Carly+Jane+Hug

Their Student’s Performance On The High School Proficiency Assessment Test ** ** By Carly Hug
 * Helpful Resources for High School Teachers To Improve

**    //The focus of this wiki is to help high school teachers who are faced with students who will be taking the HSPA test during their junior year of high school. This wiki identifies possible resources, websites, and books, which teachers can use in their day-to day instruction to help their students prepare themselves for the March test. The resources focus on the four clusters, especially the geometry/spatial sense and data analysis portion of the HSPA test, with many activities and ideas on how to familiarize the students with the content. In addit ion, I provide some interactive online sites that students can use both in school and at home for reinforcement of the skills required for the test.//

**  Books:  **

 Arendt, Eileen D (2008). Barron's HSPA New Jersey Math. Hauppauge, NY: Barrons Educational Series, Inc.

New Jersey secondary teachers preparing students for the math section on the administered HSPA test will find up to date preparation in this manual. It offers a diagnostic pre-test and a full-length practice test with answer keys. It also includes extensive review of all math topics: Data Analysis, Probability, Statistics and discrete math, and patterns, functions, and algebra. Topic reviews include additional questions with answers.

I am using this source because I think it’ll help me show the teachers in my department what types of questions will be asked in regards to the two areas students have been struggling in. Teachers would be able to take those problems off of the practice exams and identify the content area covered and therefore make sure that information is being covered in the curriculum prior to the testing dates.

 Glatzer, David & Joyce (2001). Preparing for the NJ HSPA. New York, NY: AMSCO School Publishing Inc.

This book offers a description of the HSPA test and what should be expected on the test. It identifies the content areas covered in each of the four clusters and reviews all concepts with sample problems for each subject. There are notes for the main topics that are covered on the test as well. At the end of the informational part of each section, there are practice examples for each section as well as singular and comprehensive assessments on one or more of the clusters.

I am using this source because this book allows students to take one cluster at a time and review the knowledge that is covered in each of them prior to doing any problems. In addition, the comprehensive assessments allow the students to practice their understanding in a scaffolding approach (one cluster at a time, then add another one more, and so on). In other words, take one step at a time and do not bombard the kids with too much too quickly.

**  Educational Study: **

 Bozick, Robert and Steven Ingels (January 8, 2008). Mathematics Course taking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002. 2008319, Retrieved October 27,2008, from http://nces.ed.gov/PUBSEARCH/pubsinfo.asp?pubid=2008319

This report documents and examines the relationship between the number and types of math courses taken in the 11th and 12th grade and growth in mathematics proficiency over the same time period. Using data from the Education Longitudinal Study of 2002 the analysis identifies the course taking sequences most prevalent among contemporary high school students in their junior and senior years, socio-demographic characteristics of the students who follow these course sequences, and the association between specific courses and course sequences and mathematics gains over the last two years of high school. Because most students (94 percent) entered the second half of high school with a mastery of basic mathematics skills such as simple arithmetic and operations, most learning during this time was in intermediate-level mathematics skills and concepts. For example, the percentage of students with an understanding of simple problem solving skills grew from 53 to 65 percentage points over the two-year period. In terms of learning in specific content areas, the largest gains in intermediate skills such as simple operations and problem solving were made by those who followed the geometry–algebra II sequence. Students who took pre calculus paired with another course made the largest gains in advanced skills such as derivations and making inferences from algebraic expressions. Students who took one mathematics course or no mathematics courses during their last 2 years made the smallest gains. I am using this source because I think it will help in identifying those students who are not learning the desired information for the HSPA test. As teachers we can look over the results of the study and relate it to our students. I am aware, that those students who follow the slower route of fundamentals do not cover all the information needed for the HSPA exam and so that may be a reason why some students are not performing well on the test. This study may point out useful information that we can then connect to the performance of the students who attend our school and what changes need to be made.

