MISA Professional Network Centre PRESENTATION ON EQAO TOOLS October - - PowerPoint PPT Presentation

MISA Professional Network Centre PRESENTATION ON EQAO TOOLS October 22, 2013

SCHOOL ADMINISTRATORS MATH INQUIRY ORIENTATION DAY

Ottawa Region

Introductions

Who are we?

Lynn Denault, ldenault@rccdsb.edu.on.ca Tracy Joyce, tjoyce@rccdsb.edu.on.ca

Provincial Trends

• In 2013, 67% of students at the end of the

Primary Division achieved at or above the provincial standard, a decline from 70% five years ago. 4 587 students

• In 2013, over 50 000 students achieved below

the provincial standard at the end of the Junior Division – 43%

Provincial Trends

• 19% of the 50 000 students met the standard

in Grade 3, but did not meet it in Grade 6 (22 781 students)

• 24% did not mean the standard in both Grade 3

and Grade 6 (29 064 students).

Achievement in Academic Mathematics Improving

• Over the past five years, the percentage of

students taking academic mathematics who performed at or above the provincial standard has increased (by seven percentage points, from 77% to 84%).

• In 2012–2013, the percentage of students

performing at or above the provincial standard is the same as in the previous year in mathematics

Achievement in Applied Mathematics Improving; However, Less Than 50% Achieving Provincial Standard

• Over the past five years, the percentage of

students taking applied mathematics who performed at or above the provincial standard has increased by six percentage points, from 38% to 44%.

• In 2012–2013, the percentage of students

performing at or above the provincial standard is the same as in 2011–2012 in applied mathematics.

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Tracking student progress from Grade 3 to Grade 6 and through to Grade 9 for mathematics continues to reinforce how early identification of issues and early interventions are key to supporting student achievement. Students who meet the provincial standard in math in Grades 3 and 6 are overwhelmingly successful in meeting the standard in Grade 9, yet students who do not meet the expectations early in their schooling are at risk of struggling through school. Tracking Student Achievement Across Grades Supports Equitable Outcomes for Students and Provides Focus for Interventions

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EQAO studies have shown that there is a decline from Grade 3 to Grade 6 to Grade 9 in mathematics ability and attitudes and perceptions of mathematics for students who do not meet the standard in the Grade 9 applied mathematics course.

Student Attitudes and Perceptions Related to Applied Mathematics

Large scale vs. Classroom assessment

• Eqao site – large scale vs. classroom

Frameworks, understanding levels , summary of strategies, student booklets and scoring guides

When you login…

• Let’s take a walk….

EQAO web tools

• Contextual
• Attitudes and Behaviour
• Achievement
• Planning tools and much more…
• statistical neighbours , tracking cohorts

• Board Detailed Report
• Individual Student Reports (ISRs)
• Individual Item Reports (IIRs)

Digging deeper…

• Grade 6 – Question #4 (multiple choice)
• Grade 9 ‐ Applied # 22 (open response)

What strand and overall expectation? What skill? How do your results compare to your board? The province? What do students have to be able to know and to do to answer this question?

Take one Question: Grade 9 Applied Math Question #22, 2013 Open Response (46% of students provincially scored code 30 or 40 on this item)

Grade 6 Question # 4

• There are 12 books in a case. There are 6

cases in a box and 24 boxes in a container. If each container of books costs $2 592, what is the cost of one book?

• A. $1.50
• B. $9.00
• C. $18.00
• D. $36.00

Take one question

• What do students have to be able to know

and to do to answer this question?

• Curriculum links? Big ideas? K‐12 continuum
• Highlight key words in the question
• a/c talk in class to understand the question
• Pull out the important information – chart
• Consider possible misconceptions that might
• ccur

Did they understand...

• The question?
• The question format?
• How to respond?
• How to show their thinking?
• The math content?

Multiple choice questions

Important things to think about…

28 MC, 8 open response (Pri and Jr) 24 MC, 7 open response (Grade 9 Applied) Deconstructing the question – ability to attack a MC question and understand how to work your way through it

Open response

• Important things to think about…
• Model how to be a problem solver
• Using mathematical terminology
• How to bump it up
• Use of mistakes

Average Scores Report on Groups of Items/ Profiles of Strengths by Skill, Overall Expectation and Strands

• Log in
• School Board Reports

Summary of Results and Strategies for Teachers, 2012–2013

• In June 2013, EQAO released a study on how

selected student and teacher variables influence the achievement of students, in both academic and applied courses, on the Grade 9 Assessment of Mathematics.

• A few of the influential factors of a student’s success
• n the assessment include counting EQAO’s

Assessment of Mathematics as part of the class mark and the amount of homework a student completes.

Observations (Academic) (Applied)

• As with last year, students performed better
• verall on multiple‐choice than open‐

response questions.

