development of a math screening assessment on a districtwide basis washington educational research...
TRANSCRIPT
-
Development of a Math Screening Assessment on a Districtwide Basis
Washington Educational Research AssociationAnnual ConferenceDecember 5-7 2007Mike Jacobsen-Assessment and Curriculum DirectorAndy McGrath-Principal Glacier Middle SchoolWhite River School [email protected]
-
By The End of This Presentation You Will:
Understand how the district implements a K-10 CBM reading assessment system
Understand how the WRSD developed a math screenerDistrict-wide focusEstablish a committeePilot processFull implementationFall, winter & spring data 06-07Next steps
-
Basic DefinitionsCBM=Curriculum Based MeasurementDeveloped Initially at University of Minnesota Institute for Research on Learning DisabilitiesMeasures students progress in basic skills using existing curriculumPsychometrically sound
ORF=Oral Reading FluencyWhat is measured is students ability to read out loud, accurately and fluidly
DIBELS=Dynamic Indicators of Basic Early Literacy SkillsResearchers from the University of Oregon coined the phrase
-
What is CBM?Standard, simple, short duration fluency measures of reading, spelling, written expression and mathematics computationWRSD Reading CBM is very similar to DIBELS with one exceptionWRSD Math Screener is different than DIBELS in math
In reading CBM is oral reading fluency
Measures vital signs of student achievement
Academic thermometer
-
Big Ideas About CBMExtensive data supporting validity of use as a measure of basic skills
Principle use is in formative evaluation
Sensitive to changes in performance due to instruction
Easy to use within classrooms
Brief
Repeatable
-
ORF and WASL PERFORMANCE
Fall Words Per Minute
Group
Mean
Level 4
136
Level 3
107
Level 2
70
Winter Words Per Minute
Group
Mean
Level 4
149
Level 3
122
Level 2
87
Spring Words Per Minute
Group
Mean
Level 4
162
Level 3
137
Level 2
103
-Stage, S., & Jacobsen, M. D. (2001) The association between performance on the Washington Assessment of Student Learning and growth in oral reading fluency. School Psychology Review, Vol. 30, No. 3.
-
ORF and Other Reading Tests1999- 3rd Grade Qualitative Reading Inventory to 3rd Grade ORF=.89
1999-3r Grade ITBS to 3rd Grade ORF=.64
1999-2th Grade Gates-MacGinitie to 2nd Grade ORF=.84
1999-3rd Grade Gates-MacGinitie to 3r Grade ORF=.77
1999-4th Grade Gates-MacGinitie to 4th Grade ORF=.64
1999-5th Grade Gates-MacGinitie to 5th Grade ORF=.86
-
ORF and WASL Relationships1998- 4th Grade WASL to 5th Grade ORF=.70
1999-4th Grade WASL to 4th Grade ORF=.51
2003-6th Grade ORF to 7th Grade WASL=.68
2000-4th Grade ORF to 4th Grade WASL=.66
2002-4th Grade ORF to 4th Grade WASL=.65
-
ORF and WASL Relationships
Chart1
95646
949092
132118121
154134147
ESD
ASD
WRSD
Words Correct Per One Minute
WASL/ORF 98/99
Sheet1
ESDASDWRSD
WASL-195646
WASL-2949092
WASL-3132118121
WASL-4154134147
Sheet1
ESD
ASD
WRSD
Words Correct Per One Minute
WASL/ORF 98/99
Sheet2
Sheet3
-
CBM ORF/WASL
Sheet1
NameWASLCBM% of Passing WASL>=135 WPM>=120 WPM=135 WPM>=120 WPM
-
Why Assess Computational Fluency?
Many of the difficulties children have in arithmetic result from not understanding number ideas supposedly learning at an earlier time
Engelhart, Ashlock & Wiebe, 1984
In most cases the precision and fluency in the execution of the skills are the requisite vehicles to convey the conceptual understanding.H. Wu, 1999
-
White River School District Assessment ProcessImplemented during the 98-99 school year for K-6 Reading6th-8th grade added 20029th/10th grade added 2005
Implemented during the 2006-2007 school year for 1-10 Math screener
Kindergarten students, initial sound fluency, letter names and segmenting phonemes
Grades 1-10 orally read passages from appropriate grade level material
Conducted three times per year during September, January and May
-
White River School District K-10 CBM Assessment Matrix
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Kindergarten Registration
Kindergarten
First Tenth Grade
DIBELS Initial Sound Fluency
DIBELS Letter Naming Fluency
DIBELS Phoneme Seg.