** 

Websites: **

 Deubel, Dr. Patricia (September 7, 2008). Standardized Test Preparation and Tips for Success. Retrieved October 27, 2008, from http://www.ct4me.net/Ohio_Graduation_Math_Test_Prep.htm

Computing Technology for Math Excellence is devoted to resources for teaching and learning mathematics (K-12 and calculus) and the standards movement in education. Math resources include links to sites for basic skills mastery,problem solving and critical thinking,using data, homework assistance, games, simulations, virtual math manipulatives, project-based learning, field trips for math, standardized testing, and more. Over 70 software products that have potential to raise achievement levels of students are included. This website is linked to the Ohio graduation requirement for high school students. CT4ME has identified resources related to each benchmark of the Ohio Mathematics Academic Content Standards that students should have mastered by the end of the grades 8-10 program. In this site, you will find Web resources for reviewing the concept and practice problems. Students should be able to review on their own using these resources.

I am using this source because even if you are not an Ohio educator, these resources can still benefit your test prep efforts, as benchmarks in other states. There are test preparation documents that can be downloaded for students and teachers to use. There are also links to the Glencoe series of math books (which are used in most school’s curriculums, including mine) and links to practice problems relating to each content area.

<span style="color: rgb(11, 137, 26)"> Hills, Catherine (1986). Improving Mathematics Skills Assessed on the High School Proficiency Test: Computation of Percents. 00-00, from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detail

This source aims to provide teachers of grades 7, 8, and 9 with a variety of instructional activities and strategies that identify student difficulties in computing percents and teaching the skills needed for that cluster on the mathematics part of the New Jersey High School Proficiency Test (HSPT). Sections include: (1) "Concepts" (containing 10 activities with sample items from the HSPT and evaluation sheet); (2) "Computation Skills" (providing five activities with sample items and evaluation sheets); and (3) "Computation Applications" (presenting 12 activities with evaluation sheets). Each activity is accompanied by objectives, materials, procedures, extensions, and worksheets. Twenty references are listed.

I am using this source because I think it will help the teachers in my department teach the necessary skills needed for the geometry and data analysis part of the HSPA test. The activities provided will enable the teachers to take a non-traditional approach to teaching the content rather than just lectures style. Being that student’s know-a-days learn in different ways, interactive activities may be aiding to the needs of all student learning and not just one type of learner.

<span style="color: rgb(10, 107, 5)"> McAsh, Kevin (October 18, 2008). Links to Learning. Retrieved October 27, 2008, from http://www.linktolearning.com/math.htm

This website offers links to other websites with online activities on: number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. The links lead students and teachers to interactive sites to learn about the subject matter.

I am using this source because I find this site very helpful for geometry. I have noticed that many of my geometry students struggle with some of the 3-D concepts when they are only using paper and pencil. For example, this site enables students to learn about different types of transformations in a 3-D sense and students may find this easier to visualize rather than having to do it all on paper. <span style="color: rgb(10, 123, 28)"> <span style="color: rgb(10, 123, 28)"> National Council of the Teachers of Mathematics (2008). High School Resources. Retrieved October 27, 2008, from  http://www.nctm.org/profdev/content.aspx?id=11698

<span style="font-family: Verdana,Arial,Helvetica"> This website offers links to high school resources: online articles on teaching data analysis and geometry/spatial sense. In addition, it has many links to online activities that can be used within the classroom. This site is available to all those who are members of the National Council of Teachers of Mathematics. I know that some schools pay for each member of the department to be a member for the school year.