• Students continued to perform slightly better
• n multiple‐choice than open‐response

questions in the spring administration, but in the winter administration there was no appreciable difference.

Observations (Academic) (Applied)

• Overall, students continued to perform best on

the questions mapped to the cognitive skill Knowledge and Understanding and had the least success on questions mapped to the cognitive skill Thinking

• Again this year, students performed best on

questions mapped to the cognitive skill Knowledge and Understanding and had the least success with questions mapped to the cognitive skill Application.

Junior Division Highlights

• Conceptual understanding of fractions and decimals through

diagrams and manipulatives (e.g. area, linear and set models)

• Continue to promote mental math (variety of strategies)
• Calculate unit rate in varied contexts to calculate using

proportional reasoning, encourage reasonable answers

• Opportunities for STUDENTS to develop the formula for the

area of a triangle

• Conversion of units in problem‐solving contexts
• Identify lines of symmetry in a variety of polygons
• Perform rotations with points in, on and outside the shape

being rotated.

Primary Division Highlights

• Problem solving, explain thinking using math language
• Continue to promote mental math
• Reinforce the difference between perimeter and area by

teaching them simultaneously

• Emphasize the importance of including units in calculations

when using linear measurements to compare

• Extend patterns using a variety of starting points and pattern

rules (Ruth Beatty)

• Work with scales and graphs and keys on graphs (many to one

correspondence – e.g. half the symbol is shown)

• Look for number sense in all strands for reinforcement

Challenges/common misconceptions

• Mindset and attitudes of the adults (Jo Boaler, Carol

Dweck)

• Drop the mask – build confidence in educators, our
• wn mindsets (new SAD DVD‐ Cathy Bruce)
• Building content knowledge (knowledge of math for

teaching – D. Ball) as you develop effective math instructors

• There is no quick fix – go for depth!

• Whose problem is it? Divisional planning and

understanding of what EQAO is asking, teacher content knowledge of curriculum, teacher attitudes towards math

• Cross‐panel communication and data sharing among

Grades 7, 8 and 9 teachers continue to have a positive impact on the achievement of elementary school students as they transition to the secondary school mathematics program.

Does it ‘Count’?

Key Facts 95% of teachers said they included the Grade 9 Assessment of Mathematics in their students’ final mark. 64% of the students enrolled in the academic course who wrote the assessment said they were aware it would count toward their final mark. 38% of the students enrolled in the applied course who wrote the assessment said they were aware it would count toward their final mark.

Overall Strategies

• Modelling “how to be a problem solver” by

teachers

• use of EQAO‐type questions
• breaking down questions and providing ample
• pportunity for students to practise and receive

feedback

• students understand the vocabulary of the

curriculum used during the assessment. These words are posted in the classrooms and reviewed regularly.

Suggested Strategies

• Past EQAO questions woven into teaching authentically by

strand and overall expectation

• The use of scoring guides to discuss mistakes and strategies

to improve open response questions in order to BUMP up your answer to the next level

• Modelling open response solutions
• “Leave no one behind” strategy (peer assessment)
• Timely, descriptive feedback
• Linking intermediate resources with EQAO type questions
• Effective use of success criteria

Suggested Strategies

• Accountable talk and good questions
• Open and parallel tasks
• Gr. 7‐9 math PLCs
• Focus on the 7 math process expectations
• Word walls including EQAO terms
• Incorporating student voice
• SWST link
• EQAO “gap training” for teachers new to Gr. 3 and 6

each fall

What initiatives are you involved in?

• CIL‐M (Collaborative Inquiry Learning in

Mathematics)

• EPCI (K‐2 Collaborative Inquiry – math)
• EOSDN Math project
• School‐ and board‐based learning

• Tracy’s questions for next steps
• Handout
• Article on long division and fractions – success

in high school

• Number sense – what does it mean?

Navigating the Math GAINS website

Discussion Tool

Building Capacity in Mathematics for Instructional Leaders

Vast array of resources

• www.edu.gov.on.ca (LNS monographs)
• DVDs‐ Student Achievement Division (SAD)

at www.curriculum.org – Special Edition on Leadership in Mathematics AND Fractions in the Junior Grades

• www.edugains.ca

What is number sense?

Number sense essentially refers to a student’s “fluidity and flexibility with numbers,” (Gersten

& Chard, 2001).

He/She

• Has a sense of what numbers mean,
• understands their relationship to one another,
• is able to perform mental math,
• understands symbolic representations, and
• can use those numbers in real world situations.

• In her book, About Teaching Mathematics, Marilyn Burns describes students with

a strong number sense in the following way:

• “[They] can think and reason flexibly with

numbers, use numbers to solve problems, spot unreasonable answers, understand how numbers can be taken apart and put together in different ways, see connections among

• perations, figure mentally, and make

reasonable estimates.”