Best Practices for the New MAP Tests

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Best Practices for the New MAP Tests

• SMCAA

Show-Me Curriculum Administrators
Association 1111 Madison Street, Suite 4,
Jefferson City, MO 65101 www.smcaa.org 573/635-22
99
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Code for First Grade GLE Ma, AR, 1, A, 1

• The content area is math Ma
• Code the Strand AR for first letters of
  Algebraic Relationships.
• Code the Big Idea 1
• Code the Concept A for Recognize and Extend
  Patterns.
• Code the Grade Level 1 for first grade.

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Important Tip 1

• When comparing the GLEs to your objectives, it is
  important to realize that the learner objectives
  should be (at least) at the same cognitive level
  as the GLEs. (e.g. If the GLE says to analyze
  and your objective says identify, the objective
  will need to be pushed up to require students to
  analyze.)
• In turn, you will need to make the necessary
  adjustments to the learning activities and the
  assessments to make them teach and assess the
  cognitive levels of the objectives.

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Important Tip 2

• If the GLE mentions several component pieces and
  your objective(s) fail to address all of these
  component pieces, you will need to modify your
  learner objective(s) to be more inclusive.
• In turn, you will need to expand your learning
  activities and assessments to address/assess the
  added component pieces.

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GLE/Curriculum Alignment
Taught
Tested State/Local
Written
Written
Written Taught Tested
The more the three overlap the more effective and
efficient the curriculum becomes. The written
curriculum will be a smaller circle than the
taught curriculum.
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What Types of Items Can Be Used in Assessments?

• Selected-Response Items - provide two or more
  options from which the test taker selects the
  best answer. (multiple-choice, true-false, and
  matching)
• Constructed Response Items - require students to
  produce answers and to defend their thinking
  rather than select a correct choice from an array
  of possibilities.
• Performance Events require students to
  demonstrate higher level thinking skills on
  questions that have a range of appropriate
  responses. (assesses student progress toward the
  attainment of predetermined criteria and often
  reflects real life application)

Roblyn Hatch
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Assessment Questions

• Selected Response
  Closed-ended Constructed Response
• 21-(-3) At 500 p.m. the temperature was 21
  F. Later that
• A. 18 night the temperature dropped to 3 F
  below zero.
• B. 24 How many degrees did the temperature
  drop?
• C. -63 Describe or show how you solved the
  problem
• D. -7
• Open-ended Constructed Response Performance
  Event
• Describe a real-life situation when a person
  Create a visual that demonstrates a 24 hour
  period
• needs to know how to subtract a negative
  when the temperature drops below zero.
• number from a positive number. Describe the
  hourly changes in temperature and
• Create and solve a problem that demonstrates
  and the total change in temperature.
• your example.
• Justify how you solved the problem.

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Constructed Response Item Formats

• stimulus (fiction/CA2 or nonfiction/CA3 reading
  passage)
• prompt
• a. content aligned to GLE process aligned to
  Show-Me Standard/Goal Standard (e.g., R2C, 3.5)
  specific verbs cue students to the task
• b. the number of details required to earn the top
  points is clearly specified (e.g., two details
  and/or examples or use information or two
  details/examples for each)
• scoring guidemost common is a 2-pt top score
• 2 clear/complete evidence of understanding
• 1 partial evidence of understanding
• 0 criteria not met

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Constructed Response ItemsParagraph Response
Format

• lines are provided for the student response
• content is scored for evidence of conceptual
  understandingnot for writing conventions
• scoring guide
• 2 clear/complete evidence of understanding
• 1 partial evidence of understanding
• 0 criteria not met

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Constructed Response ItemsGraphic Organizer
Format

• students provide text-based information students
  are asked to create an appropriate graphic
  organizer and cued to provide labels and a title
• a blank space is provided for the student
  response
• content is scored for evidence of conceptual
  understandingincluding correct placement of
  information in the graphic organizer
• scoring guide could contain two parts
• Part A content
• 2 clear/complete evidence of conceptual
  understanding information correctly placed in
  graphic organizer
• 1 partial evidence of understanding
• 0 criteria not met
• Part B writing points for creating a graphic
  organizer
• 1 appropriate graphic organizer with labels
  and title
• 0 criteria not met

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Constructed Response ItemsNews Article Format