I am using this source because I think it will help me show teachers ways to go about teaching some concepts that may otherwise be difficult to get across in an understandable manner. The articles present activities that teachers can use in their day-to-day instruction. One idea is to have all teachers who teach a certain subject, such as geometry, take a lesson and use the activity from the website. The teachers can then reconvene and critique if they felt the student actually understood what was taught. <span style="color: rgb(7, 146, 30)"> (2006). NJ Department of Education. Retrieved October 27, 2008, from High School Statewide Assessment Web site: http://www.state.nj.us/education/assessment/hs

This government website gives a brief history of the high school proficiency test. The site also gives state summaries from the March 2007 test, including an executive summary breaking down the statistics for each of he clusters and giving a demographic breakdown in terms of performance. There is specific information for each of the content clusters with practice examples and answer write-ups for students to follow. The site also supplies links to download two helpful study guides: a booklet to the math open-ended questions and a study guide booklet with actual questions and correct answers to questions presented on the March 2006 test. The math open-ended booklet has descriptions of each of the possible score values that students can earn on each of the given test problems. There are also sample responses that students have given on past tests with the point values they earned for their answers.

I am using this source because I think that it offers a variety of useful tools for a teacher who is teaching those students who will be taking the HSPA test, or for a student who will be taking the test. The open-ended sample responses with points earned allows students to see what type of response would get them full points or minimal points earned. Teachers would then be able to really dissect word problems and identify with the students necessary and unnecessary approaches to solving the problems.

<span style="color: rgb(5, 153, 35)"> Pristow, Rudy (2007). High School Math Proficiency Examination. Retrieved October 27, 2008, from http://www.pristowwweb.com/test/html

This site offers 60 multiple-choice HSPA questions that can be electronically entered to see the score the student would receive. The student’s answers are directly sent to Rudy Pristow, who will check them and send back the results. He also gives explanations for those answers that were incorrect. This interactive tool is a great way to have the students practice their knowledge base and get their results back immediately. It also enables him/her to see where he/she made mistakes and how to fix them.

I am using this source because I think it’ll help in identifying areas that teachers need to focus more on the curriculum. Please be aware that I am not referring to “teaching to the test.” Here are my thoughts: Teachers can sign up for the computer labs and have their students all take the interactive online practice test during one or two of their class periods. Once the students are done the teacher can look over their results and identify areas where more focus needs to be placed on the curriculum and if necessary go back and re teach the material so that the students get a better grasp of it. The students can then take the exam again in a few weeks and see if the results improve. If only a few students remain who are still struggling, then a teacher can work one on one with those students up until the test date to make sure thy are learning the content. <span style="color: rgb(6, 137, 41)">

<span style="color: rgb(6, 137, 41)"> Smorodin, Calla (1985). High School Proficiency Test Skill Array: Mathematics. 09-00, Retrieved October 27,2008, from  http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detai

This booklet is designed to acquaint teachers with mathematics skills tested on the High School Proficiency Test in New Jersey. In this book, there is a report of the mathematics committee which helped develop the test; the listing of the mathematics skills tested; the description of the conditions and context in which each skill is assessed; the actual test items from the 1983-84 and the 1984-85 tests; and a listing of mathematics skills assessed and the page numbers where those skills are taught in 14 commonly used textbooks. The booklet can be used in lesson planning and preparation of materials to ensure coverage of all skills. Test items can be used to model the context in which the skills will be assessed and serve as a pre- and post-evaluation instrument. The skills listed can be traced through the school's textbook series to determine if all skills are taught, the extent of coverage each skill receives, and the continuity from one grade to another. Computation with fractions, decimals, and percents; number concepts; measurement and geometry; pre-algebra; and problem solving are the skills assessed on the test.

I am using this source because I think it will help me relate the content to the curriculum. The booklet references actual textbooks that are used within my school to teach courses. Those teachers who teach the same content areas can sit down and identify practice problems that they can then work on with their students to identify areas the students may not be performing proficient in. Using actual test questions will enable the students to see the format of questioning on the test, and make them feel more comfortable so that when it comes time for the test the students know what to expect.


 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular">

|| <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular"> <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular"> <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular"> || <span style="display: block; font-size: 170%; color: rgb(0, 20, 255); text-align: center">Leading to student learning, improvement, and success!!! <span style="font-size: 120%; color: rgb(21, 0, 255); text-align: center; display: block">