Post on 29-Dec-2015
STAAR Assessment Update
Presented by Region 5 ESCFebruary 2013
ENGLISH/LANGUAGE ARTS
Stacy Shultzsshultz@esc5.net
409-951-1752© Texas Education Agency 2011/2012
STAAR AssessmentsGrades 3−8
O 3−8 mathematics
O 3−8 reading
O 4 and 7 writing
O 5 and 8 science
O 8 social studiesImplemented in 2011−2012
School Year
© Texas Education Agency 2011/2012
STAARO STAAR will focus on “clearer, fewer,
and deeper”.O Provide a more clearly articulated
assessment program
O Focus on fewer skills
O Address those skills in a deeper manner
© Texas Education Agency 2011/2012
STAAR
Educator Advisory CommitteesO Reviewed eligible TEKS to determine
what should be the focus of the assessment; these are called Readiness Standards
O Recommended other assessed TEKS as Supporting Standards
© Texas Education Agency 2011/2012
STAARReadiness standards have the following characteristics:
O They are essential for success in the current grade or course.
O They are important for preparedness for the next grade or course.
O They support college and career readiness.
O They necessitate in-depth instruction.
O They address broad and deep ideas. © Texas Education Agency 2011/2012
STAARSupporting standards have the following characteristics:O Although introduced in the current grade or course,
they may be emphasized in a subsequent year.
O Although reinforced in the current grade or course, they may be emphasized in a previous year.
O They play a role in preparing students for the next grade or course but not a central role.
O They address more narrowly defined ideas.
© Texas Education Agency 2011/2012
In a Nut Shell…Readiness Supporting
Fiction Poetry
Expository Drama
Literary Text with Sensory Language
Literary NonfictionMedia Literacy
PersuasiveProcedural
What is the difference?O Readiness genres will be on the test
every year.O Supporting genres will be rotated
each year, BUT I would just count on them being there!
STAARResources available
O New STAAR Q&AO Description of the new assessment modelO Comparison of TAKS and STAARO Total mandatory STAAR testing daysO Assessed curriculumO Assessment blueprintsO Reference materialsO Griddable item formatO Assessing process skillsO Graph paper
O Resources still to come—sample items
Posted on the TEA student assessment website at http://www.tea.state.tx.us/student.assessment/staar/
© Texas Education Agency 2011/2012
New Assessment Design
TEKS FOR SPECIFIC GRADE
OR COURSE
Supporting StandardsASSESSED
ACROSS YEARS NOT
ASSESSED
Readiness StandardsFOCUS OF
ASSESSMENT
© Texas Education Agency 2011/2012
Readiness/Supporting Standards
30%
70%
Eligible Content Standards From TEKS
Readiness StandardsSupporting Standards
65%
35%
Assessment Blueprint
Readiness Standards
Supporting Standards
© Texas Education Agency 2011/2012
Format
O STAAR grades 3-8 assessments will be administered on paper only
O STAAR EOC assessments will be offered in both online and paper formats.
© Texas Education Agency 2011/2012
Time LimitO TEA has adopted policy to limit the time a student
spends taking STAAR Grades 3-8 and STAAR EOC Assessment to 4 hours on a given day; this helps align Texas’ testing policies with other state and national assessments and better prepare students for timed tests such as SAT, ACT, and AP.
O The test will start when students are directed to turn to the first question.
O TEA will review the four-hour time limit after the first STAAR administration in spring 2012 to determine if the policy needs to be reconsidered or adjusted for specific grades, subjects, or courses.
O Accommodations for extra time or an extra day will be available for students who meet eligibility criteria for their use. © Texas Education Agency
2011/2012
Time LimitO Breaks are allowed during STAAR assessments;
however the following breaks must be included in the four-hour time limit.O Breaks for water or snacksO Bathroom breaksO Breaks for physical activity (e.g., standing up and
stretching)O Routine medical breaks (e.g., to take medicine)
O Breaks for lunch are not included in the four-hour time limit; however it is recommended that lunch be scheduled outside of the testing time.
© Texas Education Agency 2011/2012
Performance Standards
Performance Standards for STAAR Grades 3–8 will be set in October 2012, after first administration in spring 2012.
