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INTRODUCTION TO MATHEMATICS MULTIPLE-CHOICE Sample Tests

BACKGROUND The Oregon Department of Education provides sample tests to demonstrate the content and types of questions students at grades 3, 5, 8 and 10 might encounter on the Oregon Statewide Mathematics Assessment (multiplechoice) administered each spring. The answer key provided at the end of the sample test booklet identifies which of these categories each question is designed to assess. The results will provide one indication to be considered along with the results of locator tests, past student performance, and teacher judgement when assigning a student to the appropriate level (A, B, C) of the spring assessment. Scores on this test may not be used to substitute for taking the actual Statewide Assessment in Mathematics. WHY PROVIDE STUDENTS WITH A SAMPLE TEST? Most students feel some anxiety as they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they feel. It also is important that students feel comfortable with the test format and are familiar with test-taking strategies to help them achieve the best possible score. CONTENTS OF THE SAMPLE TEST This document begins with an overview of the purpose for sample tests, followed by a list of test-taking tips. A "fill-in-the-bubble" answer sheet for the students to practice with follows the actual sample test (including non-calculator items at grades 3, 5, and 8). The answer key identifies the correct answer, the score reporting category represented, and a conversion of number correct to approximate RIT scale score. The sample test is approximately one-half the length of the actual assessment.

ELIGIBLE CONTENT

These sample questions were taken from previous years' tests. They were designed to measure each students' knowledge of mathematics by asking students to use: · · · · · calculations and estimations with whole numbers, fractions, and decimals; measurement involving length, perimeter, area, volume, time, weight; principles of statistics and probability to analyze data and make predictions; patterns and functions of algebraic relationships; and geometry to classify shapes and represent geometric figures and use geometric properties.

Designing the assessments to each have a balance across all five strands of mathematics encourages a balance of the content for all students.

Office of Assessment and Evaluation Oregon Department of Education

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2000 ­ 2001 Sample Tests September 2000

PREPARING FOR THE ASSESSMENT

Teachers may wish to have their

students take the test as a "practice" activity in preparation for the actual Statewide Assessment. In addition to the practice in reading and answering questions, some students may benefit from an opportunity to practice marking bubbles on a separate answer sheet. The answer key could be removed prior to making copies of the sample test for student practice. Copies of the answer key could then be provided to students to check their work or to take home and share with parents. In using this sample test, teachers may wish to have students take the entire sample test, or complete a portion of the multiple-choice items followed by a class discussion, before proceeding to the remaining multiple-choice questions. It is important to remember that students may use calculators and math manipulatives on the majority of the test. Providing these tools in class and encouraging students to use them during the sample test may be very beneficial in prompting students to take their time and use the appropriate tools to help them solve problems during the actual test administration. In fact, teachers may want to demonstrate how various tools could be used to solve the multiple-choice problems as part of the practice test activities.

Parents may find the sample test helpful in clarifying the types of questions their child will encounter on the multiple-choice test. Parents could also assist their child in preparing for the test by practicing at home. The list of test-taking tips gives parents suggestions on ways to reduce test anxiety and promote good study and health habits in preparation for testing.

Students may wish to use the test independently to practice before the actual test administration, checking their responses against the answer key provided at the end of the booklet. Students may benefit from re-reading the problems and analyzing both the correct and incorrect answers to the multiple-choice questions they missed. The list of test-taking tips suggests some important strategies for students when preparing for the test and during the actual test administration. Building principals, superintendents, district testing coordinators, curriculum leaders and others may find this test useful in communicating with parents, school site councils, and other community members. Parts of this sample test could be included in a newsletter or shared at meetings of local community groups to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the complete tests administered in the Statewide Assessment, they do provide a sampling of the subject area content and difficulty level students will encounter as a part of Oregon's high academic standards.

Again this year, a portion of the test will be an assessment of computation skills without a calculator for students at grades 3, 5, and 8.

