Julie Frey Phil Prale HOW ARE WE DOING? In an attem empt t to - - PowerPoint PPT Presentation

Chris Baldwin Julie Frey Phil Prale

HOW ARE WE DOING?

In an attem empt t to mon

• nitor
• r the

e growth wth of our ur Al Algebra bra and Plane e Geome

• metr

try y students udents, , the e math th depar partm tmen ent t has :

• Created common final exams for all students taking Algebra 1-

2, Plane Geometry 1-2, and Advanced Algebra 1-2 courses

• Entered common exams into Mastery Manager
• Reviewed results from final exams
• Advanced our understandings about student learning
• Prompted us to adjust instruction
• Prompted us to adjust our final exam

Question on 2010/2011 Final Exam Percent Correct Question on 2011/2012 Final Exam Percent Correct Difference 2 84 1 85 1 1 63 2 69 6 3 67 3 79 12 4 46 4 54 8 5 45 5 55 10 6 80 6 81 1 7 73 7 81 8 10 74 10 77 3 12 75 11 73

• 2

14 74 12 73

• 1

15 68 13 68 18 49 14 61 12 19 80 15 78

• 2

20 77 16 82 5

Plane Geometry Second Semester Final Exam Common Item Analysis EXAMPLE OF ITEM ANALYSIS COMPARISON FOR TWO CONSECUTIVE YEARS

ALGEBRA 1 FINAL

2 4 6 8 10 12 Decrease of 10 or more Decrease of 4 to 9 Difference of

• 3 to 3

Increase of 4 to 9 Increase of 10

• r more

Percent Difference from 2011 to 2012

(There were no overlapping questions from the Algebra 2 2011 Final Exam to the 2012 Final Exam)

PLANE GEOMETRY 1 FINAL

5 10 15 20 Decrease of 10 or more Decrease of 4 to 9 Difference of

• 3 to 3

Increase of 4 to 9 Increase of 10 or more

Percent cent Differen rence e from m 2011 to 2012

PLANE GEOMETRY 2 FINAL

5 10 15 20 25 30 Decrease of 10 or more Decrease of 4 to 9 Difference of

• 3 to 3

Increase of 4 to 9 Increase of 10

• r more

Percent Difference from 2011 to 2012

IMPLICATIONS FOR OUR TEAM

In order r to interpr pret et this data ta, we consid idere ered reasons

• ns why studen

ent t scores would d incr crea ease e or decrea ease on final al exam am quest estion

• ns.

Possible e explana lanations tions includ clude: e:

• Pre-req

equisit ite informati mation

• n – the order in which the topic

c was taug ught. ht.

• Time spent

t teaching ching the concep cept. t.

• Teac

aching ing activ iviti ities es conn nnect ected d to the topic. c.

• Forma

mativ tive e assess essment ment strategi egies. es.

• Clearly stated learning targets
• Feedback from formative assessments
• Teacher adjustments made as a result of formative assessment.

COMMON PROBLEM - GEOMETRY

Here is an example of a problem where students improved their performance by 18%. This concept covered two different learning targets and was assessed through multiple formative assessments, and multiple summative assessments.

• 4.05 I can define and identify congruent triangles
• 4.06 I can prove triangles congruent

In the figure ure shown, n, if AC bisects cts BAD, which ch met ethod d proves es that t ABC  ADC? A. A. AAS AAS B. B. ASA C. C. SAS D.

• D. SSA

SSA E. E. SSS SSS

D C B A

COMMON PROBLEM - GEOMETRY

1. 1. Given en: : Po Point nt L is the centroid

• id of NOM

OL = 6 Find d the length gth of OQ A. A. 4 B. B. 9 C. C. 11 11 D. D. 12 12 E. E. 18 18

L R N Q M P O

Here is an example of a problem where students decreased their performance by 21%. This concept is covered in one learning target and was not tested through formative assessments, but did exist on the chapter test. 5.02 I can identify a median or the intersection of medians in a triangle(centroid).

GEOMETRY

Students knowledge increase due to the following:

• The learning targets are written and explicit
• The learning targets are assessed through multiple formative

assessments

• Instruction is adjusted as a consequence of information

learned through formative assessments

• Learning activities are adjusted and become better

focused on learning target.

• Topics are re-taught when necessary.
• Concepts are assessed throughout the entire year.

COMMON PROBLEM - ALGEBRA

Here is an example of a problem where students improved their performance by 22%. This concept covered two different learning targets and was assessed through multiple formative assessments, and multiple summative assessments.

• 4.02 Given any form (slope-intercept, standard, point-slope), I can graph a linear

function.

• 4.03 Given any information, I can write the equation of a line.

Which of the above graphs could represent 𝑦 = −4?

• a. A
• b. B
• c. C
• d. D

COMMON PROBLEM - ALGEBRA

Here is an example of a problem where students decreased their performance by 9%. This concept is covered in two learning targets. Part of this concept was assessed through formative assessment, part of this problem was not. Do we need to adjust

• ur learning targets?
• 3.01 I can define and collect “like terms.”
• 3.02 I can manipulate an equation to solve for a specific variable (one-step –

multi-step).

James s solved ed the equ quati tion n 𝟖𝒚 − 𝟐 = 𝒚 − 𝟐 + 𝟕𝒚 and got

• t 0 =

= 0. What t does s his s result ult mean? a) T There re is no soluti ution b) E Every y number r is a s soluti ution c) 𝒚 = 𝟏 d) James s must st have done somethi ething ng wrong

CONCLUSION

• Clear learning targets can be used to increase student

achievement on final exams.

• Frequent formative assessments can be used to increase

student achievement on final exams.

• Teacher adjustment of lessons can increase student

achievement on final exams.

• Re-teaching concepts throughout the year can increase

student achievement on final exams.