• students write a brief, text-based summary in
  some cases, students are asked to create an
  appropriate headline
• lines are provided for the student response
• content is scored for evidence of conceptual
  understandingnot for writing conventions
• scoring guide could contain two parts
• Part A content
• 2 clear/complete evidence of conceptual
  understanding
• 1 partial evidence of understanding
• 0 criteria not met
• Part B writing points for creating a headline
• 1 appropriate/clear evidence of understanding
• 0 criteria not met

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Constructed Response ItemsLetter Format

• students write a letter to a specific audience
  for a specific purpose typical tasks include
  summarizing, explaining, predicting
• lines are provided for the student response
• content is scored in two parts
• Part A content
• 2 clear/complete evidence of conceptual
  understanding
• 1 partial evidence of understanding
• 0 criteria not met
• Part B writing points for letter format and
  awareness of audience purpose
• 2 four components of letter format AND complete
  message with controlling idea consistent with
  audience and purpose
• 1 four components of letter format OR complete
  message with controlling idea consistent with
  audience and purpose
• 0 criteria not met

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Constructed Response ItemsJournal Entry Format

• students write a journal entry for a specific
  purpose typical tasks include summarizing,
  explaining, predicting
• lines are provided for the student response
• content is scored in two parts
• Part A content
• 2 clear/complete evidence of conceptual
  understanding
• 1 partial evidence of understanding
• 0 criteria not met
• Part B writing points for awareness of purpose
• 1 complete message with controlling idea
  consistent with purpose
• 0 criteria not met

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Cathy BarrCommunication Arts ConsultantDepartmen
t of Elementary and Secondary Education

• Cathy.Barr_at_dese.mo.gov
• 573/751-4898

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Examining the MAP-assessed GLEs for third grade

• R1E vocabulary
• R1H post-reading skills
• R1I making connections
• R2A fiction R3A nonfiction text features
• R2B fiction R3B nonfiction literary devices
• R2C fiction R3C nonfiction text elements
• W1A writing process
• W2B capitalization
• W2C punctuation
• W2D parts of speech
• W2E spelling
• W2F sentence construction
• W3B note-taking
• W3C expository writing
• IL1A research plan

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Examining the MAP-assessed Show-Me Goal Standards
for third grade

• 1.1 questions/ideas to initiate research
• 1.6 patterns and relationships
• 1.8 organize data, information and ideas
• 2.1 plan and make written presentations
• 2.2 review and revise communications
• 3.1 identify and define problems
• 3.4 evaluate processes used in solving problems
• 3.5 reason inductively and deductively
• 3.6 examine problems/solutions from multiple
  perspectives
• 3.7 evaluate the extent to which a strategy
  addresses a problem

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GLE R1E vocabulary

• Develop vocabulary through text, with assistance,
  using
• base words
• synonyms and antonyms
• context clues
• glossary, dictionary
• CA 2, 3 1.5, 1.6
• I 1e, 6d, K-4

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Show-Me Standard 1.6

• 1.6 discover and evaluate patterns and
  relationships in information, ideas and
  structures

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AssessmentR1E vocabulary1.6 patterns
relationships

• What is the meaning of vocabulary word or
  phrase from the story? What context clues
  helped you define the word? Use two details or
  examples from the story to support your answer.

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R1E Vocabulary

• 4 Read this sentence from the story.
• Some of the boys shirked, wasting time and
  machinery by not replacing the small bobbins
  when they ran out.
• Explain the meaning of shirked. Use
  information from the story to support your
  explanation.

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GLE R1H post-reading skills

• Apply post-reading skills to identify and explain
  the relationship between the main idea and
  supporting details
• question to clarify
• reflect
• analyze
• draw conclusions
• summarize
• paraphrase
• CA 2, 3 1.6 3.5
• I 1e,3g,4e f, II 1c,d,f h, 2d K-4

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AssessmentR1H post-reading skills1.6 patterns
relationships

• paraphrase
• Rewrite sentence from the story in your own
  words without changing the original meaning.

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AssessmentR1H post-reading skills1.6 patterns
relationships

• summarize
• Retell, in your own words, the events that occur
  in the story.

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R1H Post-Reading

• Imagine you have a friend who is considering a
  career as an FBI agent. Write a letter to your
  friend to summarize the typical duties of an FBI
  agent. Be sure your letter is a complete message
  to your friend, stays on the topic, and uses
  correct letter-writing format.

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Classroom Instruction / AssessmentR2A fiction
text features1.6 patterns relationships

• front / back covers
• Predict what you think this story will be about.
• table of contents / chapter titles
• What do the chapter titles mean?
• illustrations
• How does the illustration on page help you
  understand the story?

