welcome to the map workshop

Welcome to the MAP Workshop

Updates, Assessment Alignment, Tips, and ResourcesPresenter: Kathy Gray, Southern RPDC

Missouri Assessment ProgramMAP

Only have 1 goal

Increase student achievement

LEARNER GOALS

To review/understand structures of MAP

To understand importance of Depth of Knowledge when assessing

To provide helpful tips and resources

All kids must learn to be successful in life.

Outstanding Schools Act 1993—Senate Bill 380

Approved 75 Show Me performance standards—1996 (the blue placemat)

Developed a performance-based Missouri Assessment Program (MAP)

Classified school districts by performance (APR, annual performance report)

Missouri Alphabet Soup

Please speak English

DOK

NCLB

GLE’S

MSIP CSIP CLE’sAYP

APRIBD

Current Status of the MAP

Five MAP Assessments: Grade-Level End-of-Course MAP-A LAS Links Personal Finance

The Grade-Level Assessments for Spring 2010 includes annual tests in Communication Arts and Mathematics and the 5th and 8th grade tests in Science.

Student performance will be reported using 4 achievement levels: Advanced, Proficient, Basic and Below Basic.

GRADE-LEVEL STRUCTURE

Grade and Course Level Expectations Version 2.0 of the GLEs and CLEs are finalized and on the

DESE website. These are living

documents! When issues or updates occur, changes willbe made and dates will beindicated.

All Spring of 2010 tests willbe aligned to these assessment documents! Have teachers check these against their curricula.

Steps in Test Development

Item Writing Item Pilot Score, Revise, Rewrite Content and Bias Review Item Refinement Field Test Achievement-Level Setting Operational Testing

Types of questions on the Grade-Level Assessment

Selected Response (multiple choice) SR

Constructed Response (written response) CR

Performance Event (extended response) PE

What can I do to help prepare students for the MAP test?

Everyone’s Responsibility

PE, Music,

Art,

Let’s break down the structure of the test!

COMMUNICATION ARTS

GRADES 5-8

Test Design: Communication Arts Grade-Level Assessment

Grades 3&7 Number of Items

Session SR CR WPTiming

Guidelines

1 8-12 4 0 55 to 65

2 0 0 1 60-90

3 38-41 0 0 51

4 4-6 0 020

Test Design: Communication Arts Grade-Level Assessment

Grades 4, 5, 6, 8

Number of Items

Session SR CR WP Timing Guidelines

1 8-12 4 0 55-65

2 38-41 0 0 51

3 4-6 0 0 20

Test Blueprint: Communication Arts Grade-Level Assessment

Grade 3

Communication Arts Strand Emphasis

Writing Standard English 22%

Writing Formally 10%

Reading

(fiction and non-fiction)

68%


Grade 4



Writing Formally 3%

Reading


82%

Grade 5



Writing Formally 3%

Reading


79%


Grade 6



Writing Formally 2%

Reading


78%


Grade 7



Writing Formally 10%

Reading


68%


Grade 8



Writing Formally 1%

Reading


77%


MATHEMATICS

GRADES 3-8

Test Design:Mathematics Grade-Level Assessment

Grades 3, 5, 6, 7

Number of Items

Session SR CR PE Timing Guidelines

1 18 0 0 35-45

2 24-36 0 0 50

3 8 4 0 25-35

Test Design:Mathematics Grade-Level Assessment

Grades 4, 8

Number of Items

Session SR CR PE Timing Guidelines

1 18 0 1 40-55

2 24-36 0 0 50

3 8 4 0 25-35

Test Blueprint: Mathematics Grade-Level Assessment

Grade 3

Mathematics Strand Emphasis

Number and Operations 33%

Geometric and Spatial Relationships 18%

Measurement 17%

Data and Probability 10%

Algebraic Relationships 22%


Grade 4




Measurement 20%




Grades 5




Measurement 17%




Grade 6




Measurement 14%




Grade 7




Measurement 13%




Grade 8




Measurement 10%



Science

GRADES 5 AND 8

Test Design: Science Grade-Level Assessment

Grades

5 and 8Number of Items

Session SR CR PETiming Guidelines

1 0 12-14 0 60-70

2 45 0 0 45

3 0 0 6-12 55-70

Test Blueprint: Science Grade-Level Assessment

Grade 5

Science Strand Emphasis

Properties and Principles of Matter and Energy 13%

Properties and Principles of Force and Motion 10%

Characteristics and Interactions of Living Organisms 10%

Changes in Ecosystems and Interactions of Organisms with Their Environments

11%

Grade 5


Processes and Interactions of the Earth’s Systems 12%

Composition and Structure of the Universe and the Motions of the Objects Within It

11%

Processes of Scientific Inquiry 25%

Impact of Science, Technology, and Human Activity 8%


Grade 8


Properties and Principles of Matter and Energy 13%

Properties and Principles of Force and Motion 8%

Characteristics and Interactions of Living Organisms

12%

Changes in Ecosystems and Interactions of Organisms with Their Environments

9%


Grade 8


Processes and Interactions of the Earth’s Systems

13%

Composition and Structure of the Universe and the Motions of the Objects Within It

10%

Processes of Scientific Inquiry 28%

Impact of Science, Technology, and Human Activity

7%


MAP Updates

Tests will be shorter than in past years because no field test items will be embedded.