CBM Oral Reading Fluency
Get It, Got It, Go!
Rhyming, Picture Naming
Math Screener-
Computation & Applications
-
Chart1
530
5689
90111
81107
104128
131149
119140
115132
125134
126140
Fall
Winter
Words Correct Per One Minute
WRSD ORF Fall/Winter 2003-04
Sheet1
FallWinterSpring
First53067
Second5689105
Third90111116
Fourth81107117
Fifth104128141
Sixth131149163
Seventh119140153
Eight115132146
Ninth125134137
Tenth126140142
Sheet1
Fall
Winter
Spring
Words Correct Per One Minute
WRSD ORF Fall/Winter 2003-04
Sheet2
Sheet3
-
WRSD ORF 2006-2007 Targets
Grade
ORF Targets
ORF Targets
ORF Targets
Fall
Winter
Spring
1st
5
30
70
2nd
55
85
90
3rd
80
110
120
4th
100
110
125
5th
105
130
140
6th
125
150
165
7th
125
140
155
8th
125
140
155
9th
125
140
155
10th
125
140
155
FL
FISF
WL
WISF
WPS
SL
SPS
KG
10
10
35
20
20
50
35
-
White River School District
K-10 Reading Assessment Flow Chart 8/30/04
All Students
DIBELS
FISF=Fall, Initial Sound Fluency
FL=Fall Letters
WISF=Winter, Initial Sound Fluency
WL=Winter Letters
WPS=Winter Phonemic Segmentation
SL=Spring Letters
SPS=Spring Phonemic Segmentation
Kindergarten
Students less than
Fall:FL=5
FISF=5
WinterWL=15
WISF=10
WPS=10
SpringSL=30
SPS=20
Or by teacher judgement*
Early Reading Intervention-Placement Test
If early literacy difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Targets FL=10
FISF=10
Winter Targets WL=35
WISF=20
WPS=20
Spring TargetsSL=50
SPS = 35
Wright Group
K-3 Assessment
Students less than
Fall1
Winter15
Spring 35
Or by teacher judgement
All Students
ORF Fall, Winter, Spring
First Grade
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Target =5
Winter Target =30
Spring Target= 70
All Students ORF
Fall, Winter, Spring
Wright Group
K-3 Assessment
Students less than
Fall35
Winter60
Spring85
Or by teacher judgement
Second Grade
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Target=55
Winter Target=90
Spring Target=105
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Students less than
Fall55 wpm
Winter68 wpm
Spring89 wpm
Or by teacher judgement
All Students CBM
Fall, Winter, Spring
Third Grade
Wright Group
K-3 Assessment
Fall Median WC 73
Winter Median WC 99
Spring Median WC - 109
Analytical Reading Inventory
Students less than
Fall65 wpm
Winter84 wpm
Spring87 wpm
Or by teacher judgement
All Students CBM
Fall, Winter, Spring
Fourth Grade
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Median WC 87
Winter Median WC 112
Spring Median WC - 120
Analytical Reading Inventory
Students less than
Fall84 wpm
Winter99 wpm
Spring102 wpm
Or by teacher judgement
All Students CBM
Fall, Winter, Spring
Fifth Grade
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Median WC 102
Winter Median WC 125
Spring Median WC - 129
Analytical Reading Inventory
Students less than
Fall97 wpm
Winter111 wpm
Spring117 wpm
Or by teacher judgement
Sixth Grade
All Students CBM
Fall, Winter, Spring
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Median WC 118
Winter Median WC 133
Spring Median WC - 146
Students less than
Fall:93 wpm
Winter:114 wpm
Spring:126 wpm
Or by teacher judgement
All Students given CBM Fall, Winter, Spring
Seventh Grade
If reading difficulties confirmed, Reading Improvement Plan
Gates McGinitie
Gates McGinitie
Gates McGinitie
Students less than
Fall:103 wpm
Winter:116 wpm
Or by teacher judgement
Fall MedianWC-126
Winter MedianWC-140
Spring MedianWC-
All Students given CBM
Fall, Winter, Spring
Tenth Grade
If reading difficulties confirmed, Reading Improvement Plan
Fall MedianWC-125
Winter MedianWC-134
Spring MedianWC-
If reading difficulties confirmed, Reading Improvement Plan
Students less than
Fall:99 wpm
Winter:113 wpm
Or by teacher judgement
All Students given CBM
Fall, Winter, Spring