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Assessment R2A fiction text features1.6
patterns relationships

• Why did the author use specific text feature,
  such as boldface type, italics, quotation marks,
  capital letters in this sentence, stanza,
  title?

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R2A Fiction Text FeaturesR3A Nonfiction Text
Features

• A student made a web based on the excerpt. Use
  the web to do Numbers 15 and 16.

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R2A Fiction Text FeaturesR3A Nonfiction Text
Features

• 16 This web is most helpful for
• F explaining the structure of a news station
• G comparing and contrasting the different
  opinions voiced in the excerpt
• H organizing the major points in the excerpt
• J showing the sequence of events in a
  photographers typical day

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GLE R2B fiction literary devices

• Explain examples of
• sensory details
• figurative language
• within the context of poetry and prose
• CA 2 1.5, 1.6
• I 1i, 5e, K-4

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AssessmentR2B fiction literary devices1.6
patterns relationships

• sensory details
• Give two examples of words or phrases that the
  author uses to make the reader experience the
  story by what is seen, heard, touched, tasted, or
  smelled. Explain how each example helps the
  reader understand the story better.

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AssessmentR2B fiction literary devices1.6
patterns relationships

• figurative language
• Explain the meaning of figurative language.
  Use two details or examples from the story to
  support your answer.

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InstructionR2B fiction literary devices1.6
patterns relationships

• GLE Glossary
• Figurative language language which makes use of
  certain literary devices or literary techniques
  often called figures of speech in which
  something other than the literal meaning is
  implied
• See hyperbole, imagery, irony, metaphor,
  personification, simile, symbolism.

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Classroom Instruction / AssessmentR2B fiction
literary devices1.6 patterns relationships

• figurative language
• Read this sentence from the story
• Zeke was a nightmare.
• Explain why Zeke is described as a nightmare.
  Use two details and/or examples from the story to
  support your answer.

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R2B Fiction Literary DevicesR3B Nonfiction
Literary Devices

• 24 The author says of Candide and Cacambo
  that their hands itched enormously. This
  phrase probably means they were
• F suffering from their travels
• G eager to grab some treasure
• H longing to make new friends with the rich
  people
• J nervous about displeasing the local
  inhabitants

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GLE R2C fiction text elements

• Use details from text to
• make inferences about setting, character traits
  and problem and solution
• make predictions
• draw conclusions
• compare and contrast characters and changes in
  problems and settings
• identify the narrator
• identify cause and effect
• identify events from the beginning, middle and
  end
• identify author's purpose
• CA 2 1.5, 1.6, 2.4, 3.1, 3.5
• I 3b, II 1b g, , III 1a, c I, 2a-f, IV 1f-h,
  2b-c, K-4

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Show-Me Standards

• 1.6 discover and evaluate patterns and
  relationships in information, ideas and
  structures
• 3.5 reason inductively from a set of specific
  facts and deductively from general premises

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AssessmentR2C fiction text elements1.6
patterns relationships

• compare and contrast characters and changes in
  problems and settings
• Compare and contrast character A to character
  B in the story. Use two details and/or examples
  from the story to support your answer.

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Classroom Instruction / AssessmentR2C fiction
text elements1.6 patterns relationships

• OR
• compare and contrast characters and changes in
  problems and settings
• IN A GRAPHIC ORGANIZER
• Complete the chart to compare and contrast how
  Tabby and Zeke are alike and different. Use two
  details and/or examples from the story for how
  they are alike and two details/examples for how
  they are different.

How Tabby and Zeke are ALIKE How Tabby and Zeke are DIFFERENT
1. 2. 1. 2.
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AssessmentR2C fiction text elements1.6
patterns relationships

• compare and contrast characters and changes in
  problems and settings
• How did character / problem / setting change
  from the beginning to the end of the story?

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InstructionR2C fiction text elements1.6
patterns relationships

• identify the narrator
• How do you know the narrator in the story is not
  one of the characters?
• Who is the narrator? How do you know?

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AssessmentR2C fiction text elements1.6
patterns relationships

• identify cause and effect
• Explain the cause of event. Use two details
  and/or examples from the story to support your
  answer.

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AssessmentR2C fiction text elements1.6
patterns relationships

• identify cause and effect
• Explain the results of event. Use two details
  and/or examples from the story to support your
  answer.

