Transcript Slide 1

…The “Notorious” Assessment
The Alabama Reading and Mathematics Test (ARMT)
Today’s Objectives:
1. To travel the treacherous testing waters in
search of vital information!
2. To uncover hidden tips and facts about the
test!
3. To attack the spooky annotation ghosts!
4. To discover the riches in Data Cove!
5. To explore the dark and mysterious caverns
of activities and strategies
The Treacherous Waters of
VITAL INFORMATION
The Treacherous Waters of
VITAL INFORMATION
Reading
Word Study
Skills
Reading
Vocabulary
Reading
Comprehension
Math
Mathematics
Procedures
Mathematics
Problem
Solving
Items in our COS
not found on the
Stanford 10
Multiple
Choice
Gridded
Responses
Open-Ended
Questions
Three types of Reading are assessed:
Literary/recreational – stories, poetry
Textual/informational – subject texts
Functional – manuals, brochures,
pamphlets, etc
Types of Mathematics That Are Assessed:
ARMT – Numbers and Operations
Algebra
Geometry
Measurement
Data Analysis and Probability
Stanford 10 – Mathematical Procedures
Mathematical Problem
Solving
Types of Items:
Multiple choice (Reading and Mathematics):
Valued at one point each
Gridded responses:
Student writes the answer in the boxes at the
top of the answer grid and fills in the circle
under each box used
Valued at one point each
Open-ended (Reading and Mathematics):
Multiple parts or steps
Student shows all work
Valued at 3 points each
A Treasure Chest of Facts
and Tips
R
Approximately 70/30
Stanford 10/ARMT
Timed test with 30 additional minutes
R
R
Passages are 1 to 1 ½ pages long, 9
on SAT10 and 2 or 3 on augmented
portion.
Students do NOT have to:
•Restate question stem
•Write a complete paragraph – topic
sentence, summarizing sentence
•Use complete sentences
•Use correct grammar
•Spell correctly
R
A Treasure Chest of Facts
and Tips
M
Approximately 30/70 - Stanford 10/ARMT
Standards tested/expected
to be mastered
M
Bullets not tested
Gridded responses
M
M
M
Calculator usage
Students MUST take all parts of Stanford 10 and
ARMT Part 2 to count in participation!!
4th Grade Gridded
Response Sample
There are no 3rd
grade gridded
response
questions
3 • 22
5th Grade Gridded
Response Sample
3 0
5 4
6th Grade Gridded
Response Sample
25%
7th Grade Gridded
Response Sample
8 7
4
5
8th Grade Gridded
Response Sample
8 7
4
5
Open -
Ended
Response Questions
Score
Point
3
The response should demonstrate a thorough understanding of the character and his change in
attitude about the beach and include complete details for support. Examples may include, but
are not limited to, the following:
·Sam is at first bored because his family goes to the beach every weekend and he does the same
thing.
·Sam gets excited during his dream where he needs to escape rising waters and green blobs.
·Sam wakes from his dream, but, instead of being bored, is now eager to continue his adventures.
2
The response should demonstrate a general understanding of the character and his change in
attitude about the beach. Answer may use some of the examples from a score point 3 response,
but answer is less well rounded.
1
The response should demonstrate a limited understanding of the character and his change in
attitude about the beach. Response is vague and uses little or no support from the story.
0
There may be an attempt to address the prompt, but it is inaccurate, insufficient, or off task.
Score
Point
3
2
The response should thoroughly list at least three clear opinions from the story. Examples may
include but are not limited to the following:
metalworkers hammer metal into beautiful things
 it smells wonderful there
 it makes a wonderful lunch
The response should generally list at least two opinions from the story. The response may also
include one extraneous fact.
1
The response should demonstrate limited understanding of the prompt by including only one valid
opinion or show an attempt to produce an opinion from the story.
0
There may be an attempt to address the prompt, but it is inaccurate, insufficient, or off task.
Score Point
3
2
The response should thoroughly demonstrate that the student clearly understands the manner in
which an octopus can protect itself. The response uses details from the story to support the
student’s answer. Examples may include, but are not limited to, the following:
It can squirt an inky fluid to darken the water and allow for it to escape.
It can also change its skin color to blend in with things around it.
It can send blasts of water to protect itself.
The response should demonstrate a general understanding of the way an octopus can protect
itself and includes some detail from the story. Response has some elements of a score point 3
response, but is not as complete or in-depth.
1
The response should demonstrate a limited understanding of the octopus’ protection and may
include little to no support.
0
There may be an attempt to address the prompt, but it is inaccurate, insufficient, or off task.
Score
Point
3
The response should demonstrate a thorough understanding that Marlin can not find the organisms in
the water with his microscope, has tried changing slides, cleaning lenses, and getting fresh samples of
water to correct the problem, and solved the problem with the help of a mistake his friend made by
realizing the mirror was turned the wrong way. The response should include details from the story to
support the explanation.
2
The response should demonstrate a general explanation of Marlin’s problem with his science project and
also explain how he tries to solve it and explain how the problem is finally solved. The response should
include some details from the story.
1
The response should demonstrate a limited understanding of the passage and task by either leaving out
most of the information or failing to use relevant support.
0
There may be an attempt to address the prompt, but it is inaccurate, insufficient, or off task.