Ninth Grade
Fall MedianWC-115
Winter MedianWC-132
Spring MedianWC-146
Gates McGinitie
Students less than
Fall:88 wpm
Winter:107 wpm
Spring:114
Or by teacher judgement
All Students given CBM Fall, Winter, Spring
Eighth Grade
If reading difficulties confirmed, Reading Improvement Plan
Fall MedianWC-119
Winter MedianWC-140
Spring MedianWC-153
* Examples of teacher judgement may include the following:
Student scores above the cut off point but teacher still has concerns
Student scores above the cut off point but is a word caller with poor comprehension
Current results dont accurately reflect students ability
1
1
-
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Students less than
Fall50
Winter85
Spring95
Or by teacher judgement
All Students ORF
Fall, Winter, Spring
Third Grade
Wright Group
K-3 Assessment
Fall Target=80
Winter Target=110
Spring Target=120
Analytical Reading Inventory
Students less than
Fall65
Winter85
Spring95
Or by teacher judgement
All Students ORF
Fall, Winter, Spring
Fourth Grade
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Target=100
Winter Target=110
Spring Target=125
Analytical Reading Inventory
Students less than
Fall85
Winter105
Spring110
Or by teacher judgement
All Students ORF
Fall, Winter, Spring
Fifth Grade
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Target=105
Winter Target=130
Spring Target=140
Analytical Reading Inventory
Students less than
Fall100
Winter130
Spring140
Or by teacher judgement
Sixth Grade
All Students ORF
Fall, Winter, Spring
If reading difficulties confirmed, Reading Improvement Plan
See Tool Kit
Fall Target=125
Winter Target=150
Spring Target=165
Students less than
Fall:93 wpm
Winter:114 wpm
Spring:126 wpm
Or by teacher judgement
All Students given CBM Fall, Winter, Spring
Seventh Grade
If reading difficulties confirmed, Reading Improvement Plan
Gates McGinitie
Gates McGinitie
Gates McGinitie
Students less than
Fall:103 wpm
Winter:116 wpm
Or by teacher judgement
Fall MedianWC-126
Winter MedianWC-140
Spring MedianWC-
All Students given CBM
Fall, Winter, Spring
Tenth Grade
If reading difficulties confirmed, Reading Improvement Plan
Fall MedianWC-125
Winter MedianWC-134
Spring MedianWC-
If reading difficulties confirmed, Reading Improvement Plan
Students less than
Fall:99 wpm
Winter:113 wpm
Or by teacher judgement
All Students given CBM
Fall, Winter, Spring
Ninth Grade
Fall MedianWC-115
Winter MedianWC-132
Spring MedianWC-146
Gates McGinitie
Students less than
Fall:88 wpm
Winter:107 wpm
Spring:114
Or by teacher judgement
All Students given CBM Fall, Winter, Spring
Eighth Grade
If reading difficulties confirmed, Reading Improvement Plan
Fall MedianWC-119
Winter MedianWC-140
Spring MedianWC-153
* Examples of teacher judgement may include the following:
Student scores above the cut off point but teacher still has concerns
Student scores above the cut off point but is a word caller with poor comprehension
Current results dont accurately reflect students ability
1
1
-
All Students given ORF Fall, Winter, Spring
Seventh Grade
If reading difficulties confirmed, Reading Improvement Plan
Students less than
Fall:100
Winter:115
Spring:125
Or by teacher judgement
Gates McGinitie
Students less than
Fall:105
Winter:115
Spring115
Or by teacher judgement
Students less than
Fall:105
Winter:115
Spring115
Or by teacher judgement
Gates McGinitie
Gates McGinitie
Fall Target=125
Winter Target=140
Spring Target=155
All Students given ORF
Fall, Winter, Spring
Tenth Grade
If reading difficulties confirmed, Reading Improvement Plan
Fall Target=125
Winter Target=140
Spring Target=155
If reading difficulties confirmed, Reading Improvement Plan
All Students given ORF
Fall, Winter, Spring
Ninth Grade
