Next Generation of Assessments NY

The Next Generation of Assessments Interactive & Technology-­‐Enhanced ELA Questions & Math Problems Howard I. Berrent, PhD howard@berrent.com 888-­‐99-­‐RALLY

COMMON

COMMON CORE

MISCONCEPTIONS

Misconception 1 The Common Core is an exercise program to build your “core.”

In reality… the purpose of the CCSS is to ensure that all students graduating from high school are college and career ready.

Misconception 2 Core was created and mandated by the federal government.

In reality… the creation of the CCSS was led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) — not the federal government.

Misconception 3 The Common Core dictates what and how to teach students.

In reality… the CCSS defines what students are expected to know and be able to do by the end of the year, not how teachers should teach.

• How those goals are reached are determined by teachers, curriculum developers, districts, and states.

• In addition the Standards do not suggest any instructional materials.

Misconception 4 Each grade’s standards were developed and built from the ground up.

In reality…

Standards were developed from what the student is expected to master by the time he/she graduates high school (the “anchor” standards) & moved down •

these are the skills, concepts, & understandings that are needed in order to be college and career ready.

In reality…

Misconception 5 States that have adopted the Common Core all have the exact same standards.

States that adopt the CCSS must adopt 100% of the CCS document, but they may add up to 15% of their own standards to the Common Core Standards.

For example…

Massachusetts Curriculum Frameworks New York Common Core Learning Standards In addition, PA, FL, & IN adopted new standards very similar to the CCSS (but not exactly).

CCLS: 6 Shifts in ELA

6 Shifts in Mathematics Shift 1 Focus

Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence

Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency

Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application

Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity

Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

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Things to Remember About NY Tests • Complexity of reading passages • Complexity of questions • Readability • Length of Passages • Informational & Literary Selections • Evidence-­‐based responses

………………………………………………………………………………………………………………………………………..

• Complexity of mathematical problems • 2-­‐Step math problems • Readability of math problems

2015 NY Tests

2015 NY Questions • Multiple-­‐ Choice Questions • Short-­‐Response Questions (2 points) • Extended-­‐Response Questions (4 points) will assess Writing from Sources, whereby student responses will be rated on the degree to which they can communicate a clear and coherent analysis of text.

• ALL QUESTIONS ARE EVIDENCE-­‐BASED.

Focus of Questions

Sample Questions: ELA-­‐2015 4th gr 1. According to the article, NASA studies Antarctica for all of the following reasons EXCEPT

A Antarctica helps us understand ice.

B Antarctica helps us understand important rare plants.

C Antarctica is a good place to find meteorites.

D Antarctica is a good place to test robots.

2. Read these two sentences from paragraph 3: “In winter, Antarctica is on the side of the Earth tilted away from the sun.

Then, the continent is always dark.”

Which of the following describes the relationship between these two sentences?

A The sentences contrast two events.

B The sentences describe two steps in the same process.

C The first sentence explains the reason for the second.

D The second sentence gives the cause of the first.

Sample Questions: ELA-­‐2015 4th gr In the myth called “Why the Evergreen Trees Never Lose Their Leaves,” why does the little bird begin talking to the trees? Use two details from the myth to support your answer.

Write your answer in complete sentences.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Sample Questions: ELA-­‐2015 4th gr The myth and the article both provide explanations for why evergreen trees keep their leaves in winter. How are the explanations similar and different? Use specific examples from the myth and the article to support your answer.

In your response, be sure to do the following:

! describe what the myth says about why evergreen trees keep their leaves in winter ! describe what the article says about why evergreen trees keep their leaves winter ! compare and contrast the two explanations ! include details from both the myth and the article to support your answer

Sample Questions: ELA-­‐2015 4th gr Read this sentence from paragraph 32 of the story.

At once the Father Hawk flew to the Lion.

How does Father Hawk’s action lead to the ending of the story?

A Mother Hawk asked Father Hawk to approach the Lion for help.

