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STAAR by the Numbers: A look at the Elementary Science Assessment

STAAR by the Numbers: A look at the Elementary Science Assessment. Cynthia Holcomb ESC Region 15 cynthia.holcomb@netxv.net. One Griddable Item. …and 43 multiple-choice questions. That’s a total of 44 for the Elementary Science Assessment. .

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STAAR by the Numbers: A look at the Elementary Science Assessment

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  1. STAAR by the Numbers:A look at the Elementary Science Assessment Cynthia Holcomb ESC Region 15 cynthia.holcomb@netxv.net

  2. One Griddable Item …and 43 multiple-choice questions. That’s a total of 44 for the Elementary Science Assessment. Source: Texas Education Agency Student Assessment Division Fall 2010

  3. Two Ways of Looking at Assessment Data The student expectations addressing scientific processes remain part of the TEKS for science at all