O Raw score information will be available in late spring 2012
O Reporting of STAAR grades 3-8 results will be available in late fall 2012
© Texas Education Agency 2011/2012
© Texas Education Agency 2011/2012
Student Success Initiative
Performance Standards
For Grades 3-8 and EOC STAAR assessments
O There will be two cut scores, which will identify three performance categories. For the general STAAR assessments, STAAR Modified, and linguistically accommodated forms of STAAR, the labels for the performance categories are
O Level III: Advanced Academic Performance O Level II: Satisfactory Academic Performance O Level I: Unsatisfactory Academic Performance
© Texas Education Agency 2011/2012
Performance Standards
Level III: Advanced Academic Performance
O Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this category have a high likelihood of success in the next grade or course with little or no academic intervention.
*For Algebra II and English III, this level of performance also indicates students’ postsecondary readiness.
© Texas Education Agency 2011/2012
Performance Standards
Level II: Satisfactory Academic Performance
O Performance in this category indicates that students are sufficiently prepared for the next grade or course. They generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students in this category have a reasonable likelihood of success in the next grade or course but may need short-term, targeted academic intervention.
© Texas Education Agency 2011/2012
Performance Standards
Level I: Unsatisfactory Academic Performance
O Performance in this category indicates that students are inadequately prepared for the next grade or course. They do not demonstrate a sufficient understanding of the assessed knowledge and skills. Students in this category are unlikely to succeed in the next grade or course without significant, ongoing academic intervention.
© Texas Education Agency 2011/2012
Special PopulationsO As with the current modified assessments, the STAAR
Modified assessments will cover the same content as the general STAAR assessments, but will be modified in format and test design.
O Modified assessments will be developed for all content areas for grades 3-8 that are part of the general STAAR program and for nine of the twelve STAAR EOC assessments. Modified assessments are not being developed for Algebra II, chemistry, or physics.
O The new STAAR Modified assessments will reflect the same increased rigor and focus of the general assessments and now will include more rigorous item types.
O For more information: http://www.tea.state.tx.us/student.assessment/special-ed/staarm/ © Texas Education Agency
2011/2012
Special PopulationsO The STAAR Alternate assessments will be very similar in design
to the current TAKS-Alt assessments. Students will continue to perform standardized assessment tasks linked to the grade-level TEKS that measure student progress on skills aligned with the academic grade-level content standards.
O However, STAAR Alternate will incorporate a vertical alignment in the program’s assessment tasks, and the high school assessments will move from grade-level assessments to course-based assessments.
O The new STAAR Alternate assessments will reflect the same increased rigor and focus of the general and modified assessments.
O For more information: http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/
© Texas Education Agency 2011/2012
Special PopulationsO For eligible English language learners in grades 3-8 and
high school, plans are being made for the development of computer-based linguistically accommodated versions of STAAR, currently referred to as STAAR L.
O Spanish versions of STAAR for grades 3-5 will be implemented in spring 2012.
O TELPAS will be adjusted as needed to ensure a strong link between academic language proficiency as defined by TELPAS and academic achievement as defined by STAAR.
