Download Diapositiva 1 - Santa Rosa District Schools, Florida

Updates ….. As of October 2014
Iris Harrell
GOALS FOR TODAY…
 Discuss the most current information about
the Florida Standards Assessments (FSA) for
Mathematics.
 Show examples and expectations of the item
types that will be on the CBT for FSA.
 Share teacher online resources to assist with
student instruction and teacher
implementation of the MAFS.
www.flstandards.org
Teacher Resources
Where is the state of Florida in the FSA Process?
• …is currently in the process of creating Florida specific FSA/EOC
questions.
• …is in the middle of the content review phase where educators are
reviewing test items for content.
• …is scheduled to include field test items on the FSAs in Spring
2015. Once that is complete, those items that are NOT multiple
choice or multi-select will go through a rubric validation process.
• State Florida educators will review student responses and adjust
the scoring criteria, if necessary, to make sure all acceptable variations
of an answer receive the appropriate credit. Only valid items will
move forward to be considered for use on a future test and count
toward a student’s score.
•
FSA Fact Sheet ELA and Mathematics and EOCs
• http://www.fldoe.org/core/fileparse.php/5423/urlt/FSAELAMathFS2014-15.pdf
• http://www.fldoe.org/core/fileparse.php/5423/urlt/FSAEOCFS2014-15.pdf
Grades 6-8 FSA Mathematics
Each session 60 min.
NOTE: All sessions administered over two days. For grades 6-8,
Session 1 is on Day 1 and Sessions 2 & 3 will be given on Day 2.
End-of-Course FSA Assessments
90 min. each Session
NOTE: For EOCs, Session 1 is on Day 1 and Session 2 is on Day 2.
The FSA Test Item Specifications help to guide the development
of scenarios and items BUT DO NOT tell what to teach. Item
Specifications ARE NOT course descriptions.
Draft specifications for grades 3-8, Alg. 1 and 2, and Geometry
are all posted on the FSA portal at http://fsassessments.org.
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•
•
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Grade 6
Grades 7
Grade 8
Algebra 1 EOC
Geometry EOC
Algebra 2 EOC
• Also assesses refers to standard(s) closely
related to the primary standard statement.
• Clarification statements explain what
students are expected to do when
responding to the question.
• Assessment limits define the range of
content knowledge and degree of difficulty
that should be assessed in the assessment
items for the standard.
• Acceptable response mechanisms
describe the characteristics from which a
student must answer a question.
• Context defines types of stimulus materials
that can be used in the assessment items.
Item
Specifications
Definitions
FSA Test Design and Blueprint
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•
•
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Grade 6 Mathematics
Grade 7 Mathematics
Grade 8 Mathematics
Algebra 1
http://fsassessments.org
Geometry
Link here for
Updated FSA Design Info
Algebra 2
November 2014
Content Complexity
Overview
 Content complexity relates to the
cognitive demands inferred from
the language of a content
standard.
 Content complexity considers
factors such as:
 prior knowledge,
 processing of concepts and
skills,
 structure/sophistication,
 number of parts, and
 application of content structure
required to meet an expectation
or to attain an outcome.
DOK Level 2
Application of Skills & Concepts
DOK Level 3
Strategic Thinking & Complex Reasoning
Calculator Policy
 Link here for DRAFT document for “Calculator and Reference Sheet
Policies”.
 Pg. 1 lists the functions that students WILL need on FSA.
 Pg. 2 lists the PROHIBITED functionalities.
 ALL STUDENTS taking an FSA Mathematics Assessment (Grades 7 and 8,
Algebra I, Geometry, and Algebra 2) will always have access to the online
calculator during the associated session(s) of their FSA, but students will
also be permitted the use of an approved hand-held scientific calculator.
 It is a school district decision whether or not to purchase hand-held scientific
calculators for students.
 No items in the current FSA EOC assessments require the graphing tool in
order to solve them. Therefore, a scientific calculator is sufficient
for all items.
http://demo.tds.airast.org/TDSCalculator/TDSCalculator.html?mode=Scientific
Calculator Designations
As Noted in the Test Item Specifications
 YES – a calculator will be available for items written to a
standard.
 NO – a calculator will NOT be available for items written to
a standard.
 NEUTRAL – assessment items in standards that are labeled
as “neutral” are reviewed by a committee of educators to
determine if the item requires the use of a calculator.
 If the educators feel the item DOES NOT require the use of
calculator, the item MAY BE PLACED on EITHER Session.
http://demo.tds.airast.org/TDSCalculator/TDSCalculator.html?mode=Scientific
Formulas Presented
NOTE: The full intent of the standard(s) and the notations.
EXAMPLE TO NOTE:
MAFS.7.G.2.4
Formulas WILL NOT
be given for area and
circumference of
circles.
Technology Enhanced
Questions
(using online tools and
manipulatives)
TDC has stated that UP TO 50%
of the FSA will be technologyenhanced items.
Multiple-Choice Items
Multi-Select Items
Require the student to select a
single answer option.
Allow the student to select more than
one
answer option.
These
 Multi-Select
Items
areare
different from multiple-choice items.
worth one point.
Some items may ask the student to
select
Multi-Select
DOof
a specificItems
number
NOT have
credit.
responses,
while partial
other items
may
ask the student to select ALL correct
 A student
MUST
responses.
SELECT ALL
Multi-select items consist of:
CORRECT ANSWERS
 A context (mathematical or
to receive credit for the
real-world)
item.
 A question
 Two or more correct answers
 Several plausible
distractors
Multiple-choice items consist of:
 a context (mathematical or
real-world)
 a question
 a single correct answer
 three plausible distractors
Equation Response Items
 Equation items require the
student to enter a valid
statement that answers the
question.
 The response MAY BE a
number, an expression, or
an equation.
Equation Response Items
consist of:
 a context (mathematical or
real-world)
 a question
 a response area
 Equivalent fractions and
decimals WILL BE
ACCEPTED except in items
that are assessing a standard
where a certain form is the
expectation of the standard.
 A zero in the ones place for
answers that fall between
-1 and 1 (excluding 0 itself)
is NOT required.
 Students can type in an
answer using a mixed
number OR a
fraction greater
than one.
Grid Items with Action Buttons
Grid items require the student to use
the point, line, and/or arrow buttons
to create a response on a grid.
Grid items consist of:
•
•
•
a context (mathematical or
real-world)
a question
a response area
Hot Text Items
Hot text items require the student
to either click on a response
option or drag a response option
to another location.
Hot text items consist of:



