Ministry of Education Math

Forum

!December 12, 2013

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Overview of EQAO• Independent, arms-length agency, established in 1996 !• Mandate: provide educators and public with accurate, objective and

reliable information about the quality of the publicly funded education system!

• Assessments: Primary and Junior (reading, writing and mathematics administered in Grades 3 and 6), Grade 9 (mathematics), OSSLT (literacy: Grade 10)!

• Student, Teacher and Principal Questionnaires !• All assessments are based on expectations in The Ontario Curriculum

(See Framework Documents at http://www.eqao.com/pdf_e/08/6e_Framework_07_web.pdf ) !

• Large number of educators involved in item development and scoring!• National and International Assessments!• Reporting data to be integrated into the school improvement planning

process !• Research

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Some assumptions

▪ EQAO assessment is but one measure of student achievement.!

▪ The classroom teacher’s professional judgement of assessment as, of and for learning relative to a student’s achievement over time can be one of the strongest measures of student performance.!

▪ For the most part the format of the tests have remained consistent for the past 10 years.

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Some understanding

▪ It takes approximately three years before an item ends up in front of a student on a test.!

▪ We have an extremely high level of confidence in the validity and reliability of the tests year to year.!

▪ Much time is spent to ensure sensitivity and eliminate bias within questions.!

▪ We are a world leader in large scale assessment.

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Primary and Junior Division Assessments!MINDS ON

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Highlights of Provincial ResultsPercentage of Grade 3 Students at or Above the Provincial Standard

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Highlights of Provincial ResultsPercentage of Grade 6 Students at or Above the Provincial Standard

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Highlights of Provincial ResultsTracking Student Progress from Grade 3 in 2010 to Grade 6 in 2013

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Highlights of Provincial ResultsFewer Students Improving to Meet the Provincial Math Standard

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Highlights of Provincial ResultsMore Students Dropping from the Provincial Math Standard

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Highlights of Provincial ResultsMore Students Dropping from the Provincial Math Standard

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Highlights of Provincial Results

Grade 3 Student Results by Level

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Highlights of Provincial Results

Grade 3 Student Results by Gender

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Highlights of Provincial Results

Grade 6 Student Results by Level

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Highlights of Provincial Results

Grade 6 Student Results by Gender

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Observations

▪ Students performed best on the cognitive skill of Knowledge and Understanding!

▪ Students performed least well on the cognitive skill of Thinking!

▪ Students performed best on questions from the Number Sense and Numeration strand

Grade 3 Students

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Observations

Grade 3 Students

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Primary Division Assessment

Number Sense and Numeration

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Primary Division Assessment

Measurement

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Primary Division Assessment

Geometry and Spatial Sense

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Primary Division Assessment

Patterning and Algebra

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Primary Division Assessment

Data Management and Probability

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Observations

Grade 3 Students

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Primary Division Assessment

Knowledge and Understanding

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Primary Division Assessment

Application

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Primary Division Assessment

Thinking

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Observations

▪ Students performed best on the cognitive skill of Knowledge and Understanding!

▪ Students performed about the same on the cognitive skills of Thinking and Application!

▪ Students performed least well on questions from the Number Sense and Numeration strand

Grade 6 Students

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Observations

Grade 6 Students

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Junior Division Assessment

Number Sense and Numeration

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Junior Division Assessment

Measurement

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Junior Division Assessment

Geometry and Spatial Sense

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Junior Division Assessment

Patterning and Algebra

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Junior Division Assessment

Data Management and Probability

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Observations

Grade 6 Students

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Junior Division Assessment

Knowledge and Understanding

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Junior Division Assessment

Application

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Junior Division Assessment

Thinking

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Grade 9 Assessment of Mathematics

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Highlights of Provincial ResultsPercentage of Grade 9 Students at or Above the Provincial Standard

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Highlights of Provincial ResultsTracking Student Progress from Grade 3 in 2007 to Grade 6 in 2010 to Grade 9 in

2013

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Highlights of Provincial ResultsTracking Student Progress from Grade 3 in 2007 to Grade 6 in 2010 to Grade 9 in

2013

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Observations

▪ Students who meet the provincial standard early in their schooling are more likely to maintain their high achievement in secondary school!

▪ Students who do not meet the standard early are more likely to continue not meeting it in later grades!

▪ Pinpointing the needs of students early and providing support makes a difference

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Observations

▪ Students in the Academic course performed least well on questions on the cognitive skill of Thinking!

▪ Students in the Applied course performed least well on questions on the cognitive skill of Application

Grade 9 Students

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Observations

Grade 9 Students - Academic

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Grade 9 Assessment - Academic

Analytic Geometry

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Grade 9 Assessment - Academic

Measurement and Geometry

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Grade 9 Assessment - Academic

Number Sense and Algebra

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Grade 9 Assessment - Academic

Linear Relations

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Observations

Grade 9 Students - Academic

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Grade 9 Assessment - Academic

Knowledge and Understanding

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Grade 9 Assessment - Academic

Application

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Grade 9 Assessment - Academic

Thinking

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Observations

Grade 9 Students - Applied

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Grade 9 Assessment - Applied

Measurement and Geometry

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Grade 9 Assessment - Applied

Number Sense and Algebra

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Grade 9 Assessment - Applied

Linear Relations

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Observations

Grade 9 Students - Applied

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Grade 9 Assessment - Applied

Knowledge and Understanding

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Grade 9 Assessment - Applied

Application

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Grade 9 Assessment - Applied

Thinking

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ACTION

For me there is a continuum of response!▪ Evidence!▪ Process of inquiry!▪ Identify a problem of practice!▪ Look for alignment within constraints!▪ Set a plan of action!▪ Mobilize knowledge!▪ Move to knowledge integration

How does one go about making sense of the data?

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Action

One possible articulation:!▪ All children can learn (do math)!▪ Teachers control the conditions for

success!▪ Time is the variable

Articulate with clarity your strongest beliefs about teaching and learning

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Action

▪ Refine questioning techniques to glean valid and valuable information that attends to learning.!

▪ What do we believe about the content of the academic and applied level courses and about students who study at these levels?

Let’s move away from a Math by democracy approach

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Consolidation

▪ When students see themselves as readers they enjoy reading and become more proficient at it. This is also true of students who see themselves as mathematicians.!

▪ Yesterday we heard one of the researchers speak about our French language students outperforming our English language students.!

▪ Can we move away from text books in Math? How do we tap into the student narrative?

Some next steps

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Consolidation

▪ From our understanding of Heifetz’s work – are we attempting to use a technical solution to solve an adaptive problem?!

▪ Should the issue of Math education be owned more broadly than just by teachers? (we speak about a societal construct)!

▪ In the end for me hope abounds!

Next steps