Prepare Your Students for ASK

Testing Dates
Fourth Grade
 March 10,11,12,13,14 2007
Regular Testing (Language Arts Literacy Days 1 and 2, Mathematics 1 and 2, Science)
 
Content and Format 

• The fourth-grade mathematics assessment will take two days
• The mathematics assessment includes both multiple choice and open-ended questions that engage students in mathematical processes within the five strands of the mathematics Core Curriculum Content Standards
  • Number and Numerical Operations
  • Geometry and Measurement
  • Patterns and Algebra
  • Data Analysis, Probability, and Discrete Mathematics
  • Mathematical Processes  (similar for all grades; use content appropriate for that grade level)
• The assessment committee that designed the test assumed that students would have access to and use regularly at least a four-function calculator.
  • In some sections of NJ ASK, students will be asked to solve computation and estimation problems without the use of a calculator.
  • For most sections of the test, however, students will use a calculator to complete their work.
    Teachers should make certain that students use the calculators they regularly use in their instructional program.
  • Teacher directions in the Examiner Manual will specify when students may use a calculator.
• Several of the questions on the mathematics component of NJ ASK assume that students are familiar with various commonly used manipulatives, including but not limited to the following:
  • Base ten blocks 
  • Coins
  • Geoboards 
  • Graph paper
  • Multi-link cubes 
  • Number cubes
  • Pattern blocks 
  • Pentominoes
  • Rulers 
  • Playing cards
• While students in the early grades are expected to have a basic familiarity with the various pattern-block shapes (including the triangle, rhombus, square, parallelogram, trapezoid, and hexagon), They will not be expected to demonstrate a theoretical understanding of the parallelogram, trapezoid, and rhombus until grade 5.
  • For both NJ ASK3 and NJ ASK4, however, students should be able to use these shapes to create patterns or to fill part of a shape.
  • Students should be able to work with simple maps and with displays of data such as pictographs, bar graphs, pie charts, T-charts, tables, and tally sheets.
  • Students should also be familiar with concepts of measurement and the common units used to determine length, area, volume, weight, capacity, time, and temperature.
• Some of the terms or vocabulary that students should know:
  • area
  • average
  • combinations
  • congruent 
  • diagram 
  • expression
  • flip
  • grid
  • line of symmetry
  • mean
  • pattern
  • perimeter
  • place value
  • probability
  • properties
  • right angle
  • slide
  • symbol
  • turn.
     

NJ Ask Purpose

•The NJ ASK serves the assessment needs of the State’s public schools.
•This assessment represents the first stage of the Department’s plans to meet NCLB.
•The federal law requires states to use tests as a way of determining the performance levels of the schools.
•The tests are designed to assess how well students are learning the knowledge and skills called for by the State’s standards
•The NJ ASK is designed to give your school information about how well students are achieving in the areas required by the State’s Core Curriculum Content Standards (CCCS).
•The CCCS determine what students should know and be able to do at a certain grade level.
•The CCCS were revised in 2002 and were developed by teachers and other education professionals from New Jersey.
The NJ ASK assesses Core Curriculum Content Standards in mathematics
 

Standard 1 – Number and Numerical   Operations
•Number Sense
•Numerical Operations
•Estimation

Standard 2 – Geometry & Measurement
•Geometric Properties
•Transforming Shapes
•Coordinates of Geometry
•Units of Measurement
•Measuring Geometric Objects

Standard 3 – Patterns and Algebra
•Patterns and Relationships
•Functions
•Modeling
•Procedures

Standard 4 – Data Analysis, Probability, and Discrete Mathematics
•Data Analysis (Statistics)
•Probability
•Discrete Mathematics – systematic listing and counting
•Discrete Mathematics – vertex-edge graphs and algorithms

Standard 5 – Mathematical Processes
•Problem Solving
•Communication
•Connections
•Reasoning
•Representations
•Technology

Questions - The NJ ASK has two major types of questions

• Multiple choice – the children are asked to choose one correct answer from among four choices
  • Multiple choice questions add much to the reliability and consistency of the test because many good questions that focus on a broad range of skills can be answered in a short span of time
  • MC questions are objective and do not require scoring by trained professionals.
• The second type of question is the open-ended question.
  • Children will answer these questions with short or long written responses
  • The advantage of this type of question is that it allows the children to express what they know about each question in their own words.
  • Students may also present their response using diagrams, graphics, and/or pictures
  • New Jersey has many years of experience in developing and scoring this type of question.

  NJ ASK 4 contains a total of 37 items

  • 32 multiple choice items, which include 8 non-calculator multiple choice items
  • Each multiple choice item is each worth 1 point, the non-calculator items are each worth ? point
  • Total points for multiple choice items is 28
  • NJ ASK 4 contains 5 open-ended items worth 3 points each for a total of 15 points
    •Total points on the NJ ASK 4 is 43

  Percentages of items

  • 30.232% (13) of the points on the NJ ASK 4 assess Number and Numerical Operations
  • 23.256% (10) of the points on the NJ ASK 4 assess Geometry and Measurement
  • 23.256% (10) of the points on the NJ ASK 4 assess Patterns and Algebra
  • 23.256% (10) of the points on the NJ ASK 4 assess Data Analysis, Probability, and Discrete Mathematics

Each open-ended item has a unique scoring rubric.
The item specific rubric is based upon the holistic scoring rubric of a 0-3 point scale.
•3 points – response shows complete understanding of the problem’s essential mathematical concepts
•2 points – response shows nearly complete understanding of the problem’s essential mathematical concepts
•1 point – response shows limited understanding of the problem’s essential mathematical concepts
•0 points – response shows insufficient understanding of the problems essential mathematical concept
•The generic rubric ensures that students are scored in the same way for the same demonstration of knowledge and skills regardless of the test question.

Sample Questions -  Click each link to see a sample question

Standard 1 – Number and Numerical   Operations
Number Sense
Numerical Operations
Estimation
Numerical Operations     Open Ended Question

Standard 2 – Geometry & Measurement
Geometric Properties
Transforming Shapes
Coordinates of Geometry
Units of Measurement
Measuring
Measuring   Open Ended Question

Standard 3 – Patterns and AlgebraPatterns and Relationships
Functions
Modeling
Procedures
Patterns and Relationships    Open Ended Question
 

Standard 4 – Data Analysis, Probability, and Discrete Mathematics
Data Analysis
Probability
Discrete Mathematics
Discrete Mathematics
Data Analysis   Open Ended Question