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AssessmentR2C fiction text elements1.6
patterns relationships

• identify events from the beginning, middle and
  end
• Complete the story map to show the major events
  in the order that they happened.

1 Jay walked to school one morning. 2 3 Lucy had no lunch money. 4 5 Lucy and Jay had the best lunch ever.
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AssessmentR2C fiction text elements3.5
reasoning

• make inferences about problem and solution
• Was character in the story solution to the
  problem a good solution? Circle one
• YES NO
• Explain why or why not. Use two details and/or
  examples from the story to support your answer.

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AssessmentR2C fiction text elements3.5
reasoning

• make predictions
• Predict what will happen to a character after
  the end of the story. Use two details and/or
  examples from the story to support your answer.

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AssessmentR2C fiction text elements3.5
reasoning

• draw conclusions
• Why did character do specific action? Use
  two details and/or examples from the story to
  support your answer.

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R2C Fiction Text ElementsR3C Nonfiction Text
Elements

• 6 According to the passage, which of these
  statements is probably true?
• F Language is static and predictable.
• G Language is flexible and adaptable.
• H Language is never a barrier between people.
• J Language is rarely influenced by different
  cultures.

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R3A nonfiction text features

• Locate and interpret key information in
  illustrations, title, chapter headings, table of
  contents, charts, diagrams, graphs, glossary,
  captions and maps to answer questions
• CA 3 1.6
• I 2g, II 2f, K-4

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R3C nonfiction text elements

• Use details from text to
• answer questions
• retell main idea and important details
• organize a sequence of events
• identify simple cause and effect
• draw conclusions
• compare and contrast texts
• identify author's purpose for writing text
• make inferences about problems and solutions
• CA 3 1.6, 2.4, 3.1, 3.5, 3.7
• I 3c, II 1f, III 2e-f, 3a, K-4

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W1A writing process

• Follow a writing process to
• independently use a simple graphic organizer in
  pre-writing
• generate a draft
• routinely reread and revise work
• routinely edit and proofread for capitalization
  and ending punctuation
• independently publish writing
• CA 1, 4 1.8, 2.1, 2.2
• II 1a, 2e, 3c, 4c-e, g-h, j, III 4c, IV 3a, K-4

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AssessmentW1A writing process2.1 plan and
make written presentations2.2 review and revise
communications

• The writing prompt is themed to the story in
  Session 1 of the MAP.
• Students are asked to plan, using a graphic
  organizer, to generate a first draft, to review
  and revise the draft, and to write a final copy
  that is scored using a 4-point holistic scoring
  guide.
• also correlated to W3A narrative writing

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W2B capitalization

• Use conventions of capitalization in written text
  
• months of year
• titles of individuals
• greeting and closing of letter
• CA 1 1.6, 2.2
• I 1a, 6a, II 6d, g, K-4

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AssessmentW2B capitalization1.6 patterns and
relationships

• Read the sentence and decide which part, if any,
  needs a capital letter. Fill in the circle that
  goes with the answer you choose. If no capital
  letter is missing, fill in the circle that goes
  with the word None.
• 1. she gave / her homework / to the teacher.
  None

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W2C punctuation

• In composing text, use
• correct ending punctuation in imperative and
  exclamatory sentences
• comma in the greeting and closing of a letter
• CA 1 1.6, 2.2
• I 6a, II 2i, 4b, 6c-d g, K-4

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AssessmentW2C punctuation1.6 patterns and
relationships

• Choose the sentence that has correct
  punctuation.
• What, do you, want?
• How are you feeling today?
• I would like, an apple.
• The library, book, is overdue.

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W2C Punctuation

• Look at the underlined part of each sentence.
  For Numbers 9 and 10, choose the answer that
  shows the best capitalization and punctuation for
  that part.
• 9 Tania would you mind looking over my
  paper? Id ask my
• 10 brother, Nick but hes not available
  today.
• 9 A Tania would 10 F brother Nick
• B Tania. Would G brother, Nick.
• C Tania, would H brother Nick.
• D Correct as it is. J Correct as it is.

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W2D parts of speech

• Use parts of speech correctly in written text
• verbs that agree with the subject
• words that answer when, where, why and how
  questions (adverbs)
• words to compare (adverbs)
• CA 1 1.6, 2.2
• II 4b, 6c f-g, K-4

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AssessmentW2D parts of speech1.6 patterns and
relationships

• Find the word that best completes the sentence
• Tomorrow I will _____ my friend.
• saw
• see
• seen

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AssessmentW2D parts of speech1.6 patterns and
relationships

• Find the words that best fits both sentences
• I will play the ___ of the clown.
• My sister could not ___ with her cat.
• role
• home
• part
• fun

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W2D Parts of Speech

• Find the word that best completes the sentence.
• Choose the best way to write sentence 3.

