1c PPT OGAPOverview

Vermont Mathematics Partnership Ongoing
Assessment Project (OGAP) Overview
Vermont Mathematics Partnership

www.vermontmathematics.org
Created by the Vermont Mathematics Partnership funded by The National Science Foundation (Award Number EHR-0227057) and the US 1
Department of Education (S366A0200002)) October 2008
What we are going to do today…

• Engage in an overview of OGAP and its
underlying principles
• Engage in an activity about formative
assessment
• Engage in research related to the structures of
proportionality questions and their impact on
student performance
• Become familiar with some of the OGAP
materials, processes, and resources
1
VMP OGAP Design Team members
involved in fraction development Active OGAP National Advisory Board
• Leslie Ercole, VMP
• Linda Gilbert, Dotham Brook School • Mary Lindquist, Callaway Professor of
Mathematics Education, Emeritus; Past President
• Kendra Gorton, Milton Elementary School of the National Council of Teachers of
• Steph Hockenbury, Chamberlin School Mathematics
• Beth Hulbert, Barre City Elementary and
Middle School
• Amy Johnson, Milton Elementary School
• Ed Silver, University of Michigan
• Bob Laird, VMP
• Ted Marsden, Norwich University • Judith Zawojewski, Illinois Institute of
• Karen Moylan, Former VMP Technology
• Cathy Newton, Dotham Brook School
• Susan Ojala, Vermont Mathematics Initiative
• Marge Petit, Marge Petit Consulting, MPC
• Regina Quinn, VMP
• Loree Silvis, VMP
• Corrie Sweet, Former VMP
• Tracy Thompson, Ottauquechee School
• Jean Ward, Bennington Rutland Supervisory
Union
• Rebecca Young, Hardwick Schools
Plus over 250 Vermont and Alabama teachers and

about 5000 students who participated in OGAP
Exploratory Studies in 2004 and 2005, and 2006 -
2007 and 2007-2008 roll-outs.
Sources of Evidence and Interactions

Design Committee – school based leaders and teachers, assessment expert, a mathematician
(distillation of hundreds of research articles used as the foundation of OGAP tools and resrouces0
2004 Study
2005 Study
revisions
revisions
Cogni National Advisory Board

tive
3
0
2 Labs 0
2 4 0
2 5 0
2 06
2 0
2 7 8
Sub-studies
and
Exploratory Studies Scale-up in Vermont and
Purpose: to refine revisions Alabama (Interaction with over
tools, and processes, 200 educators (over 4000
OGAP professional students) in Vermont and
development. Alabama.
Artifacts and Analyses Artifacts

• Mentor observations • Materials feedback
• Student work archives (over 30,000 pieces) • Samples of student work
• Teacher logs linked to student work • Unit plans (teacher leaders)
• Post Surveys • Teacher action research
• Interviews • Post Surveys
• Teacher background surveys • Teacher background surveys
• Post focus forum • Pilot teacher assessment
• Student retention study (8 months later) •Advisory Board
• Follow-up
Created by the Vermont surveys
Mathematics (8 months
Partnership fundedlater)
by The National Science Foundation (Award Number EHR-0227057) and the US 4
2
The VMP Ongoing Assessment Project (OGAP)
was developed to respond to two needs:
1) To improve student learning in mathematics for all

students as it relates to state and national learning
expectations.
2) To provide quality instructional information as

students are developing their understanding of
concepts so that interventions for a class as a whole
or for individuals can be made “on time.”
And supported by a need in Classroom

Observations and Interviews Showed that
(VMP 2003)
• Teachers rarely monitored students’ understanding - prior to or during
instruction.
• Teachers believed that students had adequate prior knowledge for the
lesson - and that if they did not, it was mostly due to low ability - innate
deficiencies.
• Teachers believed that students in the class were learning what the
teacher was intending to teach – usually based on the responses of a few
students.
• Teachers were often surprised and frustrated when students did poorly
on subsequent assessments.
• Teachers attempted to use large scale assessment information to inform

instruction and were quickly frustrated
3
Four Principles that Guided
OGAP Thinking, Work, and
Products
Principle # 1: Build on pre-existing

knowledge (How People Learn, National Research
Council (2000))
Principle # 2: Learn (and assess) for

Understanding (Adding it UP! National Research
Council, 2001)
Principle # 3: Use Frequent Formative

