Transcript ELA Update: TEKS and TAKS

STATE OF TEXAS ASSESSMENTS OF
ACADEMIC READINESS (STAAR)
Grades 3−8 Reading
Grades 4 and 7 Writing
English I, II, and III
Victoria Young
Director of Reading, Writing, and
Social Studies Assessments
Texas Education Agency
Reading—Structure of Reporting Categories
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RC 1: Questions about vocabulary and
connections across texts for grades 3−8
(vocabulary only at grade 3); high school
also includes short answer questions
RC 2: Questions about single literary texts:
fiction, literary nonfiction, poetry, drama
(drama beginning at grade 4)
RC 3: Questions about informational texts:
expository and persuasive (persuasive
beginning at grade 5)
Reading—Assessing Details
3
Details in literary texts in grades 3−5 only:
they must be significant and support the
development of the plot, characters, or main
idea/theme
Details in expository texts in grades 3−8:
they must be significant and support the
development of the main idea
No details assessed at any grade for
persuasive texts
No details assessed for any type of text at
high school
Reading—Assessing Poetry
4
Varying types of poems being developed for
STAAR but emphasis not on identification
Focus is on how poet creates meaning using
stanzas, word placement or emphasis, line
length, repetition/rhythm/rhyme, sound
effects, sensory language
At middle and high school, how speaker’s
point of view or perspective affects meaning
Reading—Assessing Drama
5
Limited number of characters, especially at
lower grades
Mostly excerpts being used—one or two
scenes (dependent on length)
Focus is on how the playwright creates
meaning through the dialogue—interaction
between and among characters
Questions about stage directions are
focused on their purpose: why they are there
and how they influence the way the reader
reads the scene (Stage directions = an
extension of the playwright’s narrational
strategies)
Reading Test Design
6
STAAR reading assessments will emphasize
students’ ability
to understand how to use text evidence to
confirm the validity of their ideas
to make connections within and across
texts (“across texts” begins at grade 4)
to think critically/inferentially
to “go beyond” a literal understanding of
what they read
Student Success in Reading
and on STAAR
7
Students must be provided in-depth
instruction in all genres represented by the
ELA/R TEKS
Equal weight must be given to fiction and
expository genres—the readiness genres—
at elementary, middle, and high school
Instruction must emphasize critical/
inferential thinking rather than isolated skills
Students must be able to make connections
between different genres (and be able to
“see” the thematic links)
STAAR Reading Rubrics—Text Evidence
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Students must know that text evidence is
always flawed when it is
only a general reference to the text
too partial to support the idea
weakly linked to the idea
used inappropriately because it wrongly
manipulates the meaning of the text
Students must know that to score a 2 or 3 on
short answer reading, text evidence must be
considered accurate and relevant (SP 2) or
specific and well chosen (SP 3)
STAAR Writing Design
Revising and Editing
9
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 (9 items) and 68% of score from editing
(19 items)
For Grade 7, 40% of multiple-choice score from
revision (16 items) and 60% of score from
editing (24 items)
For English I, II, and III, 50% of multiple-choice
score from revision (15 items) and 50% of
score from editing (15 items)
Revision and Editing
Grades 4 and 7
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Example of Grade 4 revision stem:
David would like to improve his story by adding
a strong concluding sentence after sentence 28.
Which of these would be the BEST sentence to
add?
Example of Grade 7 revision stem:
The transition between the third paragraph
(sentences 13–19) and the fourth paragraph
(sentences 20–25) is abrupt. Which sentence
could Veronica add before sentence 20 to help
with this transition?
Revision and Editing
English I, II, and III
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Examples of high school revision questions:
Steven wants to more effectively establish the
thesis in his paper. Which revision of
sentence 5 can help him accomplish his
goal?
Cristina wants to strengthen the transition
between the second and third paragraphs.
What sentence should she add before
sentence 10? (beginning of paragraph 3)
STAAR Written Composition
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Students will write two one-page essays (26 lines
maximum) addressing different types of writing
Grade 4—personal narrative and expository
Grade 7−personal narrative (with extension) and
expository
English I−literary and expository
English II−expository and persuasive
English III−persuasive and analytic
Essays will be weighted equally
No “gatekeeper” (automatic fail of the writing test
for a 1)
STAAR Writing Prompts
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Expository, persuasive, and analytic
prompts contain a stimulus and are
scaffolded:
Read, Think, Write, Be Sure to −
Personal narrative and literary prompts
contain a stimulus and are scaffolded,
though less so than other prompts
Analytic prompts contain a literary or
informational text (approximately 425−500
words), which students must analyze
STAAR Analytic Essay
14
A combination of expository writing and
interpretation of one aspect of a literary or
expository text
Score based on the student’s ability to
interpret the text and support it with
relevant textual evidence (15C) AND
quality of the writing (criteria under
expository writing in 15A)
STAAR Writing Rubrics
15
A rubric is being developed for each
writing type, but three overarching
aspects of writing are addressed in all
rubrics
Organization/Progression
Development of Ideas
Use of Language/Conventions
STAAR Writing Rubrics
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Organization/Progression—bullet #1: the
degree to which the organizational
structure is appropriate to the purpose
and specific demands of the prompt.
This bullet “plays out” in slightly
different ways depending on the
purpose for writing, so how do we know
when we see it?
STAAR Writing Rubrics
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Grade 7 Personal Narrative: The writer uses
organizational strategies or literary devices
that are particularly suited to the narrative
task. The writer is able to clearly convey the
experience and communicate its
importance or meaning.
Grade 9 Expository: The organizational
strategies the writer uses enhance the
clarity and quality of the essay.
STAAR Writing Rubrics
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Development of Ideas—bullet #2: the
degree to which the piece is thoughtful
and engaging
STAAR Writing Rubrics
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Grade 7 Personal Narrative: The writer
demonstrates a deep understanding of the
writing task by establishing a believable
situation, providing plausible motivations for
behavior or actions, and revealing changes or
insights that developed as a result of the
experience.
Grade 9 Expository: The writer may approach
the topic from an unusual perspective, may use
his/her unique experiences or view of the world
as a basis for writing, or may connect ideas in
interesting ways. The writer demonstrates a
deep understanding of the expository writing
task.
STAAR Writing Rubrics
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Use of Language/Conventions—bullet #1: the
degree to which word choice is thoughtful
and appropriate to the purpose and tone
Grade 7 Personal Narrative: Effective
diction enables the writer to recreate the
experience in a way that reflects its
importance or meaning.
Grade 9 Expository: Word choice strongly
contributes to the clarity of the essay.
TEA STAAR Resources
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Currently available at
http://www.tea.state.tx.us/student.assessment/staar/
General information about STAAR—e.g., the overall
assessment design and attributes
Assessed curriculum
Test blueprints and test design schematics
Literary and expository rubrics for English I
Short answer reading rubrics for single selection and pair
(called connecting selections)
On the way in summer and fall 2011:
“Mini” scoring guides—English I literary and expository
writing
Sample selections and items—reading and writing
CONTACT INFORMATION
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Victoria Young
Director of Reading, Writing, and Social
Studies Assessments
Texas Education Agency
512-463-9536
[email protected]