Score
Point
3
2
The response should demonstrate a thorough understanding of the events in the story and their relation
to Jake’s changing his point of view. Response cites examples from the story that may include the
following:
·From the onset of the debates, there is a clear difference in the two candidates’ appearance.
·Jake’s sister, Karen, immediately becomes more animated when she sees how attractive Kennedy is.
·Jake begins to notice Nixon’s apprehension and Kennedy’s calm demeanor.
·After the debates, Jake’s parents argue over politics for the first time.
·Jake comes to the realization that his family had different experiences regarding the debates.
The response should demonstrate a general understanding of the unfolding events and their relation to
the change in Jake’s point of view. Response may include some elements of a score point 3 response, but
is less well-rounded.
1
The response should demonstrate a limited understanding of the relationship between the events and
Jake’s point of view and includes bare or no support.
0
There may be an attempt to address the prompt, but it is inaccurate, insufficient, or off task.
Score Point
3
2
The response should thoroughly demonstrate that the student understands that Rob will
easily adjust by citing three examples from the story. Examples may include but are not
limited to the following:
Rob adjusted to his Dutch family quickly.
Rob will focus on helping his brother Tim stay out of trouble.
Rob already has friends in the states.
Rob already knows about the rules that will be in place at home.
The response should demonstrate a general understanding of Rob’s ability to adjust quickly
and include two solid examples from the story. The response may include some elements of a
score point 3 response, but is less well-rounded and complete.
1
The response should demonstrate a limited understanding of the question and may include
bare or no support of the response.
0
There may be an attempt to address the prompt, but it is inaccurate, insufficient, or off task.
Score
Points
RESPONSE ATTRIBUTES
3
Both parts are correct.
2
Part a is correct with logic; part b has only one correct combination. OR Part a is correct
with no logic; part b is correct. OR Part b is correct.
1
0
Part a is correct with logic; part b has no correct combinations. OR Part a is correct
with no logic; part b has one or no correct combinations. OR Part a is incorrect; part be
has one combination. OR Part a is incorrect with correct logic.
None correct. (Also, blanks, rewrites problem, foreign language, illegible, refusals, off
tasks, etc. scored as invalid.)
Score
Points
RESPONSE ATTRIBUTES
3
Table or graph is completely correct.
2
Table has one to three errors.
1
Table has more than three errors.
0
No table or graph, or none correct. (Also, blanks, rewrites problem,
foreign language, illegible, refusals, off tasks, etc. scored as invalid.)
Score
Points
RESPONSE ATTRIBUTES
3
All correct.
2
All logics are correct. OR All of part A or all of part B is correct.
1
One logic is correct. OR One or more answers are correct. OR
One logic and one answer are correct.
0
None correct. (Also, blanks, rewrites problem, foreign language, illegible, refusals, off tasks,
etc. scored as invalid.)
Score
Points
RESPONSE ATTRIBUTES
3
All is correct.
2
All logics or explanations are correct.
OR
One logic or explanation and the graph are correct.
One logic is correct.
1
0
OR
The graph has no more than three errors.
None correct. (Also, blanks, rewrites problem, foreign language, illegible,
refusals, off tasks, etc. scored as invalid.)
Score
Points
RESPONSE ATTRIBUTES
3
All correct.
2
The logic supporting the correct answer is complete OR partial logic is demonstrated and
the answer is correct.
1
The answer is correct OR partial logic is demonstrated.
0
None correct. (Also, blanks, rewrites problem, foreign language, illegible, refusals, off
tasks, etc. scored as invalid.)
Score
Points
RESPONSE ATTRIBUTES
3
All is correct.
2
1
0
The logics or explanations are correct.
OR
One correct logic, and the answers for at least parts 2 and 3 are correct.
Errors in logic and the answers for two problems are correct.
OR
Answers are correct for two problems, with no logic.
OR
One answer or drawing is correct.
OR
One logic is correct.
None correct. (Also, blanks, rewrites problem, foreign language, illegible, refusals, off
tasks, etc. scored as invalid.)
Questions
Mateys?
Meet Your Students Where They Are...
•L-I-P
• L ink to prior knowledge/previous
experiences.
• I dentify what students will learn.
• P rovide meaning/rationale.
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2.
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4.
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6.
7.
8.
9.
10.
11.
12.
Know, Understand, and Do (KUD)
Marker Boards
Clock Buddies
Hands Down
Quickwrite
Name Card Method
Three Facts and a Fib
Synectic comparisons
3-2-1- Strategy
Finger Multiplication
Pigging Out
Quick Sticks and Lattice Multiplication
And More!!
Finger Multiplication
Puzzle of Knowledge
Tic Tac Toe
Multiplication Game
Stormy Seas
6
72
36
49
88
54
84
77
96
132
56
63
81
48
108
121
66
99
144
64
42
7
8
9
11
12
Multiplication
Game
Tic Tac Toe
Pick a Partner
Play 10 games of tic tac toe
Keep a tally of wins, losses, and ties
Is the game fair?
Figure percentages and decimals
Graph results
Tips for Solving Open-Ended
Math Problems from Teachers
• Make 2 columns
– Put “work” on the left
– Put “explanation” on the right
work
explanation