Welcome to Mathematics!

Math  

The Math Collection of Evidence returns for its third year of full operation.  The first submission for the 2014-2015 school year is scheduled for January 28, 2015.  Please read the COE Mathematics Guidelines and COE Policies before enrolling students in or using the mathematics COE.

To begin creating collections for your students, go to the "Submitting Your COE - Mathematics" section.

The Math Collection of Evidence Moodle is available for educators. Here, you will find additional information with an emphasis on classroom instruction including:  OSPI instructional math tasks for teacher use; education information; and networking with other educators in COE mathematics across the state.  In addition, we have begun work on our CCSS COE.  Check it out!

For more information on Math COE, please email coemath@k12.wa.us or
Kim Andersen
Mathematics COE Assessment Specialist
Office of Superintendent of Public Instruction
Kim.andersen@k12.wa.us

 

What's new? 

Retired Mathematics Inclusion Bank Tasks

On January 22, 2014 many Year 1 Inclusion Bank Tasks were retired and are no longer available to students beginning new collections in the 2014-2015 school year. These retired tasks are secure assessment material and are not available for instructional use. Some students/districts across the state have “banked” these tasks for submission during the 2014-2015 school year. If there are any paper copies in your district please shred them. If you have any questions please contact the OSPI COE Office: COE@k12.wa.us

 
The Mathematics Collection of Evidence (COE)

The mathematics COE is a legislatively approved option to the state high school mathematics assessment. The COE is one way a student can meet the requirements for graduation and the Certificate of Academic Achievement (CAA). A mathematics COE is a set of exemplary work samples that represent what a student knows and can do with respect to the mathematics strands and performance expectations for high school. These are the same skills and expectations assessed on the mathematics end of course exams (EOC). The COE is a performance assessment. The COE tasks consist of extended word problems which require a student to actively demonstrate what she knows and can do. The COE, like the EOC, is administered under the direction and supervision of an educational professional.


The required components of a mathematics COE
 
A sufficient mathematics collection must meet the following requirements:
• The collection consists of at least six and, at most, eight student work samples. The six to eight work samples or tasks, when completed, are submitted together and comprise a collection. All work samples must be tasks accessed from the inclusion bank and printed through the online system using a secure Education Data System (EDS) account.
• All mathematics work is to be completed by hand on the printed task forms provided
• Each strand must be represented at least twice with at least two different PE’s
• A minimum of two tasks must be chosen as on-demand tasks.
For more information see http://www.coe.k12.wa.us/Page/142.
Once completed, all tasks are compiled into the collection, an electronic matrix is completed through the EDS, and the original paper tasks are mailed (tracking method required) to the scoring center at ESD 113. Be sure to make a photocopy for retention at the district prior to sending. Additional information for District Assessment Coordinators can be found at http://www.coe.k12.wa.us/domain/25.


Eligibility to work on and submit a mathematics COE

A student who has already taken or is currently enrolled in an algebra/integrated 1 course may work on the year 1 mathematics COE. A student who has already taken or is currently enrolled in a geometry/year 2 course may work on the year 2 mathematics COE. A student may submit a COE after one attempt on the EOC exam in mathematics year 1 and/or in mathematics year 2. Students have the choice to submit either a mathematics year 1 or a mathematics year 2 COE, but may submit only one mathematics COE (per scoring cycle?).


Mathematics strands and performance expectations

The mathematics strands are broad statements that group the knowledge and skills students are asked to demonstrate in mathematics courses throughout their high school experience. There are three types of strands: content; process; and course specific. Performance expectations are more specific statements that fall within strands. Performance expectations describe what students should know and be able to do

The Mathematics Year 1 COE is designed to measure student understanding of the following content

1. Numbers, Operations, Expression and Variables
2. Linear equations and inequalities
3. Linear and Nonlinear functions
4. Data and Statistics.

 

The Mathematics Year 2 COE is designed to measure student understanding of the following content:

1. Logical Arguments and Proof
2. Applying Properties of Triangles, Proving and Applying Properties of 2-Dimensional Figures
3. Figures of a coordinate Plane and Measurement

Both Mathematics Year 1 and Year 2 COEs tasks assess process performance expectations involving reasoning, problem solving, and communication. These process performance expectations cut across content and can be applied to each of the strands and are embedded within the tasks.