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W2E spelling

• In writing, use
• correct spelling of simple compounds, homophones,
  contractions and words with affixes
• standard spelling classroom resources and
  dictionary to verify correct spelling
• CA 1 1.6, 2.1, 2.2
• II 3a, 6e, II 2h, K-4

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AssessmentW2E spelling1.6 patterns and
relationships

• Find the underlined word that is not spelled
  correctly.
• impossible job
• simmular experience
• regular mealtimes
• final chapter

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W2E Spelling

• Find the phrase containing an underlined word
  that is not spelled correctly. If all the words
  are spelled correctly, mark All correct.
• 11 A confirmed suspicians
• B forced separation
• C special privilege
• D All correct.

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W3A narrative and descriptive writing

• Write narrative text that
• contains a beginning, middle and end
• relevant details to develop the main idea
• a clear controlling idea
• precise and descriptive language
• CA 4 1.8, 2.1
• II 1c, 2b-c, 3a d, 4a, c f, III 4d, K-4

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Assessment / Scoring GuideW3A narrative and
descriptive writing2.1 plan and make written
communications

• elements of top responses
• clear controlling idea, and strong awareness of
  audience and purpose
• structure of beginning, middle, ending
• relevant details to develop the main idea
• precise and descriptive language
• voice

these elements must be taught so that students
can learn
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W3B Note-Taking

• Identify information in written text to complete
  an organizer.
• CA 2, 3, 4 1.6, 1.8
• I.3.h-i, II.4.c, K-4

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AssessmentW3B Note-Taking1.8 organize data,
information and ideas into useful forms

• Complete the chart to describe / compare /
  contrast. Use two details and/or examples from
  the story to support your answer. On the blank
  line above the chart, write a title for the chart.

_________________________________________________
Label Provided Label Provided

Students write the information in the correct
space provided.
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W3B Note-Taking

• Which of these best fills blank 5 in the outline?
• Which information should go in oval 1?

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IL1A research plan

• Formulate
• keywords
• questions
• to investigate topics
• CA 2, 3 1.1, 1.4
• I 2a, d, III 1d, K-4

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AssessmentIL1A research plan1.1 develop
questions and ideas to initiate and refine
research

• keywords
• List two additional keywords or phrases that you
  might use to research information about topic.
• example
• example
• 1. ______________________________
• 2. ______________________________

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AssessmentIL1A research plan1.1 develop
questions and ideas to initiate and refine
research

• questions
• Write a letter to appropriate audience asking
  two questions that would help in your research of
  topic. Be sure your letter is written like a
  letter, asks two questions about topic and
  makes sense to the appropriate audience.

Letters are scored for writing points two
components of the letter format and a complete
message with a clear controlling idea are needed
to earn the full 2 points.
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IL1A Research Plan

• Imagine that you have chosen given as your
  topic for an oral report. List three keywords
  that you would look up, either in the library or
  on the Internet, to start your search.
• Imagine that you have chosen given as your
  topic for a research paper. Write two questions
  for which you would like to find answers as you
  conduct your research. Explain the importance of
  each question to your research.

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GLE Goal Standards Correlation
1.6 R1E, R1I, R2A, R2B, R2C, R3A, R3B, R3C W2B, W2C, W2D, W2E, W2F
3.5 R1H, R2C, R3C
3.1 R2C, R3C
2.1 2.2 W1A, W2B, W2C, W2D, W2E, W2F, W3A
1.1 IL1A
3.7 R3C
2.4 R2C, R3C
1.8 W3B
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• Mathematics
• Number and Operations
• GLE NO 2 C 4
• 1.6 1.10
• Apply cumulative and identity properties of
  multiplication to whole numbers

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Assessment NO 2 C 4 1.6 1.10 Your teacher
has given you 50 nickels. Organize these
nickels so you can count them quickly. Sketch
and describe in a sentence how you organized your
nickels. How much are the 50 nickels worth? Show
your work!
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MathematicsAlgebraic RelationshipsAR 1 B 8

• Generalize patterns represented graphically or
  numerically using words or symbolic rules,
  including recursive notation

