1.0 - PowerPoint - 0609 2

Vermont Mathematics Partnership
Ongoing Assessment Project (OGAP)

Overview
Vermont Mathematics Partnership

www.vermontmathematics.org
1 Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) funded by NSF (EHR-0227057) and US DOE (S366A020002)
What we are going

to do today…
• Engage in an overview of OGAP and its

underlying principles
• Engage in an activity about formative
assessment
1
VMP OGAP Design
Team members
• Leslie Ercole,VMP
• Plus over 250 Vermont and
• Linda Gilbert, Dotham Brook School
Alabama teachers and about
• Kendra Gorton, Milton Elementary School
• Steph Hockenbury, Chamberlin School
5000 students who participated
• Beth Hulbert, Barre City Elementary and Middle School
in OGAP Exploratory Studies in
• Amy Johnson, Milton Elementary School
2004 and 2005, and 2006 -2007
• Bob Laird, VMP
and 2007-2008 roll-outs.
• Ted Marsden, Norwich University
• Karen Moylan, Former VMP Active OGAP National
• Cathy Newton, Dotham Brook School Advisory Board
• Susan Ojala, Vermont Mathematics Initiative
• Mary Lindquist, Callaway Professor of
• Marge Petit, Marge Petit Consulting, MPC
•
Mathematics Education, Emeritus; Past
Regina Quinn, VMP President of the National Council of Teachers
• Loree Silvis, VMP of Mathematics
• Corrie Sweet, Former VMP • Ed Silver, University of Michigan

• Tracy Thompson, Ottauquechee School
• Judith Zawojewski, Illinois Institute of
• Jean Ward, Bennington Rutland Supervisory Union
• Rebecca Young, Hardwick Schools
Technology
Sources of Evidence and Interactions

Design Committee – school based leaders and teachers, assessment expert, a
mathematician (distillation of hundreds of research articles used as the foundation of
OGAP tools and resources)
2004 Study
2005 Study
National Advisory Board

revisions
revisions
Cognitive
Labs
Sub-studies and
revisions
Exploratory Studies Scale-up in Vermont and Alabama

Purpose: to refine tools, and processes, (Interaction with over 200 educators
OGAP professional development. (over 4000 students) in Vermont and Alabama.
Artifacts and Analyses Artifacts

~ Mentor observations ~ Materials feedback
~ Student work archives (over 30,000 pieces) ~ Samples of student work
~ Teacher logs linked to student work ~ Unit plans (teacher leaders)
~ Post Surveys ~ Teacher action research
~ Interviews ~ Post Surveys
~ Teacher background surveys ~ Teacher background surveys
~ Post focus forum ~ Pilot teacher assessment
~ Student retention study (8 months later) ~ Advisory
~ Follow-up surveys (8 months later)
2
The VMP Ongoing Assessment Project (OGAP)
was developed to respond to two needs:
• To improve student learning in

mathematics for all students as it relates
to state and national learning
expectations.
• To provide quality instructional
information as students are developing
their understanding of concepts so that
interventions for a class as a whole or
for individuals can be made “on time.”
Findings From Classroom Observations

and Interviews (VMP 2003)
• Teachers rarely monitored students’ understanding -
prior to or during instruction.
• Teachers believed that students had adequate prior
knowledge for the lesson - and that if they did not, it
was mostly due to low ability - innate deficiencies.
• Teachers believed that students in the class were
learning what the teacher was intending to teach –
usually based on the responses of a few students.
• Teachers were often surprised and frustrated when
students did poorly on subsequent assessments.
• Teachers attempted to use large scale assessment
information to inform instruction and were quickly
frustrated.
3
Four Principles
that Guided OGAP Thinking,
Work, and Products
Design Principles
• Principle 1: Build on Pre-existing
Knowledge (National Research Council, 2000)
• Principle 2: Learn (and assess) for

