Transcript sage update - oct 24 - Canyons Assessment
SAGE Update: What do we know now?
Leadership Meeting October 24, 2013 Hal Sanderson & Darren Draper
Agenda & Objectives
Agenda SAGE Timelines SAGE Student View SAGE Information for Teachers Technology for SAGE Next Steps in Communication Objectives
Participants will leave with a clear understanding of district and state timelines Participants will gain a better understanding of the key features of the testing experience for students Participants will leave with a clear understanding of test blueprints and testing time Participants will leave with a clear understanding of SAGE technology requirements and receive good news about state technology grant.
Participants will understand next steps in communicating SAGE to teachers and parents
General SAGE Timeline
• Break 2:00-2:15 • End of Session 3:15 • Closing Keynote 3:30-4:30
District SAGE Testing Window
•
April 21
st
through May 30
th •
Six week window
What will the SAGE test look like? Student View
SAGE Test Information
ITEM TYPE
Approximately
50% multiple choice
will be Approximately
50%
will be
constructed-response, machine scored STUDENT ACTION
Students select correct choice out of four choices Student constructs the answer (drag and drop, hot spot, write an answer) • See SAGE sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Hot Spot
• See SAGE sample questions at http://Demo.TDS.airast.org/AIRAssessment
See sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Drag and Drop
See sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Hot Spot
See sample questions at http://Demo.TDS.airast.org/AIRAssessment
SAGE Test Item – Constructed Response
Elementary SAGE Testing Time
(Estimated time -- test is untimed) •
LANGUAGE ARTS
, Grades 3 – 5 Writing - 60 minutes (one or multiple sittings) Reading, Speaking, Listening and Language 90 minutes (Two 45 min sessions) •
MATH
, Grades 3 – 5; Two 45 min Sessions •
SCIENCE
, Grades 4 – 5; Two 45 min Sessions
Secondary SAGE Testing Time
(Estimated time -- test is untimed) •
LANGUAGE ARTS
, Grades 6 – 11 Writing - 90 minutes (one or multiple sittings) for grades 7 - 11. Grade 6 writing will be 60 minutes.
Reading, Speaking, Listening and Language 90 minutes (Two 45 min sessions) •
MATH
, Two 45 min Sessions (Math 6 through Secondary Math III) •
SCIENCE
, Two 45 min Sessions (Science 6 – Physics)
The SAGE test Information for Teachers
SAGE Test Assignment – Grade Based
See Handout from the Utah State Office of Education
SAGE Test Assignment – Course Based
The SAGE test blueprints
Available at http://ut.portal.airast.org/resources/?section=1
SAGE Mathematics Blueprint
Available at http://ut.portal.airast.org/resources/?section=1
SAGE ELA/Literacy Blueprint
Available at http://ut.portal.airast.org/resources/?section=1
SAGE Science Blueprint
Available at http://ut.portal.airast.org/resources/?section=1
What is DOK listed in the blueprints?
• Depth of Knowledge (DOK) provides a vocabulary and a frame of reference when thinking about our students and how they engage with the core content. • DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks.
• DOK levels grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.
• See DOK for each content area.
Depth of Knowledge - ELA
Hess’ Cognitive Rigor Matrix & Curricular Examples:
Applying Webb ’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions -
ELA
’s Taxonomy Remember
Retrieve knowledge from long term memory, recognize, recall, locate, identify
Webb Recall & Reproduction
o Recall, recognize, or locate o
’s DOK Level 1
basic facts, details, events, or ideas explicit in texts Read words orally in connected text with fluency & accuracy
Webb ’s DOK Level 2 Skills & Concepts Webb ’s DOK Level 3 Strategic Thinking/ Reasoning Webb ’s DOK Level 4 Extended Thinking Understand
Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models
Apply
Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
Analyze
Break into constituent parts, determine how parts relate, differentiate between relevant irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view)
Evaluate
Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
Create
Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce o Identify or describe literary elements (characters, setting, sequence, etc.) o Select appropriate words when intended meaning/definition is clearly evident o Describe/explain who, what, where, when, or how o Define/describe facts, details, terms, principles o Write simple sentences o Use language structure (pre/suffix) or word relationships o (synonym/antonym) to determine meaning of words Apply rules or resources to edit spelling, grammar, punctuation, o conventions, word use Apply basic formats for documenting sources o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions) o Decide which text structure is appropriate to audience and purpose Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept o Specify, explain, show relationships; explain why, cause-effect o Give non-examples/examples o Summarize results, concepts, ideas o Make basic inferences or logical predictions from data or texts o Identify main ideas or accurate generalizations of texts o Locate information to support explicit implicit central ideas o Use context to identify the meaning of words/phrases o Obtain and interpret information using text features o Develop a text that may be limited to one paragraph o Apply simple organizational structures (paragraph, sentence types) in writing o Categorize/compare literary elements, terms, facts/details, events o Identify use of literary devices o Analyze format, organization, & internal text structure (signal w ords, transitions, semantic cues) of different texts o Distinguish: relevant-irrelevant information; fact/opinion o Identify characteristic text features; distinguish between texts, genres o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference) o Identify/ make inferences about explicit or implicit themes o Describe how word choice, point of view, or bias may af fect the readers’ interpretation of a text o Write multi-paragraph composition for specific purpose, focus, voice, tone, & audience o Apply a concept in a new context o Revise final draft for meaning or progression of ideas o Apply internal consistency of text organization and structure to composing a full composition o Apply word choice, point of view, style to impact readers ’ /viewers’ interpretation of a text o Analyze information within data sets or texts o Analyze interrelationships among concepts, issues, problems o Analyze or interpret author ’s craft (literary devices, viewpoint, or potential bias) to create or critique a text o Use reasoning, planning, and evidence to support inferences o Cite evidence and develop a logical argument for conjectures o Describe, compare, and contrast solution methods o Verify reasonableness of results o Justify or critique conclusions drawn o Synthesize information within one source or text o Develop a complex model for a given situation o Develop an alternative solution o Explain how concepts or ideas specifically relate to
