ORE ADMITS MATH TESTS WERE TOO HARD \doc\web\99\06\oredif.txt Date: Wed, 21 Apr 1999 08:38:01 -0700 From: cassidy@pacifier.com To: "ClearingHouse" Subject: [education-consumers] Oregon Math Tests will be Recalibrated Passing score requires 10th graders to "connect to calculus, the function, the slope of the line and the derivative -- certainly evidence of more than thoroughly developed." There is a story in today's Oregonian about the most recent math problem-solving performance test that was given to Oregon students in grades 5, 8, and 10 in February. The state is now saying that the tests were too difficult and the scores were up to 20% below last year's levels in some schools. [WA and many other states piloted test with 80% flunk levels, and NO schools passing state goals, and citizens like me pointing out obvious violations of grade level content, but insist that their process and standards and valid because their standards determined by pre-determined outcome processes are valid] Response: At least your state has the guts to admit the test was too hard. People in charge of the WASL are consistently refusing to admit the 4th grade test contains content specified at grades 7 and 10, or that the committees could be manipulated into approving questions that were never complaint to begin with. Our test WAS piloted, but instead of asking question, people celebrated how wonderful the test was when 80% of whites and 95% of minorities flunked the test in its first pilot years. This year we get to see how many seniors can expect to be denied diplomas if they don't pass and get their Certificate of Mastery. Calculus is an advanced placement topic for 12th graders. No school (except Oregon evidently) requires knowledge of Calculus for 12th grade graduation, let alone 10th grade. This news is not news to me and should not be news to anyone who has half a brain. I looked up a sample of the math problem-solving assessment on the Oregon Dept. of Education website and downloaded examples how three different responses would be graded. In this test, students are given one problem and asked to answer it citing their thinking and showing evidence of their proofs. Responses are rated on a scale of 0-6 on several traits. One was a fairly low-scoring sample, and the others were mid-range and high scoring samples. I was particularly interested in the notes on the highest scoring sample response. The reader noted the student connection of the math problem to calculus. On the section for Conceptual Understanding, the reader notes: "The task is expanded to connect to calculus, the function, the slope of the line and the derivative -- certainly evidence of more than thoroughly developed." And on the section for Process Strategies he notes: "The use of calculus is a complex mathematical strategy extension above and beyond that needed to solve the task." Remember, this is a test that is supposed to be for 10th graders to see if they passes the minimum competencies needed in order to earn a Cirtificate of Initial Mastery. Granted, it is only one part of what is needed for the CIM, but all parts must be passed in order to gain the certificate. Now how many sophomores in your local schools can connect their math problems to calculus? If this is what it takes to get the top scores at the 10th grade, something is seriously wrong with the test and/or the rating criteria. Sheer idiocy. And the state claims that the errors occurred at all three grade levels because they did not have enough time to adequately pilot test the new questions. What? If there wasn't enough time to do a good job, then this test should have been dumped. I think they are grasping at straws, and I would be surprised if any field testing was done at all. By the way, on this test, having an accurate answer counts for only 20% of the overall grade, and coming close will get you some points. At this time, the state is recalibrating all the test scores to add points to each student's total to make up for the unintended difficulty factor in the tests. Can this be done? Is there an accepted process for redoing test scores on a performance assessment without redoing the entire rating process? Can ANY scores be valid on a test that is conceded to be too difficult for its target audience? Dianne Cassidy Lake Oswego, OR ===================================================================== EDUCATION CONSUMERS CLEARINGHOUSE networking and information for parents and taxpayers on the internet Subscriptions & Archives: http://education-consumers.com or You are currently subscribed to education-consumers as: arthurhu@halcyon.com TO UNSUBSCRIBE: Send a blank email to leave-education-consumers-989462S@lists.dundee.net ===================================================================== For less mail, click on the following link and choose 1) a daily digest, 2) a daily list of subjects, or 3) no mail (read postings on Web) http://lists.dundee.net/scripts/lyris.pl?enter=education-consumers For more help & info: http://www.lyris.com/help or .