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AR 1 B 8 1.6 1.10

• A company hires men and women for jobs in three
  categories executive, supervisor, and worker.
  The company claims that it is not discriminating
  against female applicants, since it hires about
  the same over all proportions of men and women.
  (130/800 men compared to 135/800 women. A
  womens group claims that the company is
  discriminating against female applicants.
• A. Fill in the second table to obtain a different
  perspective.
• B. In this situation, which argument is more
  valid, that of the womens group or that of the
  company?
• Category Number of Number of Number of Number
  or
• men who men hired women who
  women hired
• applied applied
• Category of men applicants of women
  applicants
• hired hired

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MathematicsGeometric and Spatial
RelationshipsGSR 1 B 111.6

• Determine the effect on surface area or volume of
  changing one measurement

80
GSR 1 B 111.6MA2

• Calculate and describe how the volume of a
  cylinder changes when the height is doubled.
  Show your work!

81
Social StudiesElements of Geographical Study
AnalysisGeo 5 B 6

• Locate major cities and nations of the world
• Locate the worlds continents, oceans and major
  topographic features
• Locate and describe geographic places, using
  absolute and relative locations

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Geo 5 B 61.8

• Create a world map on a pumpkin and locate the
  following
• the seven continents
• oceans - Pacific, Atlantic, Indian,
• nations - U.S.A, England, France, China, Japan
• cities - New York, Washington D.C., London,
  Paris, Hong Kong

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Elements of Geographical Study and AnalysisGeo 5
E 2

• Describe different types of communication and
  transportation and identify their advantages and
  disadvantages

84
Geo 5 E 21.5 1.8

• Read the following paragraphs and complete the
  Communication Chart
• Paragraph One
• Paragraph Two
• Paragraph Three
• Communication Chart
• Type Describe
  Advantages Disadvantages

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Economic Concepts and PrinciplesEcon 4 G Gov

• Identify the roles of government in a market
  economy (defining and protecting property rights,
  maintaining competition, promoting goals such as
  full employment, stable prices, growth and
  justice)

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Economic Concepts and PrinciplesEcon 4 G Gov1.6

• Governments role in a market economy includes
  
• A. Setting Prices
• B. Promoting Stable Prices
• C. Allowing Demand to Totally Control Prices
• D. Establishing a Minimum Price and Not Allowing
• Prices to Fall Below that Price

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Achievement Targets
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Com Arts 18.4 19.4 20.4 38.8 26.6 39.8 40.8 59.2 60.2 61.2 79.6 80.6 81.6 100
Math 8.3 9.3 10.3 31.1 17.5 32.1 33.1 54.2 55.2 56.2 77.1 78.1 79.1 100
All Pacific Islander Intermediate goals
Equal increments Asian that have all students
Proficient by 2014 Black White Hispanic LN
D (Level Not Determined) Indian Must not be
more than 5 Other LEP Other Indicators
IEP Elementary and Middle School
Attendance Free Reduced Lunch High School
Graduation Rate
DESE
88
Changes in Missouris Proficiency Levels

• In 2006 Missouri will go to four Achievement
  Levels based on NAEP
• Advanced
• Proficient
• Basic
• Below Basic
• However Missouri law SB 1080 requires that the
  new achievement levels must meet but not exceed
  NAEP standards.

89
2006 Math MAP

• Grade Level Tested MC CR PE
• 3rd (K-3) x x
• 4th x x x
• 5th x x
• 6th x x
• 7th x x
• 8th x x x
• 10th (9-10) x x x
• All MAP tests will be aligned to the GLEs.
• All MAP Math tests will have two sessions and
  grades 4, 8, and 10 will have only one PE.

DESE
90
MA Test Design New MAP Tests Number of Items on
Each Test
Grade Level Session Number Number of Items Time (in minutes) X-Y Suggested Z allowable
3 1 SR 26 CR 4 PE 0
2 SR 30 CR 3 PE 0
4 1 SR 24 CR 6 PE 1
2 SR 32 CR 3 PE 0
5-7 1 SR 24 CR 4 PE 0
2 SR 32 CR 3 PE 0
8 1 SR 24 CR 6 PE 1
2 SR 31 CR 3 PE 0
10 1 SR 26 CR 6 PE 1
2 SR 25 CR 4 PE 0
91
MA Test Design New MAP Tests Percent of Points on
Each Test GLE Math Strand
Percent of Points from Each MA Strand
Strands Gr. 3 Gr. 4 Gr. 5-7 Gr. 8 Gr. 10
1. Number Operations 31 27 26 22 16
2. Geometric Spatial Relationships 14 17 18 17 20
3. Measurement 19 19 18 18 14
4. Data Probability 17 17 19 20 20
5. Algebraic Relationships 19 20 19 23 30
92
2006 Comm Arts MAP