other
content domains or concepts o Develop generalizations of the results obtained or strategies used and apply them to new problem situations o Illustrate how multiple themes (historical, geographic, social) may be interrelated o Select or devise an approach among many alternatives to research a novel problem o o o o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes Analyze complex/abstract themes, perspectives, concepts Gather, analyze, and organize multiple information sources Analyze discourse styles o Evaluate relevancy, accuracy, & completeness of information from multiple sources o Apply understanding in a novel way, provide argument or justification for the application o Synthesize information across multiple sources or texts o Articulate a new voice, alternate theme, new knowledge or perspective
© 2009 Karin K. Hess: Hess’ Cognitive Rigor M atrix:
Permission to reproduce is given when authorship is fully cited [ [email protected]
] For full article, go to www.nciea.org
Depth of Knowledge – Math/Science
Hess ’ Cognitive Rigor Matrix & Curricular Examples:
Applying Webb ’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions –
Math/Science
Revised Bloom Taxonomy Remember ’s
Retrieve knowledge from long-term memory, recognize, recall, locate, identify
Understand
Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models
Webb
o o o o o o o
’s DOK Level 1 Recall & Reproduction
Recall, observe, & recognize facts, principles, properties Recall/ identify conversions among representations or numbers (e.g., customary and metric measures) Evaluate an expression Locate points on a grid or number on number line Solve a one-step problem Represent math relationships in words, pictures, or symbols Read, write, compare decimals in scientific notation
Webb ’s DOK Level 2 Skills & Concepts
o Specify and explain relationships (e.g., non-examples/examples; cause-effect) o o o o o Make and record observations Explain steps followed Summarize results or concepts Make basic inferences or logical predictions from data/observations Use models /diagrams to represent or explain mathematical concepts o Make and explain estimates
Webb ’s DOK Level 3 Strategic Thinking/ Reasoning
o Use concepts to solve non-routine problems o Explain, generalize, or connect ideas using supporting evidence o Make and justify conjectures o Explain thinking when more than one response is possible o Explain phenomena in terms of concepts
Webb ’s DOK Level 4 Extended Thinking
o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations
Apply
Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
Analyze
Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct
Evaluate
Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
Create
Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce o o o o o o o o o Follow simple procedures (recipe-type directions) Calculate, measure, apply a rule (e.g., rounding) Apply algorithm or formula (e.g., area, perimeter) Solve linear equations Make conversions among representations or numbers, or within and between customary and metric measures Retrieve information from a table or graph to answer a question Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram) Identify a pattern/trend Brainstorm ideas, concepts, or perspectives related to a topic o Select a procedure according to criteria and perform it o Solve routine problem applying multiple concepts or decision points o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table) o Construct models given criteria o Categorize, classify materials, data, figures based on characteristics o Organize or order data o Compare/ contrast figures or data o Select appropriate graph and organize & display data o Interpret data from a simple graph o Extend a pattern o Generate conjectures or hypotheses based on observations or prior knowledge and experience o Design investigation for a specific purpose or research question o Conduct a designed investigation o Use concepts to solve non-routine problems o Use & show reasoning, planning, and evidence o Translate between problem & symbolic notation when not a direct translation o Compare information within or across data sets or texts o Analyze and draw conclusions from data, citing evidence o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences between procedures or solutions o Cite evidence and develop a logical argument for concepts or solutions o Describe, compare, and contrast solution methods o Verify reasonableness of results o Synthesize information within one data set, source, or text o Formulate an original problem given a situation o Develop a scientific/mathematical model for a complex situation o Select or devise approach among many alternatives to solve a problem o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results o Analyze multiple sources of evidence o analyze complex/abstract themes o Gather, analyze, and evaluate information o Gather, analyze, & evaluate information to draw conclusions o Apply understanding in a novel way, provide argument or justification for the application o Synthesize information across multiple sources or texts o Design a mathematical model to inform and solve a practical or abstract situation See Handout
© 2009 Karin Hess
permission to reproduce is given when authorship is fully cited [email protected]
What are the SAGE technology requirements
2014 SAGE Technology
•
CSD STANDARD.
Windows, Macintosh, or Chromebook computers purchased in the last FOUR years can be utilized for SAGE.
•
iOS Devices.
Schools interested in using iPADS will need written approval from Darren Draper by April 15 th . According to the State, all IPADS
must
have external keyboards. • Headphones are required for the SAGE ELA test. Currently the Assessment Department is planning on purchasing inexpensive earbud headphones for each student. This district plan for headphones is subject to change.
Do we have a State grant for more technology to help with testing time and instruction?
YES!
HB 2 – Computer Adaptive Testing (CAT) Funds
SAGE-Compatible Computer Labs
• We have enough grant money (H.B. 2 General Legislative Session 2013) to provide each school with one new Chromebook lab.
• To opt-in, schools need only to provide $1,350 for the cost of a Chromebook cart!
How to Opt-In
To opt-in to the Chromebook lab Deal O ’ the Year, please submit a journal entry: •
For
$1,350
•
To
32 E 048 9932 4791 731
•
By
November 1
st
Next Steps
SAGE information brochure for teachers
SAGE information brochure for parents
Chromebook purchase