Course (EoC) - Albuquerque Public Schools



-Student Achievement Measures:End of Course (EoC)School Year2012–2013 39947856363970Algebra II020000Algebra II-2241555827395This document supports the New Mexico Public Education Department’s summative, EoC assessment. The EoC assessment provides high school students with an alternative demonstration of competency in meeting the state’s graduation requirements. The information in this document explains the purpose and design of the secured EoC, which was developed by New Mexico teachers in August 2012.020000This document supports the New Mexico Public Education Department’s summative, EoC assessment. The EoC assessment provides high school students with an alternative demonstration of competency in meeting the state’s graduation requirements. The information in this document explains the purpose and design of the secured EoC, which was developed by New Mexico teachers in August 2012.1927225193548000-87630391160New Mexico Public Education Department00New Mexico Public Education DepartmentPrefaceThe information contained in this document supports the summative, End of Course (EoC) assessment of student content knowledge developed by New Mexico educators in August 2012. The EoC examinations can be administered to all high school students upon completion of the applicable course. In some cases, students that do not meet the exit criteria for graduation can use the results as an alternative demonstration of competency (ADC) as prescribed by the New Mexico Public Education Department (PED) policy. Additional policy information is available on the PED’s website at ped.state.nm.us.Section I provides the EoC’s purpose statement and targeted New Mexico content standards. Section II details the EoC’s design in a series of specification tables along with providing administration guidelines to high school educators. Finally, an Appendix is provided for additional material/information needed to administer the EoC. This document is in public domain and does not compromise the security of the EoC assessment’s final operational forms or scoring keys.Table of Contents TOC \o "1-3" \h \z \u Preface2Section I: Focus and Content Standards PAGEREF _Toc329848959 \h 31.1 Purpose Statement PAGEREF _Toc329848960 \h 31.2 Targeted Content Standards PAGEREF _Toc329848961 \h 3Section II: Design and Administration PAGEREF _Toc329848962 \h 52.1 Specification Tables52.2 Administrative Guidelines8Appendix A—Reference Materials11Section IFocus and Content StandardsSection I contains the purpose statement and those New Mexico content standards selected by the design team. The purpose statement outlines the reason this assessment was developed and how it will be used. The targeted standards identify those academic content standards applicable to the EoC assessment. EoC results are designed as one measure of what students completing a course of study are able to demonstrate on an on-demand, paper-and-pencil assessment. 1.1 Purpose Statement The Algebra II EoC Assessment is intended to measure students’ proficiency in New Mexico standards pertaining to Algebra II. This assessment will serve as a final exam to measure proficiency in Algebra II. Scores will be used by the district and the state to develop a system of consistently rigorous content taught across the state.1.2 Targeted Content StandardsContent ID Content StatementA.1.9Solve quadratic equations in one variable. ***N-CN.7; A-CED.1; A-REI.4aA.1.10Solve radical equations involving one radical. ***A-REI.2A.1.11.Describe the properties of rational exponents and apply these properties to simplify algebraic expressions. ***N-RN.1; NRN.2; A-SSE.3a; F-1F.8aA.1.14Evaluate polynomial, rational, radical, and absolute value expressions for one or more variables.A.2.8Graph a quadratic function and understand the relationship between its real zeros and the x-intercepts of its graph. ***A-APR.3; A-CED.2; F-1F.4; F-1F.7aContent ID Content StatementA.2.9Graph exponential functions and identify their key characteristics as related to contextual situations. ***A-CED.2; F-1F.4; F-1F.8a; F-1F.7aA.2.10Identify and describe symmetries of graphs. ***F-1F.4A.2.11Use the quadratic formula and factoring techniques to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points (include quadratic functions that represent real phenomena). ***A-SSE.3a; F-1F.7a; A-APR.3; F-1F.8aA.2.12Explain the meaning of the real and complex roots of quadratic functions in contextual situations. ***N-CN.7A.3.2Model real world phenomena using quadratic equations, interpret resulting solutions, and use estimation to detect errors. ***A-CED.1; A-CED.2; A-CED.3; F-BF.1aA.3.3Model real-world phenomena using exponential equations, interpret resulting solutions, and use estimation to detect errors. ***A-CED.1; A-CED.2; A-CED.3; F-BF.1a; F-LE.2A.3.5Solve applications involving systems of two equations in two variables. ***A-CED.3D.2.5Compare distributions of univariate data using back-to-back stem and leaf plots and parallel box and whisker plots.D.2.8Describe the shape of a scatterplot. ***S-1D.6aD.2.11Describe the relationship between two variables and determine its strength with and without technological tools. ***S-1D.6a; S-1D.8***Common Core State StandardsSection IIDesign and Administration Section II contains the specification tables which summarize the item types, item weights, and Depth of Knowledge (DoK) distribution of the EoC assessment. The specification tables provide educators with an understanding