staar assessment update presented by region 5 esc february 2013

STAAR Assessment Update

Presented by Region 5 ESCFebruary 2013

ENGLISH/LANGUAGE ARTS

Stacy [email protected]

409-951-1752© Texas Education Agency 2011/2012

mailto:[email protected]

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


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


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.


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/


http://www.tea.state.tx.us/student.assessment/staar/

New Assessment Design

TEKS FOR SPECIFIC GRADE

OR COURSE

Supporting StandardsASSESSED

ACROSS YEARS NOT

ASSESSED

Readiness StandardsFOCUS OF

ASSESSMENT


Readiness/Supporting Standards

30%

70%

Eligible Content Standards From TEKS

Readiness StandardsSupporting Standards

65%

35%

Assessment Blueprint

Readiness Standards

Supporting Standards


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.


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.


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



Student Success Initiative


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



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.



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.



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.


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

http://www.tea.state.tx.us/student.assessment/special-ed/staarm/



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/


http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/



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


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


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


Sample Blueprint


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


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


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


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%


69%


74%


70%

7th grade Writing

Personal NarrativeExpository

58%47%


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%




7th grade writing 11.5 correct/16 questions 72%


Reporting Category 3: Analysis of Informational Text

Grade #correct/# questions

%

3rd grade 10.8 correct/18 question

59%


64%

4th grade Writing(editing)

12 correct/19 questions

63%


69%


63%


66%

7th grade Writing 15.4 correct/25 questions

64%


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??


staar assessment update presented by region 5 esc february 2013

Documents

texas testing policies

staar assessmentsgrades

staar administration

current grade

new assessment designteks

tea student assessment

specific grade

staarreadiness standards