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CSU/UC
Spring
2015
MDTP
Mathematics Diagnostic Testing Project
Newsletter
2014-15 Field Tests
Inside This Issue:
2014-15 Field Tests............1
Online Field Tests..............1
Teacher’s Perspective.......2
Research Report................3
Problem Corner.................3
Regional Site Info..............4
Available Tests...................5
In Transition.......................6
Upcoming Events..............6
This newsletter has been
provided with the support of
the Trustees of the California
State University, the Regents
of the University of California,
and the California Academic
Partnership Program.
CSU
California State University
UC
University of California
CAPP
California Academic
Partnership Program
At the beginning of this school year, MDTP offered to any teacher in California who wanted
to participate in one of five field tests (Math 7 Readiness, Math 8 Readiness, High School
Math Readiness, Integrated Math II Readiness, and Integrated Math III Readiness) the
opportunity to do so. The response has been exceptional with more than 35,000 students
taking these tests in the fall.
Teachers participating in these field tests committed to: (1) giving the field tests to their
students within the first 6 weeks of the school year; (2) administering specified post-tests
this spring; and (3) completing brief surveys this spring about their students’ readiness for
their next math courses. MDTP site offices will be contacting these teachers to provide
them the post-test booklets and answer sheets to give to their students and the survey
forms for teachers to complete. MDTP will provide pre-addressed, prepaid FedEx materials
and envelopes to teachers to make it easier to return the answer sheets and survey forms.
Some of the participating teachers have requested permission to keep the field-test booklets
after the fall pre-testing so that they could re-administer the field tests this spring to provide
an additional datum for placement testing for next fall and assist them in evaluating their
curricula. Because of the transition this year to the new Smarter Balanced assessments,
MDTP agreed to let these teachers keep their field test booklets until they had completed
their spring testing and then return these test booklets to their local MDTP offices for
recycling before the end of this school year.
We greatly appreciate the cooperation of teachers who administer field tests for us. Without
your support we would not be able to produce such high-quality tests!
Opportunity to Give Online Field Tests This Spring!
After the field test pre-testing period ended in mid-October, MDTP received numerous
requests from districts and schools asking if it was too late for them to participate in the
2014-15 field tests. MDTP responded that, unfortunately, it was too late to participate in the
field tests, since the pre-testing period had ended.
MDTP has continued to receive requests from districts and schools asking if they could
administer the 2014-15 field tests to their students this spring to help them evaluate the
readiness of students for their next math courses and to evaluate their mathematics
curricula. MDTP is now able to announce an opportunity that might meet these needs for
some districts and schools.
MDTP is making the Math 7, Math 8, and High School Math readiness tests available for
online testing through the end of this academic year, i.e., until June 30. This only applies
to online tests and doesn’t apply to paper testing. Districts and schools that would like
to administer one or more of the 2014-15 Math 7, Math 8, and High School Math field
tests online between now and June 30 won’t need to complete the normal field-testing
requirements, i.e., they won’t need to complete post-tests for all students and teacher
surveys about the readiness of students for their next math courses. Also, these tests can
be administered on iPads, laptops, and desktop computers. The setup process has been
simplified, too. For more information about this opportunity, please email [email protected].
A Teacher’s Perspective on MDTP
Successfully Using MDTP Tests to
Help Place Students in Grade 9
by Kathleen Magana
learning. Even the few students with lower than average
grades could monitor that they were doing better as they
continued to try their best.
I’ve encouraged colleagues to utilize MDTP exams and
services for many years both as a classroom teacher and as
a mathematics coach in several districts in both Southern
and Northern California. The greatest measurable impact
occurred in 2012-2013 when I came to Clayton Valley
Charter High School in Concord. Placement has always
been a challenge for mathematics educators. We wonder
how some under-prepared students are passed through
Algebra I on to Geometry without the necessary skills
to be successful. Fortunately, we had the support and
fundamental understanding we needed from our new
administrative team, and especially our Executive Director,
David Linzey.
I started my AfterMath Saturday workshops in October
2012. Students from any Algebra I teacher could attend
on a regular basis. Pre-assessment was provided by
the Algebra Readiness Exam from MDTP. Activity topics
and lessons were based on students’ academic needs
in mathematics. Tutors from upper mathematics courses
earned scholarships by providing assistance in the
program.