• Grade Level Tested MC CR PE
• 3rd (K-3) x x x
• 4th x x
• 5th x x
• 6th x x
• 7th x x x
• 8th x x
• 11th (9-11) x x x
• All MAP tests will be aligned to the GLEs. All
  Comm Arts MAP will be 2 sessions except for
  grades 3, 7, and 11 which will have 3 sessions
  because of the PE.

DESE
93
CA Test Design New MAP Tests Number of Items on
Each Test
Grade Level Session Number Number of Items Time (in minutes) X-Y Suggested Z allowable
3 1 SR 2 CR 4 WP 0 20-50
2 SR 0 CR 0 WP 1 60-90
3 SR 45 CR 4 WP 0 65
4 - 6 1 SR 2 CR 4 WP 0 20-50
2 SR 45 CR 4 WP 0 80
7 1 SR 2 CR 4 WP 0 20-50
2 SR 0 CR 0 WP 1 60-90
3 SR 49 CR 3 WP 0 80
8 1 SR 2 CR 4 WP 0 20-50
2 SR 49 CR 4 WP 0 80
11 1 SR 2 CR 4 WP0 20-50
2 SR 0 CR 0 WP 1 60-90
3 SR 49 CR 3 WP 0 100
94
CA Test Design New MAP Tests Percent of Points on
Each Test
Grade Level Content Standard CA 1 4 Writing Standard English CA 2 3 Reading (fiction and nonfiction) Percent of Points
3 CA 1 CA 2 3 CA 4 22 69 09
4 CA 1 CA 2 3 CA 4 15 83 02
5 CA 1 CA 2 3 CA 4 18 80 02
6 CA 1 CA 2 3 CA 4 20 78 02
7 CA 1 CA 2 3 CA 4 22 70 08
8 CA 1 CA 2 3 CA 4 22 77 01
11 CA 1 CA 2 3 CA 4 21 71 08
95
Examining the MAP-assessed GLEs for third grade

• R1E vocabulary
• R1H post-reading skills
• R1I making connections
• R2A fiction R3A nonfiction text features
• R2B fiction R3B nonfiction literary devices
• R2C fiction R3C nonfiction text elements
• W1A writing process
• W2B capitalization
• W2C punctuation
• W2D parts of speech
• W2E spelling
• W2F sentence construction
• W3B note-taking
• W3C expository writing
• IL1A research plan

96
Examining the MAP-assessed Show-Me Goal Standards
for third grade

• 1.1 questions/ideas to initiate research
• 1.5 comprehend and evaluate
• 1.6 patterns and relationships
• 1.8 organize data, information and ideas
• 2.1 plan and make written presentations
• 2.2 review and revise communications
• 2.4 write about your perceptions
• 3.1 identify and define problems
• 3.4 evaluate processes used in solving problems
• 3.5 reason inductively and deductively
• 3.6 examine problems/solutions from multiple
  perspectives
• 3.7 evaluate the extent to which a strategy
  addresses a problem

97
2008 Science MAP

• Grade Level Tested MC CR PE
• 5th grade x x x
• 8th grade x x x
• 11th grade x x x
• All Science MAP tests will be aligned with the
  Science GLEs.

98
Science Test Design 2008 MAP Tests Number of
Items on Each Test
Grade Level Session Number Number of Items Time (in minutes) X-Y Suggested Z allowable
5 1 SR 0 CR 18 WP 0 55-110
2 SR 0 CR 0 WP 1 50-95
3 SR 25 CR 5 WP 0 55-80
8 1 SR 0 CR 18 WP 0 55-110
2 SR 0 CR 0 WP 1 50-95
3 SR 25 CR 6 WP 0 55-80
11 1 SR 0 CR 18 WP 0 55-110
2 SR 0 CR 0 WP 1 50-95
3 SR 25 CR 6 WP 0 55-80
99
Science Test Design 2008 MAP Tests Percent of
Points on Each Test GLE Science Strand
Percent of Points from
Each Strand
Strand Gr. 5 Gr. 8 Gr. 11
1. Properties Principles of Matter Energy 13 13 13
2. Properties Principles of Force Motion 10 8 11
3. Characteristics Interactions of Living Organisms 11 13 12
4. Changes in Ecosystems Interactions of Organisms with Their Environment 11 9 9
5. Processes Interactions of Earths Systems 12 13 10
6. Composition and Structure of the Universe the Motions of the Objects Within It 11 10 9
7. Processes of Scientific Inquiry 25 28 30
8. Impact of Science, Technology, Human Activity 8 7 7
100
Major Points