of the content range and patterns of emphasis within the general design of the assessment. The administration guidelines provide a standardized approach in administering the EoC to high school students. Accommodations afforded students with disabilities and English-language learners should reflect those provided to students on the statewide assessment and in classroom instruction. The EoC design teams balanced: (a) the need for content coverage and depth, (b) administrative and scoring burden, and (c) current time/scheduling considerations. The resulting design affords high school students the opportunity to demonstrate content understanding within a suggested 90-minute testing window. This timeframe gives students the opportunity to respond to each of the 35 questions on the assessment. (Some EoC assessments have slight variations in the number of questions provided to students.) 2.1 Specification TablesThe EoC assessments are a blend of three basic item types: (a) multiple choice (MC), (b) short-constructed response (SCR), and (c) extended-constructed response (ECR). Each item type is designed to assess knowledge, conceptual understanding, and application of skills associated with the targeted content standards. All MC items consist of a stem followed by four response options (A, B, C, D). MC items are scored as either correct or incorrect and contribute 1 point to the overall score. SCR items require students to develop an answer from a given stem or prompt. These items are assigned between 0 and 3 points using a scoring rubric provided in Appendix A of this document. Concurrently, ECR items require much more elaborate and detailed demonstrations of content knowledge. These items have point ranges from 4 points to higher. ECR items are designed to assess higher-order thinking skills. When combined, the blend of item types provides access points for all students that have completed the high school course, while minimizing items with low-cognitive demand.Item TypesNumber of ItemsItem Points/WeightsContent StandardsMCSCRECRTotalMCSCRECRTotalA.1.9 Solve quadratic equations in one variable. N-CN.7; A-CED.1; A-REI.4a21032204A.1.10 Solve radical equations involving one radical ***A-REI.220022002A.1.11 Describe the properties of rational exponents and apply these properties to simplify algebraic expressions. N-RN.1; NRN.2; A-SSE.3a; F-1F.8a10011001A.1.14 Evaluate polynomial, rational, radical, and absolute value expressions for one or more variables.31043205A.2.8 Graph a quadratic function and understand the relationship between its real zeros and the x-intercepts of its graph. A-APR.3; A-CED.2; F-1F.4; F-1F.7a30.333.33*301.334.33A.2.9 Graph exponential functions and identify their key characteristics as related to contextual situations. A-CED.2; F-1F.4; F-1F.8a; F-1F.7a30033003A.2.10 Identify and describe symmetries of graphs. F-1F.420022002A.2.11Use the quadratic formula and factoring techniques to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points (include quadratic functions that represent real phenomena). A-SSE.3a; F-1F.7a; A-APR.3; F-1F.8a31043205A.2.12 Explain the meaning of the real and complex roots of quadratic functions in contextual situations. ***N-CN.710.331.33*101.332.33A.3.2 Model real world phenomena using quadratic equations, interpret resulting solutions, and use 0estimation to detect errors. ***A-CED.1; A-CED.2; A-CED.3; F-BF.1a20.332.33*201.333.33A.3.3 Model real-world phenomena using exponential equations, interpret resulting solutions, and use estimation to detect errors. ***A-CED.1; A-CED.2; A-CED.3; F-BF.1a; F-LE.230143047A.3.5 Solve applications involving systems of two equations in two variables. ***A-CED.321032204D.2.5 Compare distributions of univariate data using back-to-back stem and leaf plots and parallel box and whisker plots.02020404D.2.8 Describe the shape of a scatterplot. ***S-1D.6a10011001D.2.11 Describe the relationship between two variables and determine its strength with and without technological tools. S-1D.6a; S-1D.821022002Grand Totals30 6 2 383012850Item CountPoints/Weights*.33 in item count shows the distribution of one item across 3 standards. It does not reflect a third of an item. Table 3. Depth of Knowledge (DoK) LevelsContent StandardsDoK 1DoK 2DoK 3TotalA.1.9Solve quadratic equations in one variable. N-CN.7; A-CED.1; A-REI.4a1203A.1.10 Solve radical equations involving one radical. ***A-REI.21102A.1.11Describe the properties of rational exponents and apply these properties to simplify algebraic expressions. N-RN.1; NRN.2; A-SSE.3a; F-1F.8a0101A.1.14Evaluate polynomial, rational, radical, and absolute value expressions for one or more variables.1214A.2.8Graph a quadratic function and understand the relationship between its real zeros and the x-intercepts of its graph. A-APR.3; A-CED.2; F-1F.4; F-1F.7a111.333.33A.2.9Graph exponential functions and identify their key characteristics as related to contextual situations. A-CED.2; F-1F.4; F-1F.8a; F-1F.7a1113A.2.10 Identify and describe symmetries of graphs. F-1F.41012A.2.11Use the quadratic formula and factoring techniques to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points (include quadratic functions that represent real phenomena). A-SSE.3a; F-1F.7a; A-APR.3; F-1F.8a1214A.2.12Explain the meaning of the real and complex roots of quadratic functions in contextual situations. ***N-CN.701.331.33A.3.2Model real world phenomena using quadratic equations, interpret resulting solutions, and use 0estimation to detect errors. ***A-CED.1; A-CED.2; A-CED.3; F-BF.1a011.332.33A.3.3Model real-world phenomena using exponential equations, interpret resulting solutions, and use estimation to detect errors.A-CED.1; A-CED.2; A-CED.3; F-BF.1a; F-LE.20314A.3.5Solve applications involving systems of two equations in two variables. ***A-CED.30303D.2.5Compare distributions of univariate data using back-to-back stem and leaf plots and parallel box and whisker plots.0202D.2.8D.2.8 Describe the shape of a scatterplot. ***S-1D.6a0101D.2.11D.2.11 Describe the relationship between two variables and determine its strength with and without technological tools. ***S-1D.6a; S-1D.81012Grand Totals8 Items21 Items9 Items38 Items. 