Measurement Performance Task

On Monday and Wednesday one of my eighth grade classes completed their performance task for their measurement unit titled Bake Shoppe.  Bake Shoppe is detailed below:

BAKE SHOPPE

You were just hired as the newest baker at SILA Bake Shoppe!  A customer has just arrived with a tough order- he wants you to recreate his grandmother’s famous brownies and he insists that they be perfect!  Below is the recipe he left with you.

Granny’s Brownies

402 grams sugar

½ pound butter

64 grams cocoa powder

4.93mL vanilla

4 eggs

192 grams flour

2.46 mL baking powder

2.46mL salt

Directions:

1. Melt the butter or margarine and mix all the ingredients in the order given.

2. Bake at 350 degrees F for 20-30 minutes.  

*Brownies must provide at least a 150cm3 portion for 12 people*

Sounds easy, right?  If only you had the necessary measuring tools. You only have:

• mixing bowl
• spatula
• measuring cups (1/4 cup, ½ cup, 1 cup)
• measuring spoons (1/2 teaspoon, 1 teaspoon)

• 9” x 9” x 1” pan
• 9” x 13” x 1” pan
• 8” x 8” pan

To Complete This Task:

1.  Convert all measurements to units you can measure using the following conversion factors:

            1 cup (sugar) = 201 grams

            1 cup (cocoa, flour) = 128 grams

            1 teaspoon = 4.93 mL

            1 pound = 4 sticks of butter

            1 inch = 2.54 cm

            1 mL = 1 cm³

Explain why it was necessary to convert the units, and how you completed the process.

2.  Determine what size pan needs to be used.  The batter will be approximately 1800 mL when mixed.  Explain why you selected the pan in one paragraph.  

3.  Measure all ingredients.

4.  Bake the brownies.

5.  Calculate the density of the brownies.

On Monday, students completed all calculations individually.  Using unit converters, students were able to convert all metric measurements into standard, American units.  After completing this task, students had to check in with me to ensure that their measurements were correct before moving on.  9 of 11 students had all conversions correct, one student had one error, and the final student had two errors.  While checking in, students orally told me why they were converting units and walked me through one of their problems.  I wanted students to explain me their thought process, which is incredibly helpful in scenarios where student work is incorrect.  I identified students converting score and response on each individual student's rubric.  I identified conversion problems that were incorrect, and encouraged students to continue persevering through the problems.  Eventually, all students completed all conversions correctly.  A sample conversion is shown below:

Students were then grouped in pairs (one group of 3), where they were tasked with determining the correct size baking pan.  Many groups quickly identified that pan measurements were in inches, yet the volume of the batter was given in metric units.  Students quickly began converting the pan sizes into metric units.  A sample student conversion is shown below:

Pairs of students briefly described their thought process of both the ingredient conversions and pan measurements.  One student stated, "We had to convert units for the pan because it was in inches and the batter was not.  The batter was in milliliters.  I decided to first change the milliliters into centimeters.  To do this I divided by ten because there are ten millimeters in a centimeter.  Next, I started to change the pan into centimeters.  I had to change the length, width, and volume.  There are 2.54 centimeters in an inch so that is the converter I used.  Once I found the volume of the pan and batter both in centimeters I could figure out if the batter would fit."

On Wednesday students eagerly entered the classroom, ready to start baking.  We relocated to the cafeteria where students brought their updated recipes, containing standard, American units.  Pairs of students quickly measured out all ingredients and baked their brownies.  At the end, students measured their brownies with a (clean) ruler and calculated the mass using a triple beam balance.  This enabled students to find the density of the brownies.  

I added a little twist at the end.  I brought in some chocolate frosting and "toppings" such as m&ms, chocolate chips, peanut butter chips, and colored decorative frostings.  Pairs of students had five minutes to decorate their cooled brownies which were then judged by their peers solely on appearance! 

Overall this performance task was incredibly successful.  Not only were students beyond excited to participate, they also demonstrated a mastery of their measurement unit.  Students were capable of transferring what they had learned in the classroom into the kitchen, successfully converting, measuring, and baking brownies.  It was very empowering to see how engaged students were in the activity.  

ED652- Course Analysis

This course, Evaluation & Assessment Policy & Practices, was designed with four major goals.  Below, is my self-analysis on reaching each of those four goals.

1.  Demonstrate a knowledge of assessment policy at the national, state, and local levels.

In reading Diane Ravitch's The Death and Life of the Great American School System: How Testing and Choice are Undermining Education, I gained an in-depth historical analysis of reforms in the United States educational system.  Ravitch led me through the different movements and dilemmas in the United States ranging from the A Nation at Risk, to the history standards controversy, to San Diego and New York business model reforms to charter schools and vouchers.  I feel knowledgable and well versed in the history of assessment and reform in the United States.

