Don Biery Teacher of Mathematics North Warren Regional school district Dbierynorthwarrenorg G oals Look at the claims structure Details of the Evidence Statement Analysis ESA Driving from the ESA to the PLDs and Limitations ID: 629579
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Slide1
Using the PARCC Item Analysis to Inform Middle and High School Mathematics Instruction
Don Biery, Teacher of Mathematics
North Warren Regional school district
Dbiery@northwarren.orgSlide2
Goals
Look at the claims structure
Details of the Evidence Statement Analysis (
ESA
)
Driving from the ESA to the PLD’s and Limitations
Exploration of “Your Data” from ESA to PLD’s
Driving our scores and knowledge up from these reports
Using the ESA to make
multi-level decisions
GNAW in mathematics to construct deeper understandingSlide3Slide4Slide5Slide6
Evidence Statement Analysis
Key Points….. A look at the report…..
Your trend line versus the PARCC and State
The order in which the items are presented (HARDEST to EASY)
The domains
The
s
cale is on percentage of average correct on that item
It is a scaled test , so percentage is not alarming
Individual items…..Down into the weeds we goSlide7
DomainsSlide8
How deep do I go? Slide9
Limitations and Evidence BreakdownSlide10
Specific Methodology in the Common Core and PARCC (Myth VS Fact)
Places where the method is specific is only where there is a standard that says that skill must be known
A.REI.B.4
: Solve quadratic equations in one variable
.
4a: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)
2
= q that has the same solutions. Derive the quadratic formula from this
form.
4b: Solve quadratic equations by inspection (e.g., for x
2
= 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.Slide11
The HS Reasoning Conundrum…Slide12
Performance Level DescriptorsSlide13
Performance Level Descriptors Reasoning Conundrum AGAIN!Slide14
Walk Through the Process of Finding the Exemplar
https://prc.parcconline.org
/
PARCC
released items under assessment
Open the appropriate aligned document to find the EIN for the evidence statement you wish to look at
(For first year data EOY and PBA are separate)
Open released item document and find your item… WEEEEEEDSSlide15
Exemplar...Released ItemsA-REI.4b-1Slide16
Evidence Statement
District concerns
Entire trend Lines
Large sections or similar related material below trend line (Significant?)
Is it our curriculum? Is it prior knowledge?
School level information
Using
ESA
to begin conversations in departments around topics.
Do we have a teacher who is successful in this?
Teacher level information
Am I successful at a topic?
Are there topics I excel at?
Am I covering all the standards?Slide17
GNAW……and the end result of reasoningClose read of the PLD’s and associated standards
Looking for patterns in understanding verses wrote repetition
Moving along the GNAW……mathematics becomes useful
Miss a letter, and miss a level of understanding…..
GNA = WSlide18
Questions……
DBiery@northwarren.org
MakeTeachLearn.blogspot.comSlide19
How do I handle the changes? http://
www.state.nj.us/education/cccs/2016/math/crosswalk.pdf