Rigor in Assessment

The purpose of this session is to understand how the State of Texas Assessments of Academic Readiness (STAAR) are fundamentally different from prior state assessments due to a greater emphasis on increased rigor and strong focus on college and career readiness.

How do you define rigor?

Rigor is not….

Rigor is planned. Rigor takes EFFORT!

Answer the proposed question:“what is it to degrade a problem? ““what do we do as teachers that may degrade a problem?”

http://dictionary.reference.com/browse/degrade

Focus

Depth

Insert Linda’s handout here

Activity I:2

1. Distinguish between Readiness and Supporting Standards.

2. Understand how these standards provide FOCUS on the TEKS which are critical to assess!FOCUS-Outcomes

30%

70%

Eligible Content Standards From TEKS

Readiness StandardsSupporting Standards

65%

35%

Assessment Blueprint

Readiness StandardsSupporting Standards

So ask yourself, do YOU understand

what the difference is between a

readiness and supporting standard?

General Characteristics of the Assessed Content Standards

Readiness StandardsReadiness Standards• are essential for success in the current

grade or course

• are important for preparedness for the next grade or course

• support college and career readiness

• necessitate in-depth instruction

• address significant content and concepts

Supporting StandardsSupporting Standards• introduced in the current grade or

course but may be emphasized in a subsequent year

• reinforced in the current grade or course but may be emphasized in a previous year

• play a role in preparing students for the next grade or course but not a central role

• address more narrowly defined content and concepts (TEA , 2010. p. I-26)

Activity F:2

(a)  Introduction.Find and underline/highlight key words that are important for the teacher to know about his/her students.

Activity F:1

(TEA, 2006)

Characteristic: They are essential for success in the current grade or course

(TEA, 2010)

Characteristic: They are important for preparedness for the next grade or course.

(TEA, 2010)

Characteristic: They support college and career readiness.

(TEA, 2010)

65%

35%

Assessment Blueprint

Readiness StandardsSupporting Standards

Total Number of Readiness Standards: 10 Total Number of Supporting Standards: 20

30-33 Questions developed using

the 10 Readiness Standards

17-20 Questions developed from the pool of 20

Supporting Standards

STAAR is assessing content and skills at a

greater depth and higher level of

cognitive complexity. (TEA, 2010, p. I-4)

What type of knowledge is the student expected to demonstrate?What level of cognitive processing does the student use?

Social Studies 8.3(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and Supporting Standard

LEVEL 1- LINE OF QUESTIONNING

LEVEL 2- LINE OF QUESTIONNING

LEVEL 3-LINE OF QUESTIONNING

LEVEL 4-LINE OF QUESTIONNING

Which of these means about the same as the word gauge?

a. balance

b. measure

c. select

d. warn

Activity

D:1

121

1332

+ 34

1)1902)2003)2904) N

A car odometer registered 41,256.9 miles when a highway sign warned of a detour 1,200 feet ahead. What will the odometer read when the car reaches the detour? (5,280 feet = 1 mile)a. 42,456.9b. 41,279.9c. 41,261.3d. 41,259.2c. 41,257.1

Which of these conclusions is best supported by information from the passage?

a. If a candidate meets the personal and educational qualifications and is in fair physical shape, his or her chances of becoming an agent are very good.

b. Compared with other law enforcement agencies in the country, the F.B.I. has a low success rate for tracking down and apprehending suspected offenders.

c. The job of an agent is not for everyone; it takes someone with special training who is not afraid of danger and doesn’t mind being socially isolated at times.

d. The life of a federal investigator is not as interesting as most people think; agents spend most of their time working at desks.

Using the DOK Descriptors Handout, determine the content complexity levels of assessment items on a release test assessment for: Math Science Social Studies Reading

Record your work on the Assessment Item Analysis Handout (with time…)

Activity

D:5

Departments will meet collaboratively STAAR Blue prints for each grade level subject

will be discussed An item analysis of each blue print will be created An overview of the first six weeks curriculum will

be reviewed Teacher/department created list of (10) methods

of questioning students reflective of levels 3 & 4 to use in everyday discussion

Review of TAKS released tests or benchmarks- changed to level 3 & 4

A presentation will be given at the end of the in service by each department’s appointed colleagues

Presentation must include: STAAR Blueprint findings (two critical points)

per grade level. Identification of 1 TAKS Released question

that your department changed from level 1 to 4.

(1) idea to share of how to add Rigor to our classrooms