Fall Target=125
Winter Target=140
Spring Target=155
Gates McGinitie
Students less than
Fall:100
Winter:115
Spring:115
Or by teacher judgement
All Students given ORF Fall, Winter, Spring
Eighth Grade
If reading difficulties confirmed, Reading Improvement Plan
Fall Target=125
Winter Target=140
Spring Target=155
* Examples of teacher judgement may include the following:
Student scores above the cut off point but teacher still has concerns
Student scores above the cut off point but is a word caller with poor comprehension
Current results dont accurately reflect students ability
1
1
-
Background of Development of the Math Screener: District Learning Improvement PlanningEstablished Fall of 2005Approximately 30 members, teachers, building administrators, central office administrators, parents and school board membersEach building had a stipend position for a teacher who served as DLIP coordinatorMet monthly during the 05/06 school yearThe first meeting was on structure and goals, research on effective schools and role of the district
-
Background: District Learning Improvement PlanningEstablished Fall of 2005Approximately 30 members, teachers, building administrators, central office administrators, parents and school board membersEach building had a stipend position for a teacher who served as DLIP coordinatorMet monthly during the 05/06 school yearThe first meeting was on structure and goals, research on effective schools and role of the district
-
Background: District Learning Improvement PlanningThe second meeting focused on district-wide information using the data carousel formatWASL trend data-desegregatedITBSCBMDemographicsSafe and Civil SurveysNine CharacteristicsHealthy Youth SurveySports and Arts program participationCurriculum alignment Professional development
-
Chart1
15.919.730.634.548.357.761.46561.463.4
7th Math11.712.620.421.115.321.838.749.144.6
10th Math10th Math19.530.826.831.826.129.535.343.6
WRSD 97
WRSD 98
WRSD 99
WRSD 00
WRSD 01
WRSD 02
WRSD 03
WRSD 04
WRSD 05
WRSD 06
% Proficient
WRSD WASL Math Trend
Chart2
69.8
55.4
48.3
48.7
WRSD 06
% Proficient
WRSD WASL Math Trend
Chart3
3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math69.8
15.919.730.634.548.357.761.46561.463.4
5th Math5th Math5th Math5th Math5th Math5th Math5th Math5th Math5th Math55.4
6th Math6th Math6th Math6th Math6th Math6th Math6th Math6th Math6th Math48.3
7th Math11.712.620.421.115.321.838.749.144.6
8th Math8th Math8th Math8th Math8th Math8th Math8th Math8th Math8th Math48.7
10th Math10th Math19.530.826.831.826.129.535.343.6
WRSD 97
WRSD 98
WRSD 99
WRSD 00
WRSD 01
WRSD 02
WRSD 03
WRSD 04
WRSD 05
WRSD 06
% Proficient
WRSD WASL Math Trend 97-06
Chart4
47.856.753.352.2
69.157.756.855.2
575543.956
64.371.365.439
63.163.361.164.3
61.570.36855.2
59.664.776.963.5
65.667.757.860.6
WRSD 03
WRSD 04
WRSD 05
WRSD 06
WRSD WASL Math Trends 4th 03-06
Chart5
40.255.134
28.43733.4
48.15440.6
37.245.535.2
40.239.445.1
34.946.538.7
44.94646.6
31.738.327.2
WRSD 04
WRSD 05
WRSD 06
WRSD WASL Math Trends 7th 04-06
Chart6
40.255.134
28.43733.4
48.15440.6
37.245.535.2
40.239.445.1
34.946.538.7
44.94646.6
31.738.327.2
WRSD 04
WRSD 05
WRSD 06
WRSD WASL Math Trends 7th 04-06
Chart7
43.634.449.328.5
44.432.43644.9
32.726.136.845.8
43.232.752.942.4
45.935.541.133.6
31.133.851.546
38.138.151.850.8
3530.731.942.4
WRSD 03
WRSD 04
WRSD 05
WRSD 06
WRSD WASL Math Trends 10th 03-06
Chart8
3rd Reading3rd Reading3rd Reading3rd Reading3rd Reading3rd Reading3rd Reading3rd Reading3rd Reading73.7
52.354.661.461.872.571.972.976.982.885
5th Reading5th Reading5th Reading5th Reading5th Reading5th Reading5th Reading5th Reading5th Reading83.6
6th Reading6th Reading6th Reading6th Reading6th Reading6th Reading6th Reading6th Reading6th Reading58.8