Assessment (NRC, 2003) and Black and Wiliam (1998))
Principle # 4: Build Assessment on

Cognitive Research (Knowing What Students Know,
National Research Council (2000))
4
Principle # 3: Use Frequent Formative Assessment
(NRC, 2003) and Black and Wiliam (1998))
Examples: Non-examples:
Features that distinguish formative assessment from summative

assessments:
What do researchers say about

formative assessment?
Black and Wiliam (1998) conducted a review of more than
250 articles and books.
• Learning gains from systematic attention to formative assessment

are larger than most of those found for any other educational
intervention.” (NRC, 2003, page 13)
• Many of the studies reviewed show that improved formative

assessment helps low achievers more than others, thereby reducing the
spread of attainment while also raising achievement overall.
5
Principle # 3: Use Frequent Formative Assessment
(NRC, 2003) and Black and Wiliam (1998))
Vermont Mathematics Partnership

Ongoing Assessment Project
(OGAP)…
……One Formative
Assessment Strategy
OGAP is an intentional and systematic

approach to formative assessment
involving:
• Gathering information about pre-
existing knowledge through the use Fractions
of a pre-assessment; Multiplicative Reasoning
Proportionality
• Analysis of pre-assessment to guide
unit planning; and
• A continuous and intentional
system of instructing, probing with
instructionally embedded questions,
analysis, and instructional
modification.
6
Cognitive Research
Articles
Principle # 4: Build
Assessment on Cognitive
Research (Knowing What
Students Know, National
Research Council (2000)) Distilled and
used to …
… interpret student
… develop short focused items
work and inform
(and bank of items) designed to
instruction.
elicit developing
understandings, common errors,
preconceptions, or
misconceptions.
Teachers say – that knowledge of research coupled with tools

and resources sensitive to the research helps them …
• Understand the purposes of activities in

math programs;
• Understand evidence in student work used
to inform instruction;
• Strengthen and focus first wave instruction;
• Respond to evidence in student work as
instruction proceeds.
7
It is not formative assessment alone OR
knowledge of cognitive research
alone…
…but the marriage of the

two that empowers teachers
Understand evidence
in student work used
to inform instruction
…understanding the
Going beyond instructional implications
celebrating different of the strategies and
strategies TO… taking action
8
One tricycle has three wheels. Transitional
How many wheels do 29 tricycles have? Multiplicative
Strategy
Write an equation to match this picture.
Additive Strategy
Multiplicative Strategy
Farmer Brown donated 7 dozen
eggs to the senior center.
How many eggs did he donate?
OGAP Proportionality Framework
Structures of Problems
Mathematical Topics Other Structures

And Contexts
Evidence in Student Work to Inform Instruction
Proportional Transitional Non-proportional Underlying

Strategies Proportional Reasoning Issues, Errors,
Strategies Misconceptions
9
MMSTLC Fall 2008 OGAP Workshops
Day 1 (October): Focused on structures of

problems in preparation for administering
OGAP pre-assessment.
Day 2 (December): Focused on evidence in

student work, analyzing pre-assessment and
instructional implications.
10

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Vermont Mathematics Partnership Ongoing

Assessment Project (OGAP) Overview

Vermont Mathematics Partnership

What we are going to do today…

Plus over 250 Vermont and Alabama teachers and

Sources of Evidence and Interactions

Cogni National Advisory Board

Artifacts and Analyses Artifacts

1) To improve student learning in mathematics for all

2) To provide quality instructional information as

And supported by a need in Classroom

• Teachers attempted to use large scale assessment information to inform

Principle # 1: Build on pre-existing

Principle # 2: Learn (and assess) for

Principle # 3: Use Frequent Formative

Principle # 4: Build Assessment on

Features that distinguish formative assessment from summative

What do researchers say about

• Learning gains from systematic attention to formative assessment

• Many of the studies reviewed show that improved formative

Vermont Mathematics Partnership

OGAP is an intentional and systematic

Teachers say – that knowledge of research coupled with tools

• Understand the purposes of activities in

…but the marriage of the

OGAP Proportionality Framework

Mathematical Topics Other Structures

Evidence in Student Work to Inform Instruction

Proportional Transitional Non-proportional Underlying

Day 1 (October): Focused on structures of

Day 2 (December): Focused on evidence in

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