class roster. • These reports indicate whether the student "met," "exceeded," or "did not meet" the benchmark for the test taken. • Group summary reports are based on the benchmark for the grade of enrollment. • For technical details of reporting see: http://www.ode.state.or.us/asmt/reporting/

9. Mathematics Knowledge & Skills Tests In 2002, the percent of students meeting or exceeding state mathematics performance standards increased in all grades from the 2001 scores. Since 1991, increasing percentages of student in all grades are meeting mathematics Grade 3 increased 42 percentage points Grade 5 increased 28 percentage points Grade 8 increased 16 percentage points Grade 10 increased 10 percentage points Mathematics Problem Solving Tests Since 1997 increasing percentages of students are meeting, conditionally meeting or exceeding mathematics problem solving performance standards: Grade 5 increased 30 percentage points Grade 8 increased 20 percentage points Grade 10 increased 26 percentage points State Reported Results for 2002

10. Teacher Comment "I believe the new standards raise the bar and that is a good thing. However, teachers need to know how to teach all students, including English Language Learners. Teachers must know and use the techniques and strategies that help them to reach all their students. I believe that what is good for ELL students is good for all students." —Xochitl Fuhriman-Ebert, Oregon Teacher of the Year, 2000.