The course encouraged me to take an interest in current educational hot topics such as Common Core Standards and the NAEP tests.   I had the opportunity to review NAEP scores and reflect on them.  I also have a greater understanding of who makes educational decisions in the United States.  By following Diane Ravitch on twitter and blogging, I have also been exposed to a plethora of hot topics that I was unaware of prior to this course.  I have read extensively about common core lessons and assignments that are controversial, uproar in New York about tests with increased difficulty, and parents demanding their child's exemption from assessments.

Overall, the course has deepened my interest in current educational topics that I once thought were not applicable to me as a private school educator.  I frequently used my private employer as an excuse for not being "up to date" with the latest educational issues.  I now understand their importance and impact on my students and myself, and our nation as a whole.  As an educator, regardless of the school in which I work, it is crucial that I understand the history of education in our country and the current topics that affect our education system.

One area that I hope to I hope to expand on is to read a little further into assessments in Baltimore City.

2.  Critically analyze various assessment instruments and their varied implementation.
3. Identify different models of curriculum and instructional evaluation and identify their underlying philosophical rationale.

Throughout the course I was able to learn about and analyze various standardized tests such as the National Assessment of Educational Progress (NAEP), Program of International Student Assessment (PISA), Maryland School Assessment (MSA), Delaware Comprehensive Assessment System (DCAS), Partnership for Assessment of Readiness for COllege and Careers (PARCC).  I analyzed the most recent NAEP and PISA scores and investigated other professionals' opinions on the assessments.  Regarding the MSA, DCAS and PARCC, I was able to learn more about the administering and purpose of the test.

A large portion of the course was focused on performance tasks.  Through the works of Linda Darling-Hammond and Edutopia, I have gained a deeper understanding of what a performance task is and why they are so valuable.  These assessments are catered to the ever-changing skills that are needed to succeed in the 21st century.  Other nations are flooding their curriculum with these realistic assessments and their students are excelling.

I also have a deeper understanding for many reforms that once hoped to improve our education system.  The ideas of dividing up large schools as "schools within a school", charters and vouchers, No Child Left Behind, and Balanced Literacy were all well-intended when they were created but poorly implemented resulting in little to no long-term success.

4.  Take and defend a position about a current assessment policy issue.  

Although I did not formally take a stand on a current assessment policy issue, I feel confident that I could take a stand and debate many of the issues that plague our education system today.  I can defend my opposition to charter schools, the lack of validity of state-created standardized tests, the United States' weak performance on the PISA, and corruption that business models bring to the education system.

As previously mentioned, my overall understanding of the American Education System has grown tremendously throughout this course and I now feel that I can engage in more meaningful conversations and debates about our system and policies as a knowledgeable educator.

Performance Assessments- An International Review

Linda Darling-Hammond is a professor at the Stanford School of Education.  Darling-Hammond is a strong advocate for performance assessment in schools, an assessment approach in which students are required to "construct and answer, produce a product, or perform an activity"(Darling-Hammond, Beyond Basic Skills)

Darling-Hammond believes that performance assessment is necessary because learning expectations are changing.  For example, 21st century skills like the ability to communicate, collaborate, and innovate are gaining priority and our assessments must align with these skills.  As our schools are under pressure to perform, curriculum is narrowing on teaching to tests and we are getting further and further away from these necessary life skills.

Other nations, specifically those that constantly out perform the United States on international assessments like the PISA, have a stronger focus on higher order thinking.  Their standards are defined as concepts, not individual tasks, leaving space for creativity.  Test scores are not used to determine students' graduation or rating schools, but rather to improve curriculum.  In addition, teachers receive extensive training prior to entering the classroom.

Performance Assessments are a natural part of learning in these nations.  Students design labs, create portfolios, and help assess their peers.  Finland has a national performance assessment in 2nd and 9th grade.  Sweden has a similar assessment structure, asking students to solve real life, open ending questions on their tests.  In both cases, and many others like Great Britan, Australia, and Hong Kong, teachers are involved in the creation and scoring of these assessments.  Hong Kong has even developed an online "bank" of performance tasks for teachers to easily access and incorporate into their teaching.

I strongly agree with Darling-Hammond's push for performance assessment.  Students learn by doing, and these assessments and tasks assure us that the knowledge we are sharing is being absorbed in a usable and transferable way.