There were many innovative components to our Algebra
I program in our first year as a Charter. Our benchmarks,
technology, and a teacher-created supplemental curriculum
with state-approved texts ensured that we would have
fewer upperclassmen retained in Algebra than at any time
in the history of the school. As a result of all the support,
the assessments and detailed data contributed by the
Mathematics Diagnostic Testing Project at UC Berkeley
and our team of accomplished, committed teachers,
Clayton Valley Charter High School students enjoyed a
44% increase in Proficient and Advanced scores from the
standardized tests we administered in spring 2012. The
MDTP tests were a profound component that contributed
to their success. We are so proud of our students and
will continue to strive to improve their experience through
diagnostic testing and appropriate placement.
All incoming 8th grade students were tested with the
Geometry Readiness Exam from MDTP. Grades and
previous CST scores indicated a need for more progress
towards mastery of the traditional Algebra I Standards for
a majority of these students. We then looked at the teacher
recommendation, in concert with the other criteria in order
to advance them to Geometry or retain them in a first year
Algebra course. With few exceptions, once students were
in Algebra I, it was clear to the teachers that it was an
appropriate placement. They had a lot to learn. Students
whose CST category for that year came in as Advanced
were all placed in Geometry. Every student who did not
demonstrate readiness according to the MDTP and other
information was placed in Algebra as a freshman.
Kathleen Magana (M.Ed), National Board Certified in
Adolescent Mathematics, teaches at Clayton Valley
Charter High School.
Having the opportunity to teach classrooms of students
who were appropriately placed was a new experience for
most of the Algebra I team and Geometry teachers. The
groupings were homogeneous. We had role models and
students who struggled working together. The individual
letters with the UC Berkeley letterhead that students were
able to share with their parents impressed everyone.
Identifying the strands in which students were proficient
helped us build their confidence. Showing them and their
parents that I cared enough to identify exactly what they
needed to work on, by using the data formatively, set the
tone for our collaboration throughout the year. I gave the
exam again before semester end to measure growth, as
well. Students who had previously experienced failure
after failure in mathematics were engaged in active
CSU/UC
MDTP
Mathematics Diagnostic Testing Project
http://mdtp.ucsd.edu
Edited by
MDTP Director’s Office
[email protected]
2
UC San Diego
9500 Gilman Dr. #0112
San Diego, CA 92093-0112
Problem Corner
Latest Research Report
New REL West Report About
Using MDTP Tests for Placement
Divisibility by 9
Take a whole number and reverse its digits to get
another number. The difference between the original
number and the new number is always evenly divisible
by 9. For example, 83,601 – 10,638 = 72,963, which is
8,107 x 9. Instead of reversing the digits, suppose you
randomly scramble them. Is the difference between the
two numbers still always evenly divisible by 9? Provide a
counterexample or explain why this is true.
“Are there effective ways to identify
which students are likely to succeed in
Algebra I in grade 8? REL West at WestEd,
in collaboration with the Silicon Valley
Research Alliance, tackled this practical
education problem by conducting a study
using data from several California school
districts.
Two correct solutions were received for the “Shifting
Digits Problem” that appeared in the fall 2014 newsletter.
We chose Michael Bartlett’s solution. Michael is a teacher
at Los Banos High School and will receive a $25 gift
certificate from Barnes & Noble for his solution below.
This report compares different strategies
for using student assessment data from
grades 6 and 7 to identify students who are
likely to succeed in Algebra I in grade 8.
A key finding is that performance on
an online assessment from the Math
Diagnostic Testing Project (MDTP) predicts
Algebra I success approximately as well as
the grade 7 standardized math test. Since
MDTP results are available immediately,
educators can make more timely math
placement decisions and assign students
to appropriate classes.
Michael’s Solution
We’re given that the initial digit of N is 7. We’re also
told that when the 7 is moved to the end, the new value
is one-fourth of the original value. That means when
multiplying the new number by 4, we should get N. Since
7x4=28 ends in 8, the last digit of N is 8. We can set
up a long division problem with 4 as the divisor and N
as the dividend, where N begins with 7 and ends with 8.
With each iteration of the long division process, the next
digit of N is revealed as we also determine the quotient.
Since 7/4 = 1 with a remainder of 3, 1 is the next digit
of the dividend N and the first digit of the new number.
We continue the division process by bringing down the
1 make 31. Continuing gives 31/4 = 7r3, so 7 is the
next digit of N. Then 37/4 = 9r1, so 9 is the next digit on
N. Then 19/4 = 4r3, so 4 as the next digit of N. Finally
34/4 = 8r2. Now that we’ve found 8, which is the last digit
of N, we have the number 717948, which is equivalent to
179487*4.
These findings should help the participating
districts better understand the indicators
that predict Algebra I success, refine
their placement criteria, streamline their
placement process, and increase the
number of algebra-ready students placed
in Algebra I in grade 8.