O Dyslexia Bundle: No proper nouns & Extended Day
© Texas Education Agency 2011/2012
Reading Test DesignGrades 3−8 and High School
Genre-based
Literary strand: fiction, literary nonfiction, poetry, and drama (drama beginning at grade 4)
Informational strand: expository and persuasive (persuasive beginning at grade 5)
Fiction and expository reading are considered readiness genres from grade 3 though high school
Literary nonfiction, poetry, drama, and persuasive reading are considered supporting genres
Procedural elements embedded in informational pieces and media literacy embedded in either literary or informational pieces
© Texas Education Agency 2011/2012
Reading Test DesignGrades 3−8 and High School
Test Length
Word count attached to overall test rather than to individual pieces, as in TAKS
Maximum word count increases from grade to grade but is consistent at high school
Number of pieces included on a test can vary from year to year, dependent on length (e.g., at grade 5, 3−4 individual pieces and one pair)
Different numbers of questions attached to different-length pieces
© Texas Education Agency 2011/2012
Sample Blueprint
© Texas Education Agency 2011/2012
Writing Test DesignGrades 4 and 7 and High School
Assessments at grades 4 and 7 administered over two days; writing component of English I, II, and III administered on Day 1 of test (with reading component on Day 2)
Field tests embedded for grade 7 and English I, II, and III
Abbreviated stand-alone field test for grade 4 every three years
© Texas Education Agency 2011/2012
Revision and EditingGrades 4 and 7 and High School
Revision and editing assessed separately, with increased focus on revision as students become more experienced and skilled writers
For Grade 4, 32% of multiple-choice score from revision and 68% of score from editing
For Grade 7, 40% of multiple-choice score from revision and 60% of score from editing
For English I, II, and III, 50% of multiple-choice score from revision and 50% of score from editing
© Texas Education Agency 2011/2012
CompositionGrades 4 and 7 and High School
Students will write two one-page compositions addressing different types of writing
Grade 4−personal narrative and expository
Grade 7−personal narrative (with extension) and expository
English I−literary and expository (rubrics available)
English II−expository and persuasive
English III−persuasive and analytic
Compositions will be weighted equally
No “gatekeeper” (automatic fail for a 1)© Texas Education Agency 2011/2012
PromptsO Stimulus (Quotation, Picture, or
Passage)O Quotation or Passage for Expository.O Picture for Personal Narrative &
LiteraryO Stimulus will also tell students what
“type” of prompt they are writing.O Think StatementO Prompt
Writing & Reading TestGrades 4 and 7 and High School
Dictionary use
© Texas Education Agency 2011/2012
Raw Score Performance
Raw Score Performance
How did we do vs. the state?
Grade State Region 5
3rd grade 76% 76%
4th grade 77%/71% W 77%/71%W
5th grade 77% 74%
6th grade 75% 74%
7th grade 76%/71%W 74%/71%W
8th grade 80% 79%
Reporting Categories: #1Understanding & Analyzing
Across GenresGrade # of questions/#
correct%
3rd grade 4.2 correct/6 questions
71%
4th grade 6.9 correct/10 questions
69%
4th grade Writing
Personal Narrative Expository
54%47%
5th grade 6.9 correct/10 questions
69%
6th grade 7.4 correct/10 questions
74%
7th grade 7.0 correct/10 questions
70%
7th grade Writing
Personal NarrativeExpository
58%47%
8th grade 7.2 correct/10 questions
72%
Reporting Category 2: Analysis of Literary Text
Grade # correct/# questions %
3rd grade 10.7 correct/18 questions 59%
4th grade 11.8 correct/18 questions 66%
4th grade Writing 6.0 correct/9 questions Revision
67%
5th grade 11.6 correct/19 questions 61%
6th grade 13.5 correct/20 questions 68%
7th grade 13.1 correct/21 questions 63%
7th grade writing 11.5 correct/16 questions 72%
8th grade 14.3 correct/22 questions 65%
Reporting Category 3: Analysis of Informational Text
Grade #correct/# questions
%
3rd grade 10.8 correct/18 question
59%
4th grade 10.2 correct/16 questions
64%
4th grade Writing(editing)
12 correct/19 questions
63%
5th grade 11.7 correct/17 questions
69%
6th grade 11.3 correct/18 questions
63%
7th grade 12.5 correct/19 questions
66%
7th grade Writing 15.4 correct/25 questions
64%
8th grade 13.2 correct/20 questions
66%
Let’s look at Cut Scores
Reporting Category 1
Some tips to help!
O The specific language of the student expectations is reflected on the STAAR reading assessments.
O The focus of instruction needs to be on more than the verbs in the student expectations.
O Student success on STAAR requires that students know and use the language of the ELA/R TEKS in the classroom.
Texas Education Agency Student Assessment Division December 2011
50
ELA/R Student Expectations and STAAR
Which idea from paragraph 6 does the author
base on an assumption? (Grade 8)
11(B): Students are expected to analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.
Texas Education Agency Student Assessment Division December 2011
52
ELA/R Student Expectations and STAAR
OStudents must also be able to make connections between different genres and strands (and be able to “see” the thematic links).
OInstruction must emphasize critical/inferential thinking rather than isolated skills.
Questions??
© Texas Education Agency 2011/2012