A Mathematics COE task

A mathematics COE task is a mathematics problem set in a context that requires students to demonstrate their understanding of the Washington State mathematics standards by responding to constructed response items. A typical task requires 60 to 90 minutes for student completion. Mathematics tasks are available from the mathematics inclusion banks for Mathematics Year1 and Year 2. All tasks included in student collections must come from the mathematics inclusion banks. Inclusion bank tasks have been written and reviewed by teams of mathematics teachers and education professionals throughout the state. This process assures that tasks are aligned to our state mathematics standards, meet the required cognitive complexity, are unbiased, and assess the required strands and performance expectations.
 

An On-Demand Mathematics COE task

An on-demand task is one that a student completes independently in a single, continuous session while supervised by a teacher or other education professional. A student may use the Mathematics Formula Sheet (http://www.k12.wa.us/TestAdministration/FormsReports/pubdocs/EOCFSindv.pdf) while completing an on-demand task. A student may also use a calculator; however, the OSPI calculator policy must be followed (http://www.k12.wa.us/Mathematics/CalculatorPolicy.aspx). A student should not be allowed to leave and then return to complete the task later in the day or on another day. Mathematics collections must contain at least two on-demand tasks which cover at least two different strands in order to meet sufficiency requirements.


An Extended-Time Mathematics COE task

An extended-time task is one that a student completes independently, over more than one class period or session, while supervised by a teacher or education professional. Students may use the same tools they use for the on-demand tasks. The extended time task allows students the opportunity for independent reflection, editing, and revising, prior to submitting their final work sample to the collection. In between work sample development sessions/classes, professional educators will maintain all COE materials in a secured and locked location. All extended time tasks must be done under the supervision of the teacher or other education professional and are not to be taken outside the classroom or proctored testing environment. All COE tasks, whether completed as on-demand or as extended time, should be the sole work of the student.


The Mathematics COE Inclusion Bank

There are two COE Mathematics Inclusion Banks: Year 1 (Algebra1/Integrated 1) and Year 2 (Geometry/Integrated 2). An inclusion bank is a collection of performance based assessments measuring students’ knowledge of mathematics content in Year 1 and Year 2 high school mathematics. Teachers may download these tasks for use as on-demand or extended time tasks through the secure EDS system. These tasks developed through OSPI by Washington State educators are the only tasks allowed on the mathematics COE.
 

Preparation for administration of the math COE in the classroom

• Room preparation: Remove or cover any aids or prompts that might potentially assist students in answering questions on an inclusion bank task. Please refer to classroom preparation for Mathematics EOC p. 44 ACM http://www.k12.wa.us/TestAdministration/Instructions/default.aspx
• Materials preparation: The only materials allowed are the task, pencil, calculator (in test mode), and formula sheet. Please refer to EOC Mathematics guidelines and calculator policy p.37 ACM http://www.k12.wa.us/TestAdministration/Instructions/default.aspx
• Proctors: A student is always proctored by district staff for on-demand and extended time COE assessments. Please refer to the Spring EOC DFA p. 9-10 http://www.k12.wa.us/TestAdministration/Instructions/default.aspx
• Assessment Materials: COE inclusion bank tasks are secure state test materials. These are never left unattended by district staff. As the COE allows for multiple opportunities to test (unlike the EOC) these materials must be kept in a secure location between administration sessions.
 

English Language Learners

English language learners taking the mathematics collections of evidence may be assessed in their native language. These students may receive an oral presentation of the inclusion bank tasks and prompts from human readers or a word-to-word translation device to read directions, stimuli, and questions to the student in his/her native language. For the mathematics assessments, the oral presentation will include the human reader translating as closely as possible all stimulus materials, i.e., mathematics problems, test questions and answer choices.

English language learners may also use bilingual word-to-word dictionaries in generating their responses. Bilingual word-to-word dictionaries will not include synonyms or definitions that would aid the student with identifying or generating correct responses. All responses must be written in English.