Office of Assessment and Evaluation Oregon Department of Education

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2000 ­ 2001 Sample Tests September 2000

Assessment Conditions If the practice test is to be administered in "test-like" conditions, the following steps need to be followed: · post a "testing, do not disturb" sign on the window or door of the classroom · go over any directions (e.g., students are to complete the entire test or only a portion of the test at one sitting) · expect the students to work by themselves with no talking during the assessment · monitor student activities during the assessment · provide any of the appropriate accommodations or modifications students might need · expect all students to participate TEST-TAKING TIPS Teachers may use the tips to: · generate individual and class discussion; · call attention to helpful strategies students can use to prepare for and take the test; · share ideas with parents of ways to help reduce test anxiety and promote good study and health habits at home. BEFORE THE TEST · Develop a positive attitude. Tell yourself, "I will do my best on this test." · Get a good night's sleep the night before the test. · Get up early enough to avoid hurrying to get ready for school. · Eat a good breakfast (and lunch, if your test is in the afternoon). DURING THE TEST · Stay calm. · Listen carefully to directions. · Ask questions if you don't understand what to do.

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Read each test question carefully. Try to analyze what the question is asking. Re-read the question and all the answer choices. Solve the problem using paper and pencil, a calculator or by using manipulatives. Look to see if your answer is similar to one of the choices given. Pace yourself. If you come to a difficult question, it may be better to skip it and go on. Then come back and focus on the difficult questions one at a time. This is not a timed test. If you need more time to finish the test, notify your teacher. If you are not sure of an answer to a question try these tips:

Get rid of the answers you know are not correct and choose among the rest. Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have been given to choose from. If you get stuck on a question, skip it and come back later. It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions. AFTER THE TEST

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Before you turn your test in, check it over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice. Make sure you have marked an answer for every question, even if you had to guess. Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks.

ADDITIONAL INFORMATION on mathematics assessment may be obtained by contacting Cathy Brown, Assessment Specialist, (email [email protected] )

2000 ­ 2001 Sample Tests September 2000

BENCHMARK 1 (GRADE 3) MATHEMATICS SAMPLE TEST KEY 2000 ­ 2001 Test Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Number Correct 1 2 3 4 5 6 7 8 9 10 11 Correct Answer A A B A C C C C D D C D A C D A C C B A C C Score Reporting Category Algebraic Relationships Geometry Statistics and Probability Calculations and Estimations Measurement Geometry Measurement Algebraic Relationships Calculations and Estimations Statistics and Probability Measurement Statistics and Probability Algebraic Relationships Calculations and Estimations Geometry Measurement Algebraic Relationships Calculations and Estimations Geometry Statistics and Probability Calculations and Estimations Calculations and Estimations RIT score 198.8 201.5 · 204.3 207.3 210.5 214.0 218.0 ·· 222.8 229.1 239.1 248.6

CONVERTING TO A RIT SCORE RIT score Number Correct 153.0 12 163.0 13 169.3 14 174.1 15 178.1 16 181.6 17 184.8 18 187.8 19 190.6 20 193.4 21 196.1 22 Recommendations for Level Test Placement:

· Likely to meet Benchmark 1 Standards

·· Likely to exceed Benchmark 1 Standards

Students with 7 or fewer correct answers are likely to take Form A Students with 18 or more correct answers are likely to take Form C

Note: The sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment.

Office of Assessment and Evaluation Oregon Department of Education

Benchmark 1 Sample Test September 2000

BENCHMARK II (GRADE 5) MATHEMATICS SAMPLE TEST KEY 2000 ­ 2001 Test Item

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Number Correct 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Correct Answer

B D C A B D C A B B D B D D D D D B B C A A C C A D C

Score Reporting Category

Calculations and Estimations Geometry Measurement Algebraic Relationships Statistics and Probability Geometry Algebraic Relationships Statistics and Probability Measurement Calculations and Estimations Geometry Algebraic Relationships Statistics and Probability Measurement Geometry Calculations and Estimations Geometry Algebraic Relationships Statistics and Probability Measurement Calculations and Estimations Calculations and Estimations Measurement Statistics and Probability Algebraic Relationships Calculations and Estimations Calculations and Estimations RIT score 218.4 220.7 222.9 225.3 227.8 230.5 ·· 233.3 236.6 240.3 244.8 250.8 260.6 269.9