PISA 2012 results

The Program for International Student Assessment (PISA) results were recently released by the U.S National Center for Education Statistics for the 2012 testing cycle.  The PISA assesses 15 year old students math, science, and reading performance.  The test, given every three years, is administered in sixty-five different countries.  This year, Florida, Massachusetts and Connecticut participated in the PISA,

In Mathematics, the United States scored an average of 481, placing us lower than 29 countries, and above 26.  There was no measurable change on the math results since the test was last administered in 2009 (nor 2003, and 2006 for that matter).  Many other countries followed suit, but 18 demonstrated significant improvements.

In science, the United States scored a 497, scoring lower than 22 other countries, and above 29.   Again, this score did not demonstrate gains from previous testing cycles where thirteen other countries showed improvements.

Thirdly, in reading the United States scored lower than 19 other nations, and above 34 with a score of 498.  In reading, there was no noticeable improvement.  21 other countries demonstrated measurable reading gains.

The PISA scores have caused a lot of hype.  The Washington Post anticipated this chaos in saying, "[the scores] don't mean much, if anything, but that doesn't stop people from saying they do" (Dec 1).  This year, a website was created specifically for the release of the PISA scores, where different organizations can post their announcements and reflections (PISADay.org).

U.S. Secretary of Education, Arne Duncan, described the results as "straightforward and stark... educational stagnation", frustrated by our nation's lack of progress since the test was first administered in 2000.  Duncan pointed out that the United States has had other educational gains, such as improved NAEP results and less drop outs but ultimately declared that redesigning schools was necessary.  (www.ed.gov)

President Barak Obama compared the United State's position in the test results to the Space Race between the Soviet Union in the late 1950s, fearing that the global economy is slipping away from America.  (www.nytimes.com)

Educational Historian Diane Ravitch reminds us that the United States was never at the top of international assessments.  Realistically, our country has been producing average scores for years.  She proceeds by pointing out that nations' economic growth has no correlation with its test scores (according to Keith Baker "Are International Tests Worth Anything?").  She further supports this in saying, "Never do they explain how it was possible for the U.S. to score so poorly on international tests again and again over the past half century and yet still emerge as the world's leading economy, with the world's most vibrant culture, and a highly productive workforce" (DianeRavitch.net, Dec 3).  Ravitch concludes her recap of the PISA results with 4 lessons.  First, the PISA results are indicative of failed public policy in the united states.  Testing and accountability are not the answer.  Secondly, Florida, a state that puts strong emphasis on testing, is proof of this.  Thirdly, we must improve the quality of life for students in poverty if we want improved scores.  And finally, a standardized test only measures a limited portion of a student.  There is no result that demonstrates imagination, instinct, creativity, etc. (DianeRavitch.net)

I am torn.  I agree with Ravitch that we should take these scores lightly.  As previously stated, a "bubble" test is not a precise instrument that can be used to assess a nations' success and failure.  On the other hand, the scores are alarming.  Way are so many nations leaping forward while the United States is standing still?  We don't need to be first in the rankings, and the scores may not directly correlate with our economy, but the scores are evidence that our students are not receiving the best education that is out there.


All PISA data from: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/12/03/key-pisa-test-results-for-u-s-students/

Comprehensive Assessment- Self Reflection

As described by Edutopia, Comprehensive Assessment is ongoing feedback so that both a teacher and student can constantly improve.  Comprehensive Assessment uses a variety of tools to assess the whole student, ranging from written tests and essays to experiments and role play.  These assessments demand student accountability, student self-reflection, and life skills such as being able to present in front of a group.

Assessments can be split into two groups; formative and summative.  Formative assessments are administered periodically throughout a unit to help gauge student progress and adjust instruction when needed.  Summative assessment is delivered at the end of a unit to determine student understanding.

Below is an analysis of all assessments given throughout a unit in my seventh grade life science course.  Assessments are listed in the order they were administered.

formative-textbook questions- chapter 2, section 1
formative/summative-vocabulary quiz: producer, consumer, decomposer, carnivore, herbivore, omnivore (matching)
formative-worksheet packet- chapter 2, section 1
summative-food web project- use internet to determine animals' diets and then create a food web showing their relationships
formative/summative-food web quiz
formative-worksheet packet- chapter 2, section 2
formative/summative-draw a diagram of the 3 cycles of matter
formative-textbook questions- chapter, 2 section 4
formative-rain forest comparison- compare and contrast tropical rain forests and temperate rain forests in one paragraph
summative-biome research- Research one biome's location, climate, and biotic factors.  Draw an image of your biome.  Record yourself giving a weather/nature report in your biome using an ipad.
formative-in class jeopardy
summative-chapter 2 test

I found it very hard to determine if some assessments were formative or summative.  For example, a small food web quiz both identifies if students are comfortable enough with the concept to continue.  If students are doing poorly, I can then adjust lessons and reiterate the needed vocabulary (formative).  However, the quiz is given at the end of a "section" making it summative.  That being said, I don't think that the categorization of the assessment is important.  What is important is that teachers are constantly aware of student progress and that they alter lessons to supplement this pace of learning.  Teachers should be gaging this process not through students rattling off facts, but through deep, transferable knowledge that is demonstrated when students transfer what they have learned to other situations.