Teacher assistance on the mathematics COE assessment

For all COE tasks, as with the EOC exams, there is no teacher assistance allowed during the testing session. Appropriate teacher assistance is the timely teaching to the Washington State Mathematics standards which prepares students to take the COE assessment, just as teachers would prepare students for the EOC exam. For the Mathematics COE, it is expected that teachers will assist with concept development and will not teach directly to any particular inclusion task, use any part of a task to illustrate a point, or replicate any task in part or in its entirety. In addition, teachers should build mathematic academic vocabulary and concept development through planned instructional activities to prepare students for the mathematics COE.  As the Collection of Evidence is assessed over time, teachers are allowed to keep a copy of inclusion bank tasks to guide and frame their instructional planning; additionally, teachers may review student tasks outside of classroom and/or student contact time to further guide instructional decisions. These tasks are not to be shared and are securely stored. See test security acknowledgement at:  http://www.coe.k12.wa.us/domain/14  No specific feedback or reference to student work is ever shared with students.  Refer to test security acknowledgement:  http://www.coe.k12.wa.us/domain/14   All responses, whether extended or on demand tasks, are to reflect the individual work of the student in a proctored testing environment. Refer to test administration and security. http://www.coe.k12.wa.us/Page/271

Scoring the mathematics COE

Scoring involves reading and assigning scores to each work sample by trained, professional scorers. The scoring training process has been developed to maintain consistency, reliability, and validity within and across scoring events. Scorers assign a score to indicate the quality of student work using a four point, task-specific scoring rubric for each question. Each mathematics COE task is independently scored. The total collection score is determined by using a best works model which assigns the two highest scores from each strand while also including a score from each of two on-demand samples. Districts receive only one total score for a student collection. Strand scores are not provided.
 

Proficiency on the mathematics COE

Similar to the mathematics EOC, proficiency on a mathematics COE means that the work samples demonstrate a level of student performance that reflects what a high school student should know and be able to do in a specific high school mathematics course according to the content standards and performance level descriptors (http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx). For the mathematics year 1 COE, the cut score is 24, meaning that scores from 24 to 32 meet standard. For the mathematics year 2 COE, the cut score is 14, meaning that scores from 14 to 24 meet standard.

 
Subsequent COE Submissions

Students through age 21 who do not meet proficiency are eligible to submit subsequent COE in all content areas. Refer to the policy section for details regarding this submission process.

 
Mathematics Moodle

OSPI maintains a Moodle server. The Moodle provides a virtual space for teachers to share ideas about the mathematics COE, along with information and updates. Users must create an account in order to log in to some sections of the Moodle. The link is http://moodle.ospi.k12.wa.us/course/view.php?id=44.

 
The Moodle server provides teachers with a number of resources that can be divided into two areas:

• Resources and Up-to-Date Information – The latest information regarding the Mathematics COE is published on the Moodle on a regular basis, from upcoming webinars to information related to tasks and task development. The Moodle also provides links to the latest resources for classroom teachers from the state, region, and nation.
• Courses and Professional Development – Self-directed courses are available for teachers in areas of task writing, task review, and coursework materials.
• Ongoing information on the developing CCSS Mathematics COE.


 
Instructional tasks

You will find instructional tasks aligned to the 2008 standards on the Mathematics Moodle (http://moodle.ospi.k12.wa.us).

These tasks have been prepared by groups of Washington State teachers and are currently available for instructional use in the classroom. Teachers may download these specific tasks, alter them as desired, and use each to best meet the needs of their individual students.

 
Calculators and other tools on the mathematics COE

The mathematics COE calculator policy is the same as for the EOC. Please review the policy at this link: http://www.k12.wa.us/Mathematics/CalculatorPolicy.aspx. Additional tools allowed on the mathematics COE are the same as those allowed on the EOC: a straight edge, compass, and formula sheet. No other tools are allowed.

 
Online COE options

The mathematics COE is not available online. Teachers must use the Education Data System (EDS) to enroll their students in a COE group and download the secure COE assessments. When submitting a collection please fill out the electronic matrix, print the tasks, and mail the completed collections to ESD 113. Instructions for enrollment and submission are on the COE webpage at http://www.coe.k12.wa.us/domain/25.

 
What TO DO when teaching or preparing students for the mathematics COE:

• Provide instruction in both content knowledge and process skills in mathematics at the high school level
• Include conceptual development, general vocabulary, and academic vocabulary appropriate for student success in completion of high school level mathematics tasks (word problems) based on the Washington mathematics performance expectations
• Visit the mathematics COE webpage http://www.coe.k12.wa.us/domain/31 and mathematics Moodle (http://moodle.ospi.k12.wa.us to familiarize yourself with the COE content, procedures, and expectations.
• Use examples and contexts other than those in the inclusion bank tasks when teaching the concepts that will be assessed in the tasks.
• Use only teacher-developed tasks or the instructional tasks available on the Mathematics Moodle when preparing students for the COE assessment.