2.2 Administrative GuidelinesAlgebra II—End of Course Exam (9–12)Preparing for Test AdministrationEstablish the necessary testing sessions given the district/state/school administration window. Ensure time is allotted in the schedule for make-up test sessions prior to the end of the administration window.Obtain the necessary form(s) based upon students on your rolls.Test formScoring key and rubricsReview the administration steps listed on the next page.Ensure you understand the guidelines for administering the test, including materials needed, and equipment.Ensure you review the directions to students (located within the test) prior to administration.Review the test.Review the directions to students (located within the test) prior to administration.Review the test items.Establish a secure testing environment/location that is supervised at all times. Also, ensure students are afforded appropriate testing accommodations. However, do not modify the test’s design.Determine the process that will be followed for make-up tests and for students needing additional time. Conducting Test AdministrationDistribute the operational forms to students, while maintaining a list of students who will need to make up the session.Say to the students: “Today you are going to take the Algebra II End-of-Course Exam. This test consists of 34 multiple choice and 6 constructed response items. It should take you approximately 120 minutes to complete the entire test.”Say to the students: “If you have questions about any of the instructions that I give you, please ask them before the test begins.”Write/post the “Start Time” and “Completion Time” of the test.Say to the students: “Let’s prepare to start the test by removing everything from your desktop, except two pencils and your graphing calculator.”Say to the students: “There will be no talking during the test.”Complete the demographic information.Say to the students: “Open your booklet and complete the necessary information on Page 2 of the test. I will be walking around to verify the information is complete. Once done, close your test booklet.”Begin the testing session.Say to the students: “After you have completed the test, please close your test and raise your hand. I will then pick up your test. You may then silently read a book.”Say to the students: “Remember to try your best to answer each question. If there are no questions, begin the test.”End the testing session.Say to the students: “Please put your pencils down and I will collect the tests.” Explain the make-up procedure for students who need more time according to your district’s policy. Pick up all of the tests and secure the materials. Post AdministrationEnsure 100% accountability for all operational forms and store these in a secure area. Given the completed test and the developed scoring key and rubrics, score each item based upon the student’s provided response. Enter the raw score (points earned vs. total points possible) into your grade book.Once all students have completed the test, including make-ups, collect and inventory all scored tests and return these materials to the office.Report any breach of security to your building administrator.Any unused operational forms should also be returned to the office.Do not review the test with students.Report student results in accordance with the district’s grading policy or in terms of percent (%) correct.Highlight key concepts (not exact questions) frequently missed by students and remediate as needed.Appendix ASCR Generic RubricScoreDescription2 pointsThe student’s response is as follows:offers a correct solution and is well supported by well-developed and accurate explanationsgives evidence that an appropriate problem-solving strategy was selected and implemented, but may contain minor errors that do not detract from the overall quality of the student responseis clearly organized and focused, and shows a mathematical understanding of the task or conceptcontains sufficient work to convey thorough understanding of the problem1 pointThe student’s response is as follows:offers a correct solution with no supporting evidence or explanationoffers a partially correct answer to the problemmay contain flaws indicating an incomplete understanding of the task or conceptmay show faulty reasoning leading to weak answers or conclusionsmay demonstrate unclear communication in writing or diagramsmay demonstrate a poor understanding of relevant mathematical procedure or concepts0 pointsThe student’s response is as follows:gives an incorrect response with no work shownoffers no mathematical understanding of the problemdoes not address the problemNote: The answer key contains item-specific rubrics articulating the continuum of performance. ................
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