B The Lion asked Father Hawk why he had come to visit.

C The Lion told Father Hawk to go back and comfort his family.

D The Lion came to help the hawks, chasing away the hunters.

Sample Questions: ELA-­‐2015 4th gr additional comments

1) Multiple-­‐choice Question

"Based on your answer to question #1, what text supports your answer?"

Each answer supports the answers (both correct and incorrect) from the preceding question.

2) Short-­‐Response Question

"Go back to the quote (or words) in question #3 and what text evidence supports your answer?"

This was a short response question.

3) The terms, "main idea" and "central idea,” are being used interchangeably.

Sample Questions: Math-­‐2015 4th gr

Operations and Algebraic Thinking

Students from three classes at Hudson Valley Elementary School are planning a boat trip. On the trip, there will be 20 students from each class, along with 11 teachers and 13 parents.

Part A: Write an equation that can be used to determine the number of boats, b, they will need on their trip if 10 people ride in each boat.

Equation: b =______________________________________

Part B: How many boats will be needed for the trip if 10 people ride in each boat?

Show your work.

Sample Questions: Math-­‐2015 4th gr

numbers & Operations: Fractions

Elena, Matthew, and Kevin painted a wall. Elena painted 5/9 of the wall and Matthew painted 3/9 of the wall. Kevin painted the rest of the wall.

Part A: Use the box below to represent the wall. Show the fraction of the wall that Kevin painted.

Part B: What fraction of the wall did Kevin paint? ____________________

Sample Questions: Math-­‐2015 4th gr Measurement & Data

The area of Ken’s rectangular garden is 480 square feet. The garden is 24 feet wide. What is the length of fencing Ken will need to buy in order to fence in the garden completely on all four sides?

Show your work.

Sample Questions: Math-­‐2015 4th gr Measurement & Data

A high school basketball team scored a total of 108 points in their final game. Joanne scored exactly 1/3 of all the points the team scored, and Renee scored 23 points. How many points were scored by the rest of the team?

A 36 B 49 C 59 D 85

Summary: the New 2015 NY Tests * ELA • • • • • •

Complexity of the passage Length of the passage Complexity of the question Multi-­‐step questions Genres of passage “Why” questions • Why was this phrase used?

• How does this sentence support the main theme?

• Language/Vocabulary in Context • Text dependent/Evidence-­‐ Based

Math • Complexity of the problem • Multi-­‐step questions • Problem covers more than one standard Math Problems • Show your work • Two parts to the question • Sometimes an “answer” is not asked for

2016 NY Tests The Next Generation of Test Questions

ELA/Reading Success ONLINE Math Success ONLINE Click to view samples of the Next Generation of Test Items

http://www.RALLYEDUCATIONonline.com/SuccessPreview

The New Format of Questions Coming in Spring 2016

• Enhanced Multiple-­‐Choice (regular x-­‐ch) • Multiple-­‐Response • Sequence • Drag and Drop • Part A & Part B • Drop down menus • Highlight the text

ELA/Reading 1 1. Enhanced Multiple Choice—traditional multiple choice question with one correct answer and 3 distractors Example:

Based on the passage, what is the beekeeper in the picture doing?

A checking on the queen B cleaning the honey C seeing if the hive is big enough D taking out honey

ELA/Reading 2 2. Multiple Response—multiple choice question with more than 1 correct answer and 3 to 5 distractors Example : Based on the passage, which two reasons help explain why it is colder at the South Pole than at the North Pole?

A The South Pole is on ocean water, and the North Pole is on land.

B The South Pole is on land, and the North Pole is on ocean water.

C The South Pole is on higher land than the North Pole.

D The North Pole is on higher land than the South Pole.

E It storms more at the South Pole than the North Pole.

F It storms more at the North Pole than the South Pole.

ELA/Reading 3 3. Multiple Select—Select 2 or more out of multiple items OR move items to a box.