7th Reading34.728.225.933.740.540.654.467.555.6
8th Reading8th Reading8th Reading8th Reading8th Reading8th Reading8th Reading8th Reading8th Reading67.8
10th Reading10th Reading49.455.454.955.644.556.663.385.5
WRSD 97
WRSD 98
WRSD 99
WRSD 00
WRSD 01
WRSD 02
WRSD 03
WRSD 04
WRSD 05
WRSD 06
% Proficient
WRSD WASL Reading Trend 97-06
WRSD 97-07
3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math3rd Math69.874.3
15.919.730.634.548.357.761.46561.463.456.1
5th Math5th Math5th Math5th Math5th Math5th Math5th Math5th Math5th Math55.464.8
6th Math6th Math6th Math6th Math6th Math6th Math6th Math6th Math6th Math48.345
7th Math11.712.620.421.115.321.838.749.144.655.9
8th Math8th Math8th Math8th Math8th Math8th Math8th Math8th Math8th Math48.743.6
10th Math10th Math19.530.826.831.826.129.535.343.639.4
WRSD 97
WRSD 98
WRSD 99
WRSD 00
WRSD 01
WRSD 02
WRSD 03
WRSD 04
WRSD 05
WRSD 06
WRSD 07
WRSD WASL Math 97-07
Sheet1
4th Math7th Math10th Math
WRSD 9715.9
WRSD 9819.711.7
WRSD 9930.612.619.5
WRSD 0034.520.430.8
WRSD 0148.321.126.8
WRSD 0257.715.331.8
WRSD 0361.421.826.1
WRSD 046538.729.5
WRSD 0561.449.135.3
WRSD 0663.444.643.6
3rd Math5th Math6th Math8th Math
WRSD 0669.855.448.348.7
3rd Math4th Math5th Math6th Math7th Math8th Math10th Math
WRSD 9715.9
WRSD 9819.711.7
WRSD 9930.612.619.5
WRSD 0034.520.430.8
WRSD 0148.321.126.8
WRSD 0257.715.331.8
WRSD 0361.421.826.1
WRSD 046538.729.5
WRSD 0561.449.135.3
WRSD 0669.863.455.448.344.648.743.6
WRSD 0774.356.164.84555.943.639.4
4thNumber SenseMeasurementGeometric SenseProbabilityAlgebraic SenceSolves Prob.CommunicatesMakes Con.
WRSD 0347.869.15764.363.161.559.665.6
WRSD 0456.757.75571.363.370.364.767.7
WRSD 0553.356.843.965.461.16876.957.8
WRSD 0652.255.2563964.355.263.560.6
7thNumber SenseMeasurementGeometric SenseProbabilityAlgebraic SenceSolves Prob.CommunicatesMakes Con.
WRSD 0440.228.448.137.240.234.944.931.7
WRSD 0555.1375445.539.446.54638.3
WRSD 063433.440.635.245.138.746.627.2
Number SenseMeasurementGeometric SenseProbabilityAlgebraic SenceSolves Prob.CommunicatesMakes Con.
WRSD 0343.644.432.743.245.931.138.135
WRSD 0434.432.426.132.735.533.838.130.7
WRSD 0549.33636.852.941.151.551.831.9
WRSD 0628.544.945.842.433.64650.842.4
3rd Reading4th Reading5th Reading6th Reading7th Reading8th Reading10th Reading
WRSD 9752.3
WRSD 9854.634.7
WRSD 9961.428.249.4
WRSD 0061.825.955.4
WRSD 0172.533.754.9
WRSD 0271.940.555.6
WRSD 0372.940.644.5
WRSD 0476.954.456.6
WRSD 0582.867.563.3
WRSD 0673.78583.658.855.667.885.5
Sheet2
Sheet3
-
Background: District Learning Improvement PlanningUsed data from the carousel process to identify three major focus areas:Professional developmentCurriculum alignment-mathMathEach focus area had co-chairsEvery member of the district learning improvement team was on one of the focus area committeesOutcome oriented
-
Math CommitteeDistrict Math TOSA Kathie Ross and Andy McGrath Co-chaired the Math Committee
Goal:To produce a math assessment that will reliably predict a students success on the WASL (not diagnostic)To produce an assessment that can be given in 20-30 minutes and can be graded in a timely manner without added cost
-
Math CommitteeTo Achieve This Goal:
We added teachers to the committee from each level primary, intermediate, middle and high schoolCommittee Makeup3 Administrators7 Teachers1 Central Office2 Parents
-
Math CommitteeASSESSMENT DEVELOPMENTCommittee met for about 2 months discussing the makeup of the assessment:Assessment Structure:20 Total Questions12 Computation8 Applied ProblemsSingle Number Answer
Reading fluency assessment already established in district
Reviewed Fuchs and Fuchs-Monitoring Basic Skills Progress-2nd Ed.