CONVERTING TO A RIT SCORE RIT score Number Correct 169.0 15 178.8 16 184.9 17 189.5 18 193.3 19 196.6 20 199.6 21 202.3 22 204.8 23 207.2 24 209.5 25 211.8 26 214.0 27 216.2 · Recommendations for Level Test Placement:

· Likely to meet Benchmark II Standards

·· Likely to exceed Benchmark II Standards

Students with 8 or fewer correct answers are likely to take Form A Students with 21 or more correct answers are likely to take Form C

Note: The sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment.

Office of Assessment and Evaluation Oregon Department of Education Benchmark 2 Sample Test September 2000

BENCHMARK III (GRADE 8) MATHEMATICS SAMPLE TEST KEY 2000 ­ 2001 Test Item

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Number Correct 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Correct Answer

B D D D D A B B A B D D A D C B A D D B C C B D A C D

Score Reporting Category

Algebraic Relationships Geometry Calculations and Estimations Measurement Statistics and Probability Calculations and Estimations Measurement Algebraic Relationships Geometry Calculations and Estimations Measurement Statistics and Probability Algebraic Relationships Geometry Calculations and Estimations Measurement Statistics and Probability Algebraic Relationships Geometry Calculations and Estimations Measurement Statistics and Probability Algebraic Relationships Geometry Statistics and Probability Calculations and Estimations Calculations and Estimations RIT score 233.6 235.7 237.9 240.1 ·· 242.5 245.0 247.8 250.9 254.5 259.0 264.9 274.6 283.9

CONVERTING TO A RIT SCORE RIT score Number Correct 186.1 15 195.8 16 201.7 17 206.2 18 209.9 19 213.0 20 215.8 21 218.4 22 220.8 23 223.0 24 225.2 25 227.3 26 229.4 27 231.5 · Recommendations for Level Test Placement:

· Likely to meet Benchmark III Standards

·· Likely to exceed Benchmark III Standards

Students with 8 or fewer correct answers are likely to take Form A Students with 20 or more correct answers are likely to take Form C

Note: The sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment. Office of Assessment and Evaluation Oregon Department of Education Benchmark 3 Sample Test September 2000

C.I.M. BENCHMARK MATHEMATICS SAMPLE TEST KEY 2000 ­ 2001 Test Item

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Correct Answer

B C B D D D B A D D B A A B D A C C C D C D C B A

Score Reporting Category

Measurement Calculations and Estimations Statistics and Probability Algebraic Relationships Algebraic Relationships Calculations and Estimations Measurement Statistics and Probability Algebraic Relationships Geometry Calculations and Estimations Measurement Statistics and Probability Algebraic Relationships Calculations and Estimations Algebraic Relationships Geometry Measurement Statistics and Probability Algebraic Relationships Geometry Calculations and Estimations Measurement Statistics and Probability Geometry

Number Correct 1 2 3 4 5 6 7 8 9 10 11 12 13

CONVERTING TO A RIT SCORE RIT score Number Correct 189.2 14 199.1 15 205.2 16 209.9 17 213.8 18 217.1 19 220.1 20 222.9 21 225.5 22 228.0 23 230.4 24 232.8 25 235.2 Recommendations for Level Test Placement:

RIT score 237.6 240.0 · 242.4 245.0 247.8 250.7 ·· 254.0 257.8 262.4 268.5 278.3 287.7

· Likely to meet CIM Standards

·· Likely to exceed CIM Standards

Students with 8 or fewer correct answers are likely to take Form A Students with 20 or more correct answers are likely to take Form C

Note: The sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment.

Office of Assessment and Evaluation Oregon Department of Education

C.I.M. Benchmark Sample Test September 2000

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