Discussion Board 3-4: Science EOG and Assessment
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Please share your impressions of the 2019 released 5th Grade Science EOG.
Do the 2019′ items reflect greater rigor? (Please don’t just answer “yes” or “no.” Elaborate/justify your response.)
Do the 2019’ items require a different type of thinking/level of knowledge? Are students prepared to be assessed on the Science Standards? (Again, please don’t just answer “yes” or “no.” Elaborate/justify your response.)
Share your impressions of the SBAC sample items, the PARCC sample items, and the NC EOG Math released assessments for grade 3, 4, or 5..
Do the three assessments reflect the same rigor? (Please don’t just answer “yes” or “no.” Elaborate on/justify your response.)
Do the assessments require the same type of thinking/level of knowledge? (Again, please don’t just answer “yes” or “no.” Elaborate on/justify your response.)
What implications do the SBAC and PARCC assessments have for your math instructional program?
Do: ● Distinguish between the three different types of assessment (assessment for learning, assessment as learning, assessment of learning) ● Compare newer assessments to those traditionally administered ● Use formative assessments to determine student thinking at different points of the learning cycle ● Discuss the reasons and purposes for different types of assessments ● Use assessment data to make instructional decisions ● Distinguish between the three different types of assessment (assessment for learning, assessment as learning, assessment of learning)
Step 1: Identify and Use Effective Formative Assessment Strategies in Math ● Read pp. 53- 56 and 89- 98 in Principles to Actions. o According to the text, what are the four functions of assessments in math? o Describe ways in which obstacles to effective assessment in math can be overcome. o Discuss how eliciting evidence of student thinking serves as o “assessment.” ● Read the article “Five Key Strategies for Effective Formative Assessment”. o According to the text, what are the Five Key Strategies? o How do these strategies represent a shift in thinking about assessment in math? o What are the instructional implications of these shifts? ● Skim through “Informal Formative Assessment Strategies: AZ for the Math Classroom” o Reflect; which of these strategies have you used? o Which strategies are you considering? o How can you use the evidence you collect to inform instruction?
Step 2: Examine the Next Generation of Summative Assessments in Math ● Read the SBE Accountability Task Force Report on Summative Assessment in NC for grades 3-8 o What are the major findings and recommendations of the Task Force? o How will the implementation of the recommendations affect teachers and students? o What are the reasons for the changes? o What do you think of these changes and recommendations? [In light of the adoption of the Common Core State Standards for English/Language Arts and Mathematics, and recognizing the need for “valid, richer, and instructionally useful assessments,” the US Department of Education, as part of its Race to the Top (RttT) competition program, offered funds to consortia of states to develop common assessments in English/Language Arts and Mathematics tied to the new standards. The common assessments were to “produce data that is both comparable and robust, enabling parents, policymakers, and teachers to more easily compare educational outcomes across state lines…and assist practitioners and researchers to better identify which instructional practices and strategies are effective, for what students, and under what conditions.” The state consortia were to determine “the specifics of what a comprehensive assessment system should look like – what the components should be and how they should interact.” While states were not required to participate in a consortium, it was expected that states choosing to participate would “use the new comprehensive assessments in place of existing statewide standardized tests for accountability purposes.”] The quotes in this paragraph are from the Race to the Top Assessment Competition Overview. Two state consortia were awarded RttT grant funding as a result of the assessment competition: Smarter Balanced Assessment Consortium (SBAC) and Partnership for Assessment of Readiness for College and Careers (PARCC). The links to the websites are: Visit http://www.smarterbalanced.org/ . Click on “What is Smarter Balanced?” ○ What are the major characteristics of these assessments? Visit https://osse.dc.gov/service/assessment-and-accountability Click on “Assessments”. ○ What are the major characteristics of these assessments? ○ How are they similar to the Smarter Balanced assessments? ○ How do they differ?
Step 3: Exploring the New Assessments Locate the SBAC sample questions here: http://sampleitems.smarterbalanced.org ● Click on Browse Test Items ● Choose Math as the SUBJECT ● Select an assessment to Explore Review the 6 PARCC Sample Items for Grades 3-5 Mathematics at the following website: https://dc.mypearsonsupport.com/practicetests/math/ ● Login as a guest and take an assessment. It is very interesting to complete the thought process! ● Review released test items for PARCC at the following website: https://dc.mypearsonsupport.com/practice-tests/math/ Math EOG tests and the 5th grade Science EOG test can be found at the following website: http://www.ncpublicschools.org/accountability/testing/releasedforms ● Scroll down the page and you will see the links to the released forms. For comparison purposes, the NC Science 2009 Released 5th Grade Test can be found at: http://mrsgordons5thgradegarden.weebly.com/uploads/8/1/3/2/81327692 /2009_released_science_eog_5th_grade.pdf
Step 4: Discuss Your Findings-Discussion Board For the Discussion Board entry, please share your impressions of the SBAC sample items, the PARCC sample items, and the NC EOG Math released assessments for grade 3, 4, or 5. Respond to the post of two classmates.
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