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.
Tracking Student Achievement Across Grades Supports Equitable Outcomes for Students and Provides Focus for Interventions 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. 7
Student Attitudes and Perceptions Related to Applied Mathematics 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. 8
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 occur
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 on 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 overall on multiple ‐ choice than open ‐ response questions. • Students continued to perform slightly better on 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 own 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 opportunity 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
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