Understanding (NRC, 2001)
• Principle 3: Use Frequent Formative

Assessment (NRC, 2003; Black and Wiliam, 1998)
• Principle 4: Build Assessment on Cognitive

Research (NRC, 2003; Black and Wilam, 1998)
4
Principle 3: Use Frequent
Formative Assessment
Examples Non-examples
Features that distinguish formative assessment

from summative assessments
What do researchers say

about formative assessment?
• “Learning gains from systematic attention
to formative assessment are larger than
most of those found for any other
educational intervention.” (NRC, 2003, page 13)
• Many of the studies show that improved
formative assessment helps low achievers
more than others, thereby reducing the
spread of attainment while also raising
achievement overall.
5
Principle 3: Use Frequent
Formative Assessment
• Vermont Mathematics Partnership

Ongoing Assessment Project (OGAP)…
…One Formative Assessment Strategy
OGAP Formative Assessment

Fractions Multiplicative Reasoning Proportionality
•An intentional and systematic approach to

formative assessment that
• involves pre-assessing student knowledge
• provides strategies for analyzing the pre-
assessment
• provides tools (item banks and analysis tools)
that supports a continuous and intentional
probing of students’ developing understanding
6
Principle 4: Build Assessment on
Cognitive Research
Distilled and used to …
… develop short focused

items (and bank of items)
… interpret student
designed to elicit developing
work and inform
understandings, common instruction.
errors, preconceptions, or
misconceptions.
•It is not formative assessment alone OR

knowledge of cognitive research alone…
•…but the marriage of the two that

empowers teachers.
7
Understand Evidence in Student
Work Used to Inform Instruction
Shade 5 of the figure
8
Thomas’s Response Dyson’s Response
Going beyond celebrating …understanding the instructional

different strategies TO… implications and taking action
Evidence of Student Work

Additive Transitional Multiplicative
Strategy Multiplicative Strategy Strategy
One tricycle has Write an equation to Farmer Brown

three wheels. match this picture. donated 7 dozen
How many wheels do eggs to the senior
29 tricycles have? center. How many
eggs did he donate?
8
Teachers say...
•that knowledge of research coupled
with tools and resources sensitive to the
research helps them…
• Understand the purposes of activities
in mathematics programs;
• Use evidence in student work to
inform instruction;
• Strengthen and focus initial
instruction;
• Respond to evidence in student work
as instruction proceeds.
OGAP Proportionality Framework

Structures
of Problems
Mathematical Other
Topics And Structures
Contexts
Evidence in Student
Work to Inform Instruction
Proportional Transitional Non-proportional Underlying

Strategies Proportional Reasoning Issues, Errors,
Strategies Misconceptions

1.0 - PowerPoint - 0609 2

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

1.0 - PowerPoint - 0609 2

Transféré par

Droits d'auteur :

Formats disponibles

Vermont Mathematics Partnership

Ongoing Assessment Project (OGAP)

Vermont Mathematics Partnership

What we are going

• Engage in an overview of OGAP and its

• Corrie Sweet, Former VMP • Ed Silver, University of Michigan

Sources of Evidence and Interactions

National Advisory Board

Exploratory Studies Scale-up in Vermont and Alabama

Artifacts and Analyses Artifacts

• To improve student learning in

Findings From Classroom Observations

• Principle 2: Learn (and assess) for

• Principle 3: Use Frequent Formative

• Principle 4: Build Assessment on Cognitive

Features that distinguish formative assessment

What do researchers say

• Vermont Mathematics Partnership

…One Formative Assessment Strategy

OGAP Formative Assessment

•An intentional and systematic approach to

Distilled and used to …

… develop short focused

•It is not formative assessment alone OR

•…but the marriage of the two that

Going beyond celebrating …understanding the instructional

Evidence of Student Work

One tricycle has Write an equation to Farmer Brown

OGAP Proportionality Framework

Proportional Transitional Non-proportional Underlying

Vous aimerez peut-être aussi