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 only after two attempts 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.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 End of Course (EOC) exam 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 EOC exam 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. The calculator policy for the EOC applies to the COE and can be found at: (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 bases assessments measuring students’ knowledge of mathematics content in Year 1 and Year 2 high school mathematics. Teachers may print these tasks through the COE online 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 writing, mathematics, and biology 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 writing, mathematics, and science assessments, the oral presentation will include the human reader translating as closely as possible all stimulus materials, such as science scenarios, mathematics problems, test questions, writing prompts, 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 testing. 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 entirety. In addition, teachers should build mathematic academic vocabulary and concept development through planned instructional activities to prepare students for the mathematics COE. All responses, whether extended or on demand tasks, 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/271Scoring 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.Augmentation of the mathematics COE
When a student comes close to meeting standard on a mathematics year 1 or year 2 COE, he/she is eligible to submit an augmented collection. The augmentation eligible band for mathematics year 1 is 22 to 23 points and for mathematics year 2 is 12 to 13 points. Districts are notified by OSPI when a student is augmentation eligible. Eligible students may submit the augmentation collection in any subsequent submission window. Augmented collections must contain exactly four new work samples that provide examples of every strand. On-demand work samples are not required in an augmented collection. Students may choose to submit part or all of their augmentation collection work samples as on-demand. Should the student choose to submit new on demand work samples, these samples may replace the original on-demand work samples if the score is higher. These new on-demand work samples would then count in the determination of the final score for the collection.
When the augmentation work samples earn higher scores than the original work samples, the student earns additional points. When a student earns enough points as a result of the augmentation, the collection meets standard. 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 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. Instructional tasks
You will find instructional tasks 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 tasks, alter them as desired, and use 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
Teachers must use the online COE system to enroll their students in a COE group and print the secure COE assessments. Instructions for enrollment and submission are on the COE webpage at http://www.coe.k12.wa.us/domain/29
.Third mathematics credit
Many districts choose to form mathematics COE courses as a possible third credit in mathematics and part of a student’s possible mathematics choices to complete graduation requirements. If a district chooses to count a COE class for the third mathematics credit, the following conditions must be met:
1. The class is a rigorous high school level mathematics class (Algebra 1 or beyond)
2. The class is NOT the same as the original mathematics class (Algebra 1/Integrated 1 or Geometry/Integrated 2)
For additional information on mathematics course credits, see the State Board of Education website, http://www.sbe.wa.gov/documents/FAQMathCreditRule.pdfWhat 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.