The report demonstrates an empirical
approach to identifying predictors of
success in Algebra I that can be emulated
by other districts in California and across
the nation.”
This description of the report, “Using Assessment Data
to Guide Math Course Placement of California Middle
School Students,” comes directly from the REL West
website, http://relwest.wested.org/resources/41, where
the full report can be downloaded.
(continued from left)
Readiness, and High School Mathematics Readiness)
for use in schools; these tests are aligned to the CCSSM
content standards. MDTP encourages schools and
districts that are seeking diagnostic tests that might
predict success for either a traditional Algebra I course or
an Integrated Math I course to consider MDTP’s new High
School Mathematics Readiness Test.
In mid-August MDTP plans to release three new tests
(Grade 7 Mathematics Readiness, Grade 8 Mathematics
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MDTP REGIONAL
SITE INFORMATION
Berkeley
UC Berkeley
Chico
CSU Chico
Davis
UC Davis
Fresno
CSU Fresno
Fullerton
CSU Fullerton
Los Angeles
UC Los Angeles
San Bernardino
CSU San Bernardino
San Diego
UC San Diego
San Luis Obispo
Cal Poly San Luis Obispo
Santa Cruz
UC Santa Cruz
Director:Emiliano Gomez
Asst.: Jacqueline Frias
Fax:(510) 642-8204
Alameda, Contra Costa, Marin, Napa, San Francisco, San
Mateo, Sonoma, and Stanislaus counties.
(510) 642-0752
(510) 642-0846
[email protected]
Director:Sergei Fomin
Asst.: Steven Huff
Fax:(530) 898-3097
Butte, Colusa, Del Norte, Glenn, Humboldt, Lake, Lassen,
Mendocino, Modoc, Nevada, Plumas, Shasta, Sierra,
Siskiyou, Tehama, Trinity, and Yuba counties.
(530) 898-5274
(530) 898-4103
[email protected]
Director: Grant Acosta
Asst.: Tracy Diesslin
Fax: (530) 753-8420
Alpine, Amador, Calaveras, El Dorado, Placer, Sacramento,
San Joaquin, Solano, Sutter, and Yolo counties.
Director:Maria Nogin
Asst.: Devonna Butler
Fax:(559) 278-2872
Fresno, Inyo, Kern, Kings, Madera, Mariposa, Merced,
Mono, southern San Benito, Tulare, and Tuolumne
counties.
Orange county, and parts of Los Angeles and Riverside
counties.
(530) 754-7743
(530) 754-9504
[email protected]
(559) 278-4908
(559) 278-4773
[email protected]
Director:David Pagni
Asst.: Claire Bakewell
Fax:(657) 278-3972
(657) 278-2671
(657) 278-2691
[email protected]
Director:Mary Sirody
Asst.: Danny Monge
Fax:(310) 825-8914
Los Angeles and Ventura counties except for schools near
Fullerton.
Inyo, Mono, and San Bernardino counties and part of
Riverside county.
(310) 825-0798
(310) 825-9477
[email protected]
Director:Giovanna Llosent
Asst.: Ana Sanchez
Fax:(909) 537-7119
Imperial and San Diego counties and part of Riverside
county.
Director: Bruce Arnold
Asst.: Deanna Khan
Fax:(858) 534-1011
San Luis Obispo, Santa Barbara, and southern Monterey
counties.
(909) 537-6304
(909) 537-7670
[email protected]
(858) 534-3298
(858) 534-3373
[email protected]
Director: Kate Riley
Asst.: Dale Wilbur
Fax: (805) 756-6537
Northern Monterey, northern San Benito, Santa Clara, and
Santa Cruz counties.
Director:Bruce Cooperstein
Central Coast Coor.: Ed Migliore
Asst.: Julie Krueger
Fax:(831) 459-3260
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(805) 756-5070
(805) 756-2445
[email protected]
(831) 459-2150
(831) 459-1240
(831) 459-2969
[email protected]
AVAILABLE MDTP
DIAGNOSTIC TESTS
Test Name
PR
Prealgebra
Readiness
AR
Algebra
Readiness
EA
Elementary
Algebra
Diagnostic
GR
Geometry
Readiness
CP
CAHSEE
Preparatory
Diagnostic
SR
Second Year
Algebra
Readiness
IS
Integrated
Second Year
Readiness
IT
Integrated Third
Year Readiness
MR
Mathematical
Analysis
Readiness
CR
Calculus
Readiness
BC
Beginning
Calculus
Readiness
Calculator
Prohibited
Description
Assesses some concepts needed for success in a course immediately
preceding a first-year algebra course and subsequent success in that firstyear algebra course. This test is often given near the beginning of a course
immediately preceding a first-year algebra course. Spanish version available.
