Florida Center for Research in Science, Technology, Engineering and Mathematics

1. Florida Center for Research in Science, Technology, Engineering and Mathematics

2. May 2009 2

3. This Presentation Background and initial understandings regarding the system. Project timeline and status of 2008-09 work. Highlights of Review of Research. Results of advisory panel survey. Your turn: questions, survey opportunity. May 2009 3

4. National Mathematics Advisory Panel “Teachers’ regular use of formative assessment improves their students’ learning, especially if teachers have additional guidance on using the assessment to design and to individualize instruction. …The results are sufficiently promising that the Panel recommends regular use of formative assessment for students in the elementary grades.” (National Mathematics Advisory Panel Final Report, 2008) May 2009 4

5. A Primary Grades Math Task May 2009 5 A long hall way with spaces between doors. There are two spaces between door 5 and door 7. How many spaces between door 6 and door 10? What are two other doors that are 4 spaces apart? How many spaces apart are door 5 and door 21? Show how you got your answer. MA.K.1.3 use pictures to solve + and - problems; MA.1.A.1.1 model + and – problems (broadens conceptual understanding – not just “take away” items from a set, high cognitive challenge)A long hall way with spaces between doors. There are two spaces between door 5 and door 7. How many spaces between door 6 and door 10? What are two other doors that are 4 spaces apart? How many spaces apart are door 5 and door 21? Show how you got your answer. MA.K.1.3 use pictures to solve + and - problems; MA.1.A.1.1 model + and – problems (broadens conceptual understanding – not just “take away” items from a set, high cognitive challenge)

6. 2008-09 project timeline May 2009 6

7. Mathematics Formative Assessment System For all students in Prekindergarten through grade 3 Florida Center For Reading Research (FCRR) developing PreK Mathematics Assessment System; one year ahead of K – 3 project. FCR-STEM 2008-09 budget includes costs for conducting review of research and planning for K-3 System. May 2009 7

8. Initial guidance on Formative System Purpose: To inform instruction and help teachers to identify what students know and can do decide on next steps for instruction Tasks will be aligned with Next Generation Sunshine State Standards and selected learning progressions. To the greatest extent possible, the system will be web-based. Tasks will be designed to be easily administered and scored by teachers. Results will be aggregated in an electronic system. May 2009 8 “easily” – no harder and complementary to high-quality instruction.“easily” – no harder and complementary to high-quality instruction.

9. Formative Assessment System content Tasks will assess more than procedural knowledge. “Proof” and defense of solutions essential in all grades; younger children may draw models. Tasks will be designed to reveal misconceptions. Students will be required to read as is grade-level appropriate. Tasks will align with new state assessments and, if possible, predictive. May 2009 9

10. Other considerations The FDOE recognizes the need for professional development in the use of formative assessment processes. Use of results for accountability will be constrained by the pyschometric qualities of the resulting formative assessment tasks. The implementation of the plan that results from this year’s work is dependent upon annual appropriations. In 2009-10, if funded, system development will begin. May 2009 10

11. Implementation time line May 2009 11

12. Formative assessment review of research What is formative assessment? What formative assessment characteristics and practices are recommended in the literature? How do learning progressions and feedback affect the quality of formative assessments? What formative assessment tasks are used for mathematics in PK-3 classrooms? What foundational knowledge and understanding are most predictive of PK-3 students’ future mathematics learning and achievement? May 2009 12

13. What is formative assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. (CCSSO, 2008) Council of Chief State School Officers. (2008a). Attributes of effective formative assessment. Washington, DC: Author. http://www.ccsso.org/publications/details.cfm?PublicationID=362 May 2009 13

14. Highlights of Lit Review Findings What are the critical components & characteristics of effective formative assessment? Used by teachers and students during instruction Close to classroom instruction Provides clear goals and criteria for success Measures what is important, not just easy to assess. Reveals students’ knowledge and cognitive strategies Reveals misconceptions Promotes metacognition May 2009 14

15. Highlights of Lit Review Findings What are the critical components & characteristics of effective formative assessment? Practiced frequently to allow revisions to instruction Balances content, process, task type, and circumstances of performance. Uses current knowledge about cognition and content Guides teachers in providing effective feedback Contributes to student- and learning-centered instructional decisions May 2009 15

16. Highlights of Lit Review Findings What foundational knowledge and understandings are most predictive of future mathematics learning and achievement? Limited research available. Metacognition, listening, attending, “productive disposition” Number Sense Quantity discrimination Counting skills (sequence of number words, one-to-one correspondence, identification of missing numbers, cardinality, numerical magnitude) Simple arithmetic concepts and operations May 2009 16

17. Highlights of Lit Review Findings What foundational knowledge and understanding are most predictive of future mathematics learning and achievement? Geometry Identifying and naming shapes Spatial sense Algebra Classification and categorization Analysis of patterns, identify core unit of pattern Measurement Recognize characteristics that can be measured Make magnitude comparisons (larger/smaller, …) May 2009 17

18. Highlights of Lit Review Findings What are learning progressions? Connect knowledge, concepts, and skills in a coherent sequence moving from novice to expert performance Critical for making instructional decisions Connect learning goals progressing across grades to big idea “A braid of interconnected strands of learning” Margaret Heritage May 2009 18

19. Learning Progressions May 2009 19

20. NGSSS Math Learning progressions May 2009 20 Will provide the corridors for formative assessment, feedback, and instructional decisions. Clickable benchmarks within CPALMS.Will provide the corridors for formative assessment, feedback, and instructional decisions. Clickable benchmarks within CPALMS.

21. Definitions for survey Screening: identify students likely to experience success or difficulty in learning with well-planned instruction Broad diagnostic: identify key areas of potential difficulty in learning. For example, while screening may focus on numeration, the broad diagnostic measure might be spatial reasoning. Targeted diagnostic: for students identified as at risk for learning difficulties. Such assessments isolate areas of students’ misconceptions. Progress monitoring: regularly administered assessments of students’ knowledge to evaluate the effectiveness of instruction Formative: CCSSO’s definition May 2009 21

22. Results of Advisory Panel Survey May 2009 22

23. Your input Online survey for FOIL members: www.survey.lsi.fsu.edu/TakeSurvey.aspx?SurveyID=782J6o2 Questions? Talk to me: kellington@lsi.fsu.edu 850-644-0013 May 2009 23

24. You will find today’s presentation, the literature review, and other information on our website under “Specialized Initiatives”. www.fcrstem.org May 2009 24