Preparing for TAKS

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Preparing for TAKS

• Middle and High School Mathematics

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Ready or not-here we come

• TAKS

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General Overview on TAKS

• New assessment mandated by SB 103
• Exit level graduation requirement at Grade 11
• Exceeds the cognitive rigor of prior statewide
  assessments
• Includes technology at the high school level

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Griddable Items

• These items are included at all levels.
• The majority of items on the test will remain
  multiple choice.
• These items allow students to work the problem
  and find the solution, independent of answer
  choice influences.

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Things to Keep in Mind

• Students should be offered opportunities to
  practice gridding answers.
• Leading zeroes are not required and will not be
  scored as incorrect during electronic scoring.
• Gridding should match the current approach to
  recording numbers used in the classroom.

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Sample GridsSecondary Level
GRADE 9/10/11
GRADE 6/7/8
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Mathematics Charts

• New shading for easier reading
• Two-sidedconversions and rulers on the front,
  formulas on back
• Formulas represented in two ways
• Closely aligned with instructional materials

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Measurement Items

• Precision to the nearest eighth of an inch
• Precision to the nearest millimeter in metric
• Application-based
• Strong connection to measurement found in
  real-life situations
• Identified by Use the ruler on the Mathematics
  Chart to

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TAKS TEKS Assessment

• Item alignment with state curriculum standards
• Alignment between grade level assessments
  (difficulty level assumed)
• Student expectation statements introduced at
• one grade level and not assessed will most likely
• be tested the following year.

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TEKS StatementGrade 7

• (7.9) The student solves application problems
  involving estimation and measurement. The
  student is expected to
• (A) Estimate measurement and solve
  application problems involving length
  (including perimeter and circumference),
  area, and volume.

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Objective 4TAAS
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Objective 4 Grade 7

• Find the exact number of cubes measuring 3
  centimeters on an edge that will fill a box
  shaped like a rectangular prism that measures 24
  centimeters by 18 centimeters by 9 centimeters.

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TEKS StatementExit Level

• G(b)(4) The student uses a variety of
  representations to describe geometric
  relationships and solve problems.
• (A) The student selects an appropriate
  representation (concrete, pictorial,
  graphical, verbal, or symbolic) in order to
  solve problems.

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Objective 3TAAS
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Objective 7TAKS
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Calculators

• Have been required in the TEKS for
• mathematics instruction since 1997.
• All grade levels have this requirement.

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Calculators

• Calculators may only be used on the high school
  TAKS tests.
• Each student must have a graphing calculator
  during the entire administration of the
  mathematics test.
• Any graphing calculator may be used except one
  with a typewriter-style keypad.

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Clearing Memory

• Contact the vendor for specific keystrokes and/or
  applications.
• This is a critical step because some applications
  loaded on certain calculator models would give
  students an unfair advantage over other students.

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Students Using Calculators

• Have higher math achievement than non-calculator
  users even when they can choose any tool desired
• Do better on mental computation than
  non-calculator users

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Students Using Calculators

• Experience more varied concepts and computations
• Have improved attitudes toward mathematics
• Do not become overly reliant on calculators
• Source EdThoughts,
  2002

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Technology Facilitates

• Visualization of mathematical ideas
• Organization and analysis of data
• Computational efficiency and accuracy

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Appropriate use of technology is the key.
Its about problem-solving, NOT keystrokes.
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Alignment is KEY!
Curriculum
Instruction
Assessment
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Texas Mathematics
Instruction
TEKS
TAKS
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How to Prepare

• TEACH THE TEKS.
• Develop a variety of ways to explore each Student
  Expectation.
• Stay away from test prep materials
• Use technology often.
• Attend staff development in identified areas of
  need.

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Prepare by

• Critically reading and reflecting on TEKS
• statements
• Individually
• With colleagues
• With students
• With parents

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Prepare by

• Reviewing all TEKS statements
• Determining what mastery would look like in the
  classroom
• Thinking about interventions that might be used
  with struggling students

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Curricular Alignment

• At a minimum, study the TEKS statements for the
  grade above and below your level.
• Use curriculum that matches the intent of the
  TEKS.