Example:

Put an X next to each of the two sentences that describe main ideas of “The Flooding of the Nile River.” ____ Farmers usually planted crops during October or November. ____ Each year during Ethiopia’s rainy season, the Nile River would flood. ____ Ancient Egyptian families worked together to harvest crops. ____ Farmers planted figs and cucumbers during the planting season. ____ The flooding of the Nile created rich soil that was good for farming.

ELA/Reading 4 4. Order Items—Number items in the correct sequence

OR move items so that they are in sequential order.

Example:

Below is a list of events from the play. Number the list to arrange the events in the order that they happen. ____ Gia goes to see if the ants can give her food and shelter. ____ Andy shouts at Gia to be quiet and stop disrupting their work. ____ The Ant Queen allows Gia to stay in exchange for playing music. ____ Boris and Candida start dancing to Gia’s music, making Andy frown. ____ The ants are working in a meadow when Gia enters playing a fiddle. ____ Gia and the ants go their separate ways.

ELA/Reading 5 5. Short-­‐Response—open-­‐ended question that requires students to write a list or a few sentences— always evidence-­‐based.

Example :

What did farmers do during the flood season in ancient Egypt? Include at least two details from the passage in your answer.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

ELA/Reading 6 6. Drop Down Menus Example: DROP DOWN during October or November. * Farmers usually _____________ planted drops sailed the Nile River watched the Nile flood

DROP DROP DOWN the Nile River would ______. * Each year during Ethiopia’s __________, DOWN rainy season flood winter freeze New Year drain

ELA/Reading 6 7. Two-­‐Part Questions—Part B supports the answer to Part A. Example: Part A -­‐ Which word best describes how the author feels about honeybees?

A afraid B angry C worried D excited Part B -­‐ Which detail from the sidebar best supports the answer to Part A? A “The bees that leave the hive to gather nectar and pollen are called worker bees.” (paragraph 9) B “Without the bees, our food supply might be threatened.” (paragraph 10) C “These honeybees can help the plants in their area.” (paragraph 12) D “This will make some people very upset.” (paragraph 10)

Math 1 1. Multiple Choice—traditional multiple choice question with 1 correct answer and 3 distractors (note that the student is not asked to actually solve the problem) Example: Carrie was making bouquets of flowers to sell. In each bouquet, she had six roses, four daisies, and seven tulips. Which expression shows how Carrie can figure out how many flowers she will need for 12 bouquets?

A 12(6 + 4 + 7) B 12 x 6 + 4 + 7 C 12 x 6 + 4 x 7 D 12 + 6 + 4 + 7

Math 2

2. Multiple Response—multiple choice question with more than 1 correct answer and 2 to 4 distractors Example:

Choose all of the following situations and solutions that go along with this expression: 15/18 x 3/4 A Mandy had 15/8 cups of chocolate chips. Mandy gave her friend 3/4 of her chocolate chips. How many cups of chocolate chips did Mandy give her friend? Solution: 18/12 cups B Each batch of cookies calls for 3/4 cup of sugar. Molly used 15/8 cups of sugar. How many batches of cookies did Molly make?

Solution: 18/12 batches C Each batch of cookies calls for 3/4 cup of sugar. Molly used 15/8 cups of sugar. How many batches of cookies did Molly make?

Solution: 45/32 batches D Mandy had 15/8 cups of chocolate chips. Mandy gave her friend 3/4 of her chocolate chips. How many cups of chocolate chips did Mandy give her friend? Solution: 45/32 cups E Mandy had 15/8 cups of dry ingredients to make cookies. Of the dry ingredients, 3/4 of it was sugar. How many cups of the dry ingredients was sugar? Solution: 45/32 cups F Mandy had 15/8 cups of dry ingredients to make cookies. Of the dry ingredients, 3/4 of it was sugar. How many cups of the dry ingredients was sugar? Solution: 18/12 cups

Math 3 3. Explanations, Justifications—Students explain their

thinking process.

