Transcript Georgia Alternate Assessment Overview of High School Mathematics in 2014-2015 - Part 2 Session 6 Recording: https://sas.elluminate.com/mr.jnlp?suid=M.116AEDF3600 B2C75C0E1AEE68EFC0B&sid=2012003

Georgia Alternate Assessment
Overview of High School
Mathematics in 2014-2015 - Part 2
Session 6
Recording:
https://sas.elluminate.com/mr.jnlp?suid=M.116AEDF3600
B2C75C0E1AEE68EFC0B&sid=2012003
Welcome to Session 6
High School Mathematics: Part 2
This session will begin at 2:30 p.m.
The PowerPoint is located in the GAA Presentations Portlet at this location:
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA-Presentations.aspx
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2014-2015 GAA
• The 2014-2015 series of webinars (Sessions 1-8) serve
as introductory components for informing and training
system staff in the planning, implementation, and
submission of the GAA portfolios.
• Reading the 2014-2015 GAA Examiner’s Manual and
the materials provided through the webinar trainings is
necessary to understand the policies and procedures
required for the administration of the GAA.
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2014-2015 GAA
• Session 7 will address questions submitted for
sessions 1 - 4 and Session 8 will address
questions submitted for sessions 5 - 6.
• Please visit the state’s presentations portlet
for previous Fall 2014 training sessions
• All presentations will be posted on the GaDOE
website at:
http://www.gadoe.org/Curriculum-Instructionand-Assessment/Assessment/Pages/GAAPresentations.aspx
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Presentations Portlet on GaDOE Web site
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GAA.aspx
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Overview of this Presentation
• This presentation will cover the following topics:
 Review of Alignment
 Curriculum Access for High School students in 2014-2015
 Coordinate Algebra and Analytic Geometry
 Score Interpretation and understanding Stages of
Progress
• It is designed to inform:
 High School teachers who administer the GAA
 Peer Reviewers and Designated Trainers
 Special Education Directors
 Test Coordinators
 Building Administrators
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Alignment
• Alignment is the connection between the written,
taught, and tested curriculum.
 Alignment demonstrates the linkage of the activities
(student work) to the intent of the grade-level standard
and indicator on which the student is being assessed.
 In order for an entry to be scorable, all four (4) tasks must
align to the standard and indicator.
 Assessment tasks should be designed and task
descriptions written to specifically address the standardsbased skill being evaluated.
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Alignment–Prerequisite Skills
• A prerequisite skill is one that is essential to the
acquisition of the standard and indicator.
 Tasks submitted for the assessment can focus on
prerequisite skills that allow the student to be exposed to
and assessed on the standard/indicator at a level that is
meaningful and purposeful for the student.
• Prerequisite skills must still focus on the intent of
the grade level standard and indicator.
 Can working on this skill eventually lead the student to
the skill targeted by the standard/indicator?
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Alignment - Choosing the Best
Standard and Indicator for Assessment
• Create a preliminary plan to map out the standards
that are appropriate to be assessed for the student.
 Think about assessment tasks that will allow the student to
demonstrate knowledge and achievement related to the
standard.
 Construct assessment tasks in a format that best allows the
student to demonstrate skills related to the standard.
• Planning Sheets are provided beginning on page 52 of
the Examiner’s Manual.
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Alignment - the Intent of the
Standard and Indicator
• The intent of the standard and indicator refers to the
“Big Idea”– that which they were designed to teach.
 e.g., MCC9-12.G.CO.7
Use the definition of congruence in terms of rigid motions to
show that two triangles are congruent if and only if
MCC9-12.G.CO.7
corresponding pairs of sides and corresponding pairs of angles
congruent
.
 The intent are
of this
Geometry
standard is for the student to
understand congruence in triangles.
 This could be achieved at an access level by the student
recognizing corresponding parts of congruent triangles.
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Completing the Entry Sheet
High School and HS Retest
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Completing the Entry Sheet for main
administration High School Mathematics
Select Grade at
which student is
FTE’d
Select Content Area,
RT category (if
applicable), and Entry
# from Drop-down
menus
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Retest categories are shown below
Select Grade, Content
Area, Retest Category (if
applicable, Entry # (1 or
2) from Drop-downs.
Proceed with selecting
the standard and
indicator (if applicable).
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Coordinate Algebra
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Sample Evidence – Math 1
Coordinate Algebra
Algebra Summarize, represent, and interpret data on a single count
or measurement variable.
Connections
to Statistics
and
Probability MCC9-12.S.ID.1 Represent data with plots on the real number
line (dot plots, histograms, and box plots).
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Coordinate Algebra
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Numerical data have
been correctly
represented on the
real number line. The
dots represent the
number of students
and the numbers on
the number line
represent the number
of toy cars each
student has.