Assesses some concepts needed for success in a first course in algebra.
Calculator prohibited and calculator required versions available. 45 question
and 50 question versions available. Spanish versions available. The
AR50A10 test is a computer delivered form only available online via Daskala.
[AR50/90 available while in stock.]
Calculator
Optional*
PR40A04
0814004
AR45A10
0714510
AR45A00
0714500
AR50A10
Assesses some concepts needed for success in a second course in algebra.
Appropriate when the second course follows immediately after a first-year
algebra course and students have not studied a year of geometry. Spanish
versions available.
Assesses some concepts needed for success in geometry after completing
Algebra I or II. Includes some information geometry students should have
encountered prior to and during algebra. Spanish versions available.
[GR45A93 available while in stock.]
This is a diagnostic test to help determine areas students may need to
review during a CAHSEE Preparatory Course or in anticipation of taking the
CAHSEE within a year. This is a dignostic test of items, not a set of CAHSEE
practice items.
Assesses some concepts needed from first-year algebra and geometry for
success in intermediate algebra following a course in geometry. Spanish
versions available. [SR45A93 available while in stock.]
EA50A90
0315090
GR45A06
0414506
GR45A93
0414593
CP45A12
0914512
SR45A06
0314506
SR45A93
0314593
Assesses some concepts needed for success in the second year of an
integrated mathematics curriculum. This test was based on the common
content of two of the integrated curricula in use in California.
IS45A00
0414500
Assesses some concepts needed for success in the third year of an integrated
mathematics curriculum. This test was based on the common content of two
of the integrated curricula in use in California.
IT45A00
0314500
Assesses some concepts needed for success in a course following two algebra
courses and a geometry course. This course is often called trigonometry,
precalculus, or mathematical analysis. [MR45A92 available while in stock.]
MR45A08
0214508
Assesses some concepts needed for success in a first calculus course.
40 and 45 question versions have a suggested time of 60 minutes. The 55
question version has a suggested time of 90 minutes.
Assesses some concepts and facility with graphing calculators needed
for success in a first calculus course requiring graphing calculators. Some
questions require the use of a graphing calculator.
*Calculators are not recommended on GR45A06, SR45A06, and MR45A08.
The MDTP Written Response Materials CD is available upon request and supplements most MDTP tests.
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Calculator
Required
CR45A12
0114512
CR40A97
0114097
CR55A97
0115597
Graphing
BC30X97
0173097
University of California, San Diego
Mathematics Department
CSU/UC MDTP
9500 Gilman Dr. # 0112
La Jolla CA 92093-0112
NONPROFIT ORG.
U.S. POSTAGE
PAID
San Diego, CA
Permit No. 1909
CSU/UC
MDTP
Newsletter
Mathematics Diagnostic Testing Project
In Transition
Upcoming Events
The following staff changes have been made at some
of the regional MDTP sites. The updated contact
information is listed on page 4.
Each year, MDTP sites hold regional users conferences
to discuss current issues in mathematics education in
California and effective uses of MDTP materials. The
conferences provide an opportunity for conversations
among elementary, middle, and high school mathematics
teachers and administrators as well as college and
university mathematics faculty.
Director’s Office: Adana Martinez has been hired as the
new MDTP Coordinator in charge of all online testing,
user license agreements, and other statewide testing/
reporting responsibilities.
March 24, 2015: UC San Diego MDTP Users Conference
Theme: Guiding Principles for the Implementation of the
CCSSM
Contact: Deanna Khan, 858-534-3373 or [email protected]
Info: http://mdtpsandiego.ucsd.edu/conferences.shtml
UC Berkeley: Jacqueline Frias has replaced Celene
Reyes as the new MDTP Assistant. Thanks, Celene!
UCLA: Danny Monge has replaced Jesse Bales as the
new MDTP Assistant. Good luck, Jesse!
UCLA Workshop Series: Writing? But this is Math Class!
Saturdays through April. Contact [email protected] for info.
CSU San Bernardino: After 14 years as the MDTP Site
Director, John Sarli has relinquished that role to fellow
Math Dept. professor Dr. Giovanna Llosent. Dr. Sarli
will remain Chair of the MDTP Workgroup.
Other conferences will be posted online as they are scheduled.
Updated information, registration forms, and links to sites are
available at http://mdtp.ucsd.edu/NewsEvents.shtml.
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