• Develop lessons around Big Ideas and Concepts.
• Cluster the Expectations.
• Instruct across Strands.
• Examine Expectations progression.
• Use a variety of teaching strategies.
• Incorporate Inquiry Learning regularly into all
  unit plans

101
Major Points

• Create local assessment items based on the
  content and verbs (applications/processes) stated
  in the GLE.
• Teachers need time to analyze local assessment
  data and create instruction that addresses weak
  skills/concepts.
• MA Focus first on a process, then on content.
• CA Focus first on the content, then on
  application.
• CR Questions Address all parts of the question.
• A. What is needed to answer the
  question?
• B. What is needed for a high quality
  answer?
• C. Did I check/review all my work?
• PE Questions Create a plan for answering the
  question. Better plans lead to better answers.
• CA First Draft focus Beginning, Middle,
  End and flow between parts
• Second Draft focus
  Elaboration (specifics) and vocabulary

102
Major Points

• MA How many parts to the question? Did I
  answer all the parts?
• What process(s) needed to answer
  the question(s)?
• Can a reader determine the steps
  in my process(s)?
• Is my justification logical?
• Teach problem solving in all content areas.
  Higher level thinking doesnt just happen.
• (Cause Effect, Compare Contrast)
• CA Upper grade levels should teach grammar in
  context.

103
Strategies for Session Two

• Teach students to
• Respond to on-demand writing prompts within set
  time limits
• Follow a writing process for a test setting
• plan / outline in a graphic organizer
• draft
• review revise, using the Writers Checklist
• complete a revised copy of the draft
• Use the MAP holistic scoring guide to evaluate
  on-demand writing

104
Model Curriculum Unit Format

• Measurable learner objectives consistent with
  Grade Level Expectations
• Instructional Strategies
• Questioning Techniques
• Assessment Methods
• Scoring Guides
• Will eventually have examples of Student Work

105
Source Material

• Classroom Connections to TerraNove, The Second
  Edition A Resource Guide for Teachers.
  Published by CTB/McGraw-Hill, 2002.
• Communication Arts Grade-Level Expectations.
  Missouri Department of Elementary and Secondary
  Education, 2004. http//www.dese.state.mo.us/divim
  prove/curriculum/GLE/FINAL-CA_GLE_10.18.04.pdf
• Communication Arts GLE Glossary.
  http//www.dese.state.mo.us/divimprove/curriculum/
  GLE/10.29.04GLOSSARY.pdf
• Communication Arts Interpretation of the Show-Me
  Standards For Assessment. Missouri Department of
  Elementary and Secondary Education, 2004.
  http//www.dese.state.mo.us/divimprove/curriculum/
  commarts/revStandInterp04.pdf
• Communication Arts Released Items.
  http//www.dese.state.mo.us/divimprove/assess/Rele
  ased_Items/ComArts/index.htm

106
MAP Resources

• The following organizations and web sites are
  only a few of the resources that will provide
  information and materials related to the MAP
  Assessments.
• Organizations
• Show-Me Curriculum Administrators Association
  (573) 635- 2299
• Department of Elementary and Secondary Education
• Division of Improvement
• Curriculum and Assessment [phone]
• Curriculum Services [phone]
• Assessment [phone]
• Regional Professional Development Centers there
  are nine across the state
• MAP Regional Facilitators - nine across the
  state
• STARR Teachers [phone]
• SuccessLink [phone]
• Your Building and District School Improvement
  Plan
• Web Sites
• smcaa.org - Show-Me Curriculum Administrators
  Association (SMCAA)
• dese.mo.gov/divimprove a good place to start a
  search for MAP information
• dese.mo.gov/divimprove/assess/publications.html
  information about MAP and MAP type questions.
• dese.mo.gov/divimprove/curriculum/Presentations/SM
  CAA_04_Spr_Conf.pdf use of the GLEs and
  information about the new MAP Tests
• dese.mo.gov/divimprove/assess MAP examiners
  manual