Example: Gwen’s hair is 7/8 times the length of Marilyn’s hair. Is Gwen’s hair length greater than, less than, or equal to Marilyn’s hair length? Explain.

__________________________________________________________________________________________________________

___________________________________________________________________________________________________________

__________________________________________________________________________________________________________

NOTE: The last step of the problem-­‐solving plan is Check AND Justify.

Math 4 4. Fill-­‐In—Students write their responses.

Example :

Carmen went to the store. She bought four cans of soup, which cost $1.36 each before taxes. She also bought two packages of paper towels, which cost $3.67 each before tax. She spent $0.99 in tax. How much did Carmen spend at the store after the tax was included? Write your answer in expanded form.

1 x _____ + 3 x _____ + 7 x _____ + 7 x _____

Math 5 5. Select Text—Select information and enter on graph, in a chart, in an equation, etc.

Example:

Roman’s mother’s house is located at the point that is marked on the graph.

[Graph (map) shown with x-­‐axis and y-­‐axis and compass rose showing north, south, east, west. Dot showing location of house is at (8, 3)]

Roman’s house is located five miles north and seven miles west of his mother’s house. Draw a point and list the coordinates that would represent where Roman’s house is located?

( _____ , _____ )

Math 6 6. Two-­‐Part Questions—Part B supports the answer to Part A.

Example:

Hailey bought 4/5 yard of white fabric and 2/3 yard of blue fabric. She used 1/3 yard of the white fabric and 17/30 yard of the blue fabric to make a table topper.

Part A How much fabric did Hailey buy?

Part B How much fabric did Hailey have left after she made the table topper?

NEW Thinking for the NEW Questions Types 1 a. Content b. Test-­‐Taking c. Using technology

1. Multiple Response 1.

2.

3.

Several correct responses to one question More detailed thinking about possible responses No longer able to eliminate wrong responses and then guess

2. Sequence 1.

Need to know sequence rather than select a missing detail from a sequence list

NEW Thinking for the NEW Questions Types 2 a. Content b. Test-­‐Taking c. Using technology

3. Enhanced Multiple-­‐Choice 1. Traditional 4 choices 2. Complex questions 3. In math, at times finding the correct answer is not the goal

4. Part A & Part B 1. Part B is dependent on response to Part A 2. Evidence-­‐based responses

NEW Thinking for the NEW Questions Types 3 a. Content b. Test-­‐Taking c. Using technology

5. Drag & Drop 1.

Physically manipulating data and responses

6. Drop Down Menus 1. Fill-­‐in responses by selecting from a pull-­‐down menu 2. Choosing what three (or so) responses go together

7. Mathematical Tools 8. Full Word Processing

Instructional Considerations 1. Integrated Skills: not just main idea, but what are the details that support the main idea.

2. Evidence: not just what is the answer, but what is the evidence that supports the answer.

3. Sequence: Not isolated bits of information, so one does not fill in the missing detail in a sequence, but what is the entire sequence of events.

4. Why: Not just what happened, but why did it happen or why did the author include it or what impact did it have on the entire article.

Instructional Considerations 5. Part A & Part B: not just giving one response, but requiring a “follow-­‐up” with a 2nd response 6. Single answer: Not just one possible response, but several possible responses (all correct) 7. Complex questions: Not you “father’s” test items

Instructional Considerations 8. Technology manipulations: a. Drag & Drop b. Drop Down Menus c. Multiple Responses d. Part A & Part B e. Open-­‐ended (full word processing) f. Highlight the text g. Math “Drawing”

http://www.rallyeducationonline.com/RT/rally.php?StudentLogin+demo +StudentHome

The Next Generation of Assessments Interactive & Technology-­‐Enhanced ELA Questions & Math Problems

Howard I. Berrent, PhD howard@berrent.com 888-­‐99-­‐RALLY