a context (mathematical or
real-world)
a question
a response area
Open-Response Items
Formerly identified as Natural Language
 Open-response items require the
student to use the keyboard to
enter a response into a text field.
 Different types of open-response
items MAY appear on the test.
Open-Response items consist of:
 a context (mathematical or
real-world)
 a question
 a response area
New Item Types
Matching Items
Matching items require the
student to CHECK A BOX to
indicate if information from a
column header matches
information from a row.
Table Items
Matching items consist of:
 a context (mathematical or
real-world)
Table items require the student
to type NUMERIC VALUES into
a given table. The student may
complete the entire table or
portions of the table, depending
on the question that is asked.
Table items consist of:
 a context (mathematical or
real-world)
 a question
 a question
 a response area
 a response area
Editing Task / Editing Choice Items
New item types
Editing task items require the
student to CLICK on a
highlighted word or phrase and
ENTER a replacement
word or phrase
OR
CLICK on a highlighted word
or phrase and
SELECT a replacement
FROM A MENU.
Editing Task items consist of:
• a context (mathematical or
real-world)
• a question
• a response area
Items COULD COMBINE more than one
item type.
Equation Response Item
Grid Item with Action Buttons
This would be an example of a 2 point item.
Multi-Select
FSA Training Tests and Resources

Information for Families about FSAs

User Guide to the FSA Training Test
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Take the FSA/EOC Training Test

Training Test Answer Key Grades 5-6 FSA Mathematics
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Training Test Answer Key Grades 7-8 FSA Mathematics
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Training Test Answer Key FSA EOC Mathematics
http://www.okaloosaschools.com/content/curriculum-guides-k-12-math-3
https://sites.google.com/a/bay.k12.fl.us/bay-district-schools-mathematics/home
2014-2015 Mathematics Scope and Sequence
and Curriculum Blueprints
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Outlines student expectations that are aligned to MAFS.
Provides a frame for common teacher learning.
The Blueprints are meant to be used as a starting point for collaborative unit planning.
There are numerous hyperlinks (resources) within these blueprints.
Units reference the use of EngageNY Modules
Common Core “Flipbooks”
 intended to help teachers understand the depth of the
math content standards and their connections to the
SMP. The “flipbooks” have instructional strategies,
explanation of possible misconceptions, and examples
that are specific to the standards and grade level.
Teachers and Researchers worked in
partnership to create these ExampleBased Problem Sets.
Helps Students:
 identify, discuss, and reduce
misconceptions
 gain deeper conceptual understanding
 strengthen procedural skills
Provides Teachers:
 insight into students’ thinking
 launch-point for mathematically-rich
discussions with students
 address misconceptions and repeated
errors
Develop Common Assessments and Submit to Algebra Nation
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Mini Assessment – after a section video
Summative Assessment– after a unit
These can be available for ALL TEACHERS in the Teacher Area
Progressions to Statistics and Probability
Proficiency
 In Grade 6, students build on the knowledge
and experiences in data analysis developed
in earlier grades.
 In Grade 7, students move from
concentrating on analysis of data to
production of data, understanding that good
answers to statistical questions depend upon
a good plan for collecting data relevant to the
questions of interest.
 Until Grade 8, almost all of students’
statistical topics and investigations have dealt
with univariate data, e.g., collections of counts
or measurements of one characteristic. Eighth
graders apply their experience with the
coordinate plane and linear functions in the
study of association between two variables
related to a question of interest.
 Students build on knowledge and
experience described in the 6-8
Statistics and Probability Progression.
 Students develop a more formal and
precise understanding of statistical
inference, which requires a deeper
understanding of probability.
 Because of its strong connection with
modeling, the domain of Statistics
and Probability is starred,
indicating that all of its standards are
modeling standards.
Georgia Performance Standards
in Mathematics
“The central idea of all mathematics is to discover
how knowing some things leads students, via reasoning, to
know more – without having to commit the information to
memory as a separate fact. It is the reasoned, logical
connections that make mathematics manageable.
The implementation of the standards in math places
the expected emphasis on problem solving, reasoning,
representation, connections, and communication.”
https://www.georgiastandards.org
http://betterlesson.com/common_core?from=bl_header
Assessment Practice Materials
Annotated 2013 and 2014 Grades 3-8
Mathematics State Test Questions

Displays the kind of thinking that students are
expected to be able to do on the new math
assessments.
Florida STEM Wiki
http://floridastem.wikispaces.com/
Any questions that I might
can help with?