Transcript ELA Update: TEKS and TAKS

1
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
STAAR Timeline
2
Spring 2011
Grades 3–8 reading field test embedded in
TAKS
Grades 4 and 7 writing stand-alone field tests
in early April
English I–first operational assessment
English II and III–stand-alone field tests
Spring 2012
First STAAR assessments–all courses/grades
English I counts toward graduation for first-time
9th graders
TAKS ELA tests continue for grade 10 and exit
level
New Assessment Design
STAAR 3–8 and High School
3
Linked to college and career readiness
TEKS eligible for assessment split into
two categories
readiness standards, defined as those TEKS
considered necessary for success in the
current grade/course and important for
preparedness in the grade/course that follows
supporting standards, defined as those TEKS
which are important to teach but which will
receive less emphasis by being assessed
across years/administrations
English I, II, and III
4
Advanced high school course
readiness measure for English I and II
College and career readiness measure
for English III
Scores reported separately for reading
and writing
Students retest only in the section they
fail
Reading Test Design
Grades 3−8 and High School
5
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 Design
Grades 3−8 and High School
6
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
Reading Test Design
Grades 3−8 and High School
7
Pairs can mix strands and genres
Literary−Literary (e.g., fiction−poetry, literary
nonfiction−drama, fiction−literary nonfiction
Informational−Informational (e.g., expository
−expository, expository−persuasive)
Literary −Informational (e.g., fiction−expository,
poetry−expository, literary nonfiction−persuasive)
Writing Test Design
Grades 4 and 7 and High School
8
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 Editing
Grades 4 and 7 and High School
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 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 multiplechoice score from revision and 50% of score
from editing
Composition
Grades 4 and 7 and High School
10
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
English II−expository and persuasive
English III−persuasive and analytic
Compositions will be weighted equally
No “gatekeeper” (automatic fail for a 1)
Writing Prompts and Rubrics
Grades 4 and 7 and High School
11
Prompts contain a stimulus and are
scaffolded−Read, Think, Write
A rubric is being developed for each
writing type, but three sections are
identical
Organization/Progression
Development of Ideas
Use of Language/Conventions
Writing Rubrics
Grades 4 and 7 and High School
12
Organization/Progression
the degree to which form or structure is
appropriate to the purpose and demands of
the prompt
the degree to which the writer establishes
and sustains focus (affecting unity and
coherence of piece)
the degree to which the writer controls
progression with transitions and sentenceto-sentence connections and establishes
the relationships among ideas
Writing Rubrics
Grades 4 and 7 and High School
13
Development of Ideas
the degree to which details/examples are
specific and well chosen
the degree to which (1) the piece is
thoughtful and engaging and (2) the writer
demonstrates an understanding of the task
Writing Rubrics
Grades 4 and 7 and High School
14
Use of Language/Conventions
the degree to which word choice is
thoughtful and appropriate to form,
purpose, and tone
the degree to which sentences are
purposeful, varied, and controlled
the degree to which the writer demonstrates
a command of conventions so that the
writing is fluent and clear
CONTACT INFORMATION
15
Victoria Young
Director of Reading, Writing, and Social
Studies Assessments
Texas Education Agency
512-463-9536
[email protected]