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Curriculum Should

• Involve challenging activities and lessons that
  force students to think critically in order to
  solve problems
• Be rigorous and require students to apply
  mathematical knowledge in meaningful ways

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Teachers should

• Motivate and involve all students, even those
  struggling with the content, in difficult
  mathematics problem solving on a daily basis.
  All students should be required to communicate
  and process mathematics from the conceptual to
  symbolic level.
• Students are counting on you to help them meet
  the new graduation requirements in mathematics.

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Ten Practical Strategies for Helping Our Students
Beat the Tests Through Better Instruction

• Steve Leinwand
• Consultant, NCTM

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Strategy 1

• Embed math in real world contexts that are rich
  and engaging and lead to more math questions.

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Strategy 2

• Incorporate on-going cumulative review into
  instruction everyday.

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Strategy 3

• Create a language-rich classroom.

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Strategy 4

• Use every number as a chance to build number
  sense.

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Strategy 5

• Draw pictures, create mental images, and foster
  visualization.

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Strategy 6

• Build from charts, graphs, and tables.

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Strategy 7

• Dont leave out measurement.

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Strategy 8

• Adapt strategies from what we know about
  teaching reading.

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Strategy 9

• Minimize what is no longer important.

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Strategy 10

• Create a thinking curriculum by asking questions.

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The Assessment PrincipleNCTM, 2000

• Six standards for exemplary mathematics
  assessment
• Reflect the mathematics that students know and
  are able to do
• Enhance mathematics learning
• Promote equity
• Create open processes
• Promote valid inference
• Create coherent processes

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Assessment

• Conduct informal assessment often
• To determine students level of knowledge
• To individualize instruction
• To catch up students struggling with content

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Conceptual Knowledge (WHAT)

• Classification and categories
• Principles and generalizations
• Theories, models, and structure

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Procedural Knowledge (HOW)

• Subject-specific algorithms
• Subject-specific techniques and methods
• Criteria for determining when to use appropriate
  procedures

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Communication (WHY)

• Clear, detailed, and organized analysis to
  justify the solution using correct terminology
  and notation
• Presentation clearly displaying the thinking
  process
• Effective communication to target audience
• Reflection on the concepts required, processes
  used, and the results drawn to conclusions

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Forms of Assessment

• Interviews
• State-developed diagnostic tests
• Portfolios
• Performance Tasks
• Homework
• Class work
• Group work

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Resources

• Use resources that are aligned to TEKS.
• Be cautious of materials that claim to be
  TAKS-based.

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Information Booklets

• Are TEA-developed resources that mirror previous
  Educator Guides
• Include objectives and Student Expectation
  statements assessed on TAKS
• Include additional information to clarify the
  TEKS measured
• Include sample items

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For TAKS reference

• Use Information Booklets, not Educator Guides, to
  plan for the new assessment.
• Do not anticipate that items will reflect the
  TAAS itemsthis is an entirely new assessment
  system.

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Dana Center Resources

• Clarifying activities, lessons, and assessments
• Staff development through TEXTEAMS
• Assessments for Algebra I and Geometry
• Links to other resources
• Much, much more
• www.tenet.edu/teks/math

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Web Resources

• Texas Education Agency
• www.tea.state.tx.us
• TAKS Information Booklets
• www.tea.state.tx.us/TAKS/booklets/math

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Instructional Leadership

• You are instrumental in changing paradigms of
  the past and creating new tomorrows for your
  students.

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Believe

• All students have ability in mathematics
• All students are mathematicians
• You are an educator who can prepare all students
  for this difficult assessment

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Contact Information

• Paula Gustafson/Barbara Montalto
• TEA Curriculum and Professional Development
• 512.463.9585
• Sue Borders/Julie Guthrie
• TEA Student Assessment
• 512.463.9536