Transcript ELA Update: TEKS and TAKS

English EOC Assessments
Reading/Writing
“Replacement TAKS”
Steven Wilder, TEA
Martha Scarborough, Pearson
Legislation – SB1031 (EOCs)
 EOC score counts as 15% of grade for
course.
 All 12 end-of-course tests are high-stakes
assessments.
 All end-of-course assessments will be
based on the college and career readiness
standards.
HB 3 and Its Potential Effect on the
Assessment Program in 2009–2010
SSI
 Eliminates grade 3 reading
 Students in grades 5 and 8 required to
participate in accelerated instruction;
otherwise, can’t be promoted if they fail
TAKS
 5th and 8th graders who fail TAKS but are
promoted must be taught by a “highly
qualified” teacher in the failed foundationarea subject(s)s during the next school
year
HB 3 and Its Potential Effect on the
Assessment Program in 2009–2010
Spanish TAKS
 Eliminates grade 6 reading and
mathematics tests
HB 3 and Its Potential Effect on the
Assessment Program in 2009–2010
Release of Tests
 Maintains an every-third-year release
schedule
 Limits release to primary forms only
(effective for the 2009 release)
 Release will be online only
 “Smattering” of some kind between
release years—similar to the fall 2008
release of items
College and Career Readiness
Standards
 Authorized under House Bill 1, 79th Texas
Legislature, Special Called Session (2006)
 Adopted by Coordinating Board and
Commissioner of Education in 2008
 Developed by vertical teams of college
faculty and high school teachers in four
content areas
College and Career Readiness
Standards
 Communicate postsecondary
expectations in same language and format
as high school standards
 Assist high schools in developing
programs aligned with postsecondary
expectations
 Provide a frame of reference for entrylevel postsecondary courses statewide
Alignment of TEKS and CCRS
An Example of Back-mapping
 English III student expectation identified as
critical for college and career readiness:
Summarize a text in a manner that captures the
author’s viewpoint, its main ideas, and its
elements without taking a position or expressing
an opinion.
 Grade 6: Summarize the main ideas and
supporting details in a text, demonstrating an
understanding that a summary does not include
opinions.
Alignment of TEKS and CCRS
Performance Expectation for English III:
 When reading informational texts of
moderate complexity, the student
understands the essential meaning of
what is read. The student can infer the
author’s purpose and viewpoint;
determine the implicit main ideas,
argument, or message; and write a
concise summary.
English I, II, and III EOCs
 Focus Group convened in Austin.
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Made up of high school educators and
college professors
Discussed preliminary ideas about specific
test design
English I Advisory Group
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Included more educators from around the
state
Discussed Focus Group recommendations
on test design
Advised on the student expectations that
were assessable
Looked at specific selections and item
types
Advised specific wording of items and
writing prompts
English I Test Design
 Two-day administration – reading on day
1, writing on day 2
 Embedded field test items
 Advanced high school course readiness
measure
 Scores reported for reading, writing, and
composite
English I - Reading
 Base test comprised of two single
selections and one paired selection
 Embedded field test will include one
single or paired selection
 Genres assessed include fiction, literary
nonfiction, poetry, drama, expository, and
persuasive with procedural and media
literacy elements embedded in
informational pieces
English I - Writing
 Two writing tasks – literary and expository
– one page each on base test
 One writing task – literary or expository –
on embedded field test
 Separation of revision and proofreading
tasks
 Two revision and two proofreading
selections on base test
 One revision or proofreading selection on
embedded field test
“Replacement TAKS”
New Assessments for Grades 3–8
 Better reflect new TEKS curriculum
 Better link to and preparation for EOC
assessments and college readiness
 “Higher, deeper, narrower” focus—“backmapping” from English III and Algebra II
 Preliminary performance expectations
 Timeline for development
“Replacement TAKS”
Timeline for Reading Grades 3–8
and Writing Grades 4 and 7
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No separate field tests in 2010
Focus group meetings—summer 2009
Advisory committee meetings—fall 2009
New development—fall 2009 through 2010
Separate field tests—spring 2011
First operational assessments—spring
2012
CONTACT INFORMATION
Steve Wilder
Student Assessment Division
Texas Education Agency
512-463-6511
[email protected]