Algebra II Alignment and Assessment

The development of the K-16 Mathematics and Science Curriculum Alignment Frameworks was a major accomplishment of El Paso MSP. The Algebra II framework, in particular, was developed to assist mathematics teachers in ensuring that high school Algebra II is aligned with the first year college mathematics course taken by entering college freshmen. To further this work, an Algebra II end-of-course exam was developed and piloted in Year Five of MSP. This year, the effort was brought to scale through the administration of the Algebra II Assessment to all Algebra II students in the Ysleta ISD. In preparation for the assessment, all Algebra II teachers in the district participated in professional development conducted by two postsecondary math faculty—one from UTEP and one from the El Paso Community College. They worked closely with two district mathematics specialists (one a former MSP Staff Developer). The Algebra II teachers attended one Fall orientation meeting and six Saturday sessions. To prioritize the work of aligning mathematics assessment, teachers were welcomed during the orientation meeting by the Superintendent.

The Algebra II exam was written to assess student learning of mathematics at different cognitive demands, and contains both multiple choice and constructed response items. To highlight the collaborative process and structure of the final exam, the first session focused on providing an overview of and rationale for the exam process, mathematical content, and pedagogical theory used to write the exam. The sessions also focused on having teachers gain understanding of mathematics cognitive demands and the use of the “academic language” of mathematics in both instruction and in writing test items to assess student learning. During the first three Saturday meetings, teachers were given four constructed response items, from their textbooks, to resolve, offer various solutions, suggest revisions, and identify the “academic language” of the mathematics they used during the experience. After revising the items, teachers worked the problems again and created scoring rubrics. Between the second and third Saturday sessions, teachers administered these items to the students in their Algebra II classes. On the third Saturday, teachers learned the scoring process and applied it to examine and score the student work. The process used to score student papers included learning how to calibrate scoring for constructed response items and how to prepare for scoring the Algebra II final exam.

In early May, 2008, the Algebra II exam was administered to all Algebra II students district-wide. Following the exam, teachers attended professional development sessions to learn how to score and calibrate the students’ constructed response items on the exam. The process included scoring each student exam three times, twice by two raters and a third time by an adjudicator. Each teacher was given the opportunity to be a rater of student work and also to adjudicate scores given by two raters. During these meetings, the teachers commented about the value of participating in the Algebra II assessment process, and identified ways for applying it to the classroom. The participants also talked about changes they will make in their lessons because of the process and content of the Saturday sessions, how they will revise and re-construct exams, and how they will be more deliberate about using the “academic language” of mathematics in their classrooms.

The Ysleta ISD will present the Algebra II assessment process and results during the district’s professional development week in August, 2008. In early May, 2009, Ysleta ISD will once again administer the Algebra II exam to all Algebra II students district-wide.