What can I do to help prepare students for the MAP test?

Start preparing them NOW!

You can’t expect them to perform at MAP time if the expectations haven’t been in place all year.

Daily Preparations—what can I do?

Write, Write, Write!!!Read, Read, Read!!!Think, Think, Think!!!

Depth of Knowledge Individually! Please list anything you already

know about DOK. 2-3 minutes In a group, create a group list with everyone’s

information. Classify the information: group areas that are

similar. Label them!

Depth of knowledge Levels

Level 1 Recall

Recall of a fact, information, or procedure

Level 2 Skill/Concept

Use information of conceptual knowledge, two or more steps, etc.

Level 3 Strategic Thinking

Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer

Level 4 Extended Thinking

Requires an investigation, time to think and process multiple conditions of the problem

Depth of knowledge

Depth of knowledgeLevel 1

Recall and ReproductionExamples Language Arts: Which of these means about the same

thing as the word exacerbate? Science: What is the process called which plants use to

manufacture sugar from sunlight? Mathematics: Which of the following numbers, when

rounded to the nearest thousand, becomes 90,000? Social Studies: What was the main reason many leaders

in Great Britain leaned toward supporting the Confederacy in the Civil War?


Using Skills and Concepts

Examples Language Arts: Which of these statements best describes what

the passage is about? Science: Which graph of heart rate bests represents that a

person walked for 2 minutes, ran for 5 minutes, walked for 2 more minutes, and ran for the last 2 minutes.

Mathematics: A car has traveled 23,456.2 miles. The next exit is 1000 feet ahead. What will the mileage gauge read then.

Social Studies: There was a sharp decline in immigration into the Unites States during the second decade of the 20th century. Which of the following best accounts for that decline?


Strategic ThinkingExamples

Language Arts: The style in this passage is characterized by similes like these: “smooth as pudding”, “crisp as a fresh apple,” and “rough as shredded coconut.” Which of these best explains the author’s purpose in using these similes.

Science: In a laboratory experiment, an enzyme is combined with its substrate at time zero. The absorbance of the resulting solution is measured at five-minute intervals. In this procedure, an increase in absorbance is related to the amount of product formed during the reactions. The experiment uses three preparations. (Students will see illustrations.) The most likely reason for the failure of the absorbance to increase significantly after 10 minutes in preparation III is that… (Multiple choice options)


Extended ThinkingExamples Mathematics: Students are asked to identify a “real world” problem

that requires the application of mathematics, describe the possible procedure(s) for solving, and explain the outcome and their reasoning.

Social Studies: Students are given the scenario of acid rain potentially causingproblems in a specific farming community. Students are to define and describe the problem with supporting data, propose alternative solutions to the problem, select one solution, and explain why it would be the best.

Practice

Please look at the following examples on your table and arrange them according to the levels.

Alignment

Teachers must understand that the GLEs and CLEs are an assessment document, not a curriculum. The DOK is a ceiling and may be tested at lower levels, too.

They must align their curriculum to the appropriate levels.

Tips! Make all teachers READING teachers! Encourage the use of research-based instructional

strategies! (Marzano’s Classroom Instruction That Works) Encourage student engagement. Encourage quality assessments that contain clear

learning targets, common assessments, and aligned formative assessments.

Encourage data analysis, especially of crystal reports. Encourage teachers to use that data to address the

needs of ALL STUDENTS

DESE Resources

The following are resources teachers can utilize to improve students’ scores.

DESE Resources on the Website:

Achievement level descriptorsAssessment interpretationsGlossariesGLEs and CLEsSample curriculum unitsLink to NAEP released itemsMAP released itemsProfessional Associations and their resources

Final Thoughts!

The attitudes of the teachers toward the testing processes are important!

Ask teachers to think of the test as more data that helps shape learning for their students.

Data collection and evaluation should be ongoing, not just with state data. (Assessment for learning will make powerful differences!)

9 square review

What are the four levels of achievement on the Grade Level assessments?

What are two strategies I can use to prepare my students for the Grade Level Assessments?

What is an example of some verbs associated with DOK level 1?

How can I improve my students’ attitudes on the Grade Level Assessments?

What is the advantage of taking the phase II tests for the EOC?

What is are two examples of the kinds of learning used in DOK level II?

What is the structure of the test most closely associated with what I teach?

Name 4 resources on the DESE website.

How will teaching reading in every content area help students on the Grade Level Assessments?

QUESTIONS? We are always willing to help with any part of the testing

process: we can answer questions about test procedures or provide quality professional development for your teachers.

Contact information:Kathy GraySouthern Regional Professional Development Center528 Ellis Webb City, MO 64870Phone: 417-673-2730Email: [email protected]: www.mssu.edu/srpdc

welcome to the map workshop

Documents

gradelevel structuregrade

communication artsgrades

test blueprint

grade tests

map test

test design

reading fiction

student performance