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Sample Evidence – Math 1
Coordinate Algebra
Summarize, represent, and interpret data on a single count
or measurement variable.
Algebra
Connections
to Statistics
and
Probability
MCC9-12.S.ID.2 Use statistics appropriate to the shape of the
data distribution to compare center (median, mean) and spread
(interquartile range) of two or more different data sets.
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Coordinate Algebra
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The student’s task in Collection
Period 1 Primary Evidence is to
calculate the means of two
different data sets. He will
calculate the mean number of
candy canes purchased by
students and by teachers.
Evidence is on the following
slide.
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The student
is given data
and then
calculates
the means
for each
group.
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The student
is given data
and then
calculates
the mean
and median
for each
group.
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Sample Entry – Math 1
Coordinate Algebra
Understand the concept of a function and use function
notation.
Algebra and
Functions
MCC9-12.F.IF.2 Use function notation, evaluate functions for
inputs in their domains, and interpret statements that use function
notation in terms of a context.
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The student completes
function tables by using
function notation. The
teacher assisted the
student by using
manipulatives to help
the student visualize the
count.
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Function
notation is
given and the
student fills in
the input/output
tables.
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Sample Entry – Math 1
Coordinate Algebra
Understand the concept of a function and use function
notation.
Algebra and
Functions
MCC9-12.F.IF.2 Use function notation, evaluate functions for
inputs in their domains, and interpret statements that use function
notation in terms of a context.
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We have only included Collection
Period 1 Primary Evidence for
this screenshot.
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The student’s task in
Collection Period 1 Primary
Evidence was to represent a
function (her eye color and
the eye color of classmates)
on a worksheet and to make
a function table.
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Sample Entry – Math 1
Coordinate Algebra
Understand the concept of a function and use function
notation.
Algebra and
Functions
MCC9-12.F.IF.2 Use function notation, evaluate functions for
inputs in their domains, and interpret statements that use function
notation in terms of a context.
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The student’s task in
Collection Period 1
Primary Evidence was
to choose the correct
function for each word
problem. The student
was given two choices
for each of six
problems.
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Analytic Geometry
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Sample Entry – Math 2
Analytic Geometry
Understand and apply theorems about circles.
Geometry
MCC9-12.G.C.2 Identify and describe relationships among
inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles; inscribed
angles on a diameter are right angles; the radius of a circle is
perpendicular to the tangent where the radius intersects the circle.
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The student’s task in
Collection Period 2
Secondary Evidence was
to complete a test on the
properties of circles.
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11/6/2015
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Sample Entry – Math 2
Analytic Geometry
Explain volume formulas and use them to solve problems.
Geometry
MCC9-12.G.GMD.3 Use volume formulas for cylinders,
pyramids, cones, and spheres to solve problems.
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In Collection Period 1 Secondary Evidence, the student is
given the radius or diameter and is asked to calculate the
volume of six spheres.
The Analytic Geometry standard refers to cylinders,
pyramids, cones, and spheres, but it is not necessary for a
student to do tasks involving all aspects of the standard in
order to have aligned tasks. Tasks which focus on just one
aspect of the standard can be aligned. It is essential that
there is a consistent skill across both collection periods.
For example, do not choose to focus exclusively on cylinders
in the first task, pyramids in the second task, cones in the
third task, and spheres in the fourth task. An entry without a
consistent skill across both collection periods will receive a
“1” in Achievement/Progress.
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Sample Entry – Math 2
Analytic Geometry
Understand congruence in terms of rigid motions.
Geometry
MCC9-12.G.CO.6 Use geometric descriptions of rigid motions to
transform figures and to predict the effect of a given rigid motion
on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are
congruent.
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The evidence is
aligned because the
student is
determining
whether two figures
are congruent.
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IDEAS 2014 Handouts on GaDOE website
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/IDEAS-2014-Handouts.aspx
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Contact Information
Questions About Test Administration
 Call:
GaDOE Assessment Administration Division
Toll free (800) 634-4106
 Contact: Deborah Houston, Assessment Specialist
(404) 657-0251
 Email:
[email protected]
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Contact Information
For information about access to the state-mandated
content standards for students with significant
cognitive disabilities
 Contact: Kayse Harshaw
Division for Special Education Services
 Call:
(404) 463-5281
 E-Mail: [email protected]
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Contact Information
Questions About Materials, Distribution, or Collection
 Call:
Questar’s GAA Customer Service
Toll free (866) 997-0698
 Email:
Questar’s GAA Customer Service
[email protected]
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Questions & Answers
• Please use the link below to
submit any questions you may
have related to Sessions: 5 - 6.
2014 Fall Training Q&A Session: Sessions 5–6
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