Reviewed Ken Howells et all- Multilevel Academic Skills Inventory-Revised
Next step split subcommittee into three groups:ElementaryMiddle High School
-
Math Committee-Assessment Cont.The Groups using the GLEs as a guide developed a draft assessment for each grade level
Assessments were brought back to full committee to be discussed and edited
Developed assessments for grades 2 10
Assessment give three times a year in conjunction with reading assessment
-
Sample Page 4th Grade Computation
Name _______________________________ Date ________________
Score (comp)
Score (app)
4th Grade Fall Math Assessment - Computation
1. 45 + 82 =
Answer ____________
2. 3 x 4 =
Answer ____________
3. 16 - 5 =
Answer ____________
4. 425 + 188 =
Answer ____________
5. 4 x 30 =
Answer ____________
6. 56 - 8 =
Answer ____________
7. 397 + 45 =
Answer ____________
8. 6 x 5 =
Answer ____________
9. 195 - 65 =
Answer ____________
10. $4.54 + $2. 36 =
Answer ____________
11. 6 x 50 =
Answer ____________
12. 43 - 26 =
Answer ____________
Name _______________________________________________ Date ____________________
4th Grade -Fall
Applied Problems
13. Matthew worked 20 hours, 15 hours, and 22 hours during three weeks in June. How many hours did he work altogether?
Answer___________
14. Andy asked his classmates to name their favorite drinks. 5 students voted for milk, 4 students chose water and 8 chose fruit juice. Which drink received the fewest votes?
Answer________
15. Draw a figure with the following attributes:
closed
4 sides
only 2 right angles
16. Which unit of measurement should you use to measure the weight of a penny?
ounce
pound
ton
Answer________
17. The roof of a house needed 140 shingles on one side and 185 on the other. How many shingles were needed altogether?
Answer________
18. Esther made a necklace with 16 beads. Every 4th bead is pink. How many pink beads will she need?
Answer________
19. Mark paid 2 quarters for a candy bar. Ali paid for a drink with 4 dimes. Who spent more money?
Answer________
20. At lunch, Brooke spent $.25 for milk and $.35 for an orange. She gave the cashier $1.00. What was her change?
Answer________
WRSD Math Assessment4th Grade fallRevised 9/7/06
WRSD Math Assessment4th Grade fallRevised 9-7-06
-
Sample Page 4th Grade Applied Problems
Name _______________________________________________ Date ____________________
4th Grade -Fall
Applied Problems
13. Matthew worked 20 hours, 15 hours, and 22 hours during three weeks in June. How many hours did he work altogether?
Answer___________
14. Andy asked his classmates to name their favorite drinks. 5 students voted for milk, 4 students chose water and 8 chose fruit juice. Which drink received the fewest votes?
Answer________
15. Draw a figure with the following attributes:
closed
4 sides
only 2 right angles
16. Which unit of measurement should you use to measure the weight of a penny?
ounce
pound
ton
Answer________
17. The roof of a house needed 140 shingles on one side and 185 on the other. How many shingles were needed altogether?
Answer________
18. Esther made a necklace with 16 beads. Every 4th bead is pink. How many pink beads will she need?
Answer________
19. Mark paid 2 quarters for a candy bar. Ali paid for a drink with 4 dimes. Who spent more money?
Answer________
20. At lunch, Brooke spent $.25 for milk and $.35 for an orange. She gave the cashier $1.00. What was her change?
Answer________
WRSD Math Assessment4th Grade fallRevised 9/7/06
WRSD Math Assessment4th Grade fallRevised 9-7-06
-
Pilot ProcessIMPLEMENTATION
An assessment for each grade level completed by April 2005
Piloted last May with volunteer classrooms at least two per grade level
Pilot results to Assessment Office analyze math assessment and reading fluency to see if this would be a good predictor of WASL success
If the assessment proved to be an accurate predictor of WASL success then implement district wide Fall 06
-
Pilot ProcessManila envelope provided to each pilot teacherDirections for AdministrationInstructions for ScoringStudent Response Sheets Test KeyCopies of student response forms provided to each teacher624 students grades 1-8 participatedStatistically strong relationships with WASL math and spring oral reading fluency demonstrated
-
Pilot Results
Grade
Total Students
Median Computation
Median Application
Total Comp/Appl
25th PR
Med SCBM
Med WASL
1st
34
10
6
16
14
63
N/a
Predictor
Criteria/Dependent
Correlation
% Contribution
SCBM
Total
.62
38%
SCBM
Applications
.55
31%
SCBM
Computations
.51
26%