Take the money?

Mega-rich foundations are always looking for a good investment.  In the late 1960s, the Ford Foundation supported community schools.  In the early 90s the Annenberg Foundation demonstrated its support of education reform with $500 million.  In the early 2000s the Gates Foundation supported small schools.

The Gates Foundation, founded by Bill and Melinda Gates, had an admirable reputation prior to its work with schools.  The foundation was a frontrunner in global health issues, supporting researchers across the globe.  This reputation ensured that the Gates foundation was reputable and powerful.

Not long after, the Gates Foundation decided that high school graduation rates and college entry rates could be improved.  Their weapon of choice: creating smaller schools with a $2 billion budget.  Money was pumped into public schools.  Large schools were broken into several smaller institutions and some were operated as "schools within a school", where multiple, independent schools ran in the same building.  In some cases, resources were scarce and tensions were high.

Data demonstrated the the Gates Foundation's reform had little impact on academic achievement.  Curriculum continued to lack rigor and math scores continued to unimpress.  Small schools quickly became stereotyped and segregated.

Several years later, Bill and Melinda gates abandoned their small school push and opted for a new, accountability approach.

Trying reform after reform is not going to change the American education system.  Countless innovative systems have been installed and abandoned in schools, none of which has been the solution to the problems teachers and students face.  As Ravitch (2010) puts it, "With the best of intentions reformers have sought to correct deficiencies by introducing new pedagogical techniques, new ways of organizing classrooms, new technologies, new tests, new incentives, and new ways to govern schools" (pg. 224).  The Gates foundation is proof that all the money in the world is not going to fix education.  The American schools need a change from within.  The insiders, the teachers who work with students first hand, need to have their voices heard if we want an effective change to take place.

Ravitch, D. (2010) The death and life of the great American school system: How testing and choice are undermining education.  Philadelphia, PA: Perseus Books Group.

The Results Are In!!!

They're here!  The 2013 National Assessment of Educational Progress (NAEP) test results have been posted at Nation's Report Card.  Before sharing the results, I want to discuss the precautions that were taken to ensure that these results are valid!

The NAEP requires that 70% or more of students in a state participate in the test annually.  If the percentage of participants is between 70% and 85%, a bias report is conducted to investigate why students were absent from testing.  In addition, students with learning disabilities and those who are English as a Second Language Learners are included in tests.  In 2013, all 52 states and districts met these requirements with 93%-100% participation on the test with one exception; Maryland did not meet the minimum requirement for reading assessments.

Overall, the assessment results were promising.  In all four categories (4th grade Math, 8th grade Math, 4th grade Reading and 8th grade Reading) student scores demonstrated improvement by 1-2%.  This increase denotes the change from the 2011 to 2013 test dates.  Overall, since 1990, scores have improved tremendously.  4th grade Math has increased by 28%, 8th grade Math 22%, 4th grade Reading 5% and 8th grade Reading 8%.  Maryland, however did not show significant improvement in any area.  (My home state of Delaware only demonstrated an increase in 4th grade Math by 3%!)

Regarding specific ethnic groups, increases of students demonstrating proficiency were shown across the board between 2011 and 2013.  In 4th grade Math, white students increased by 2%, black students increased 1%, hispanic students increased 2% and asian students increased 2%.  Since results were first introduced in 1990, these groups increased by margins as great as 44%!  In 8th grade reading, similar results were found.  White, black, and hispanic student groups each demonstrated a 1% increase, while asian students' scores jumped by a large 5%.

Reading results were no different.  For fourth graders, all ethnic groups increased by 2% with the exception of black students who increased by 1%.  For 8th grade Reading, whites increased by 3%, blacks increased by 2%, hispanics increased by 3% and asians increased by 5%.

I don't know much about the NAEP, but I am assuming that a National test does not feel the need to "fudge" tests like states do.  Ravitch clearly described all of the short cuts that can be taken (and have been taken) to ensure that a state passes its exam.  I am impressed that each state's passing mark is genuine, and am happy to see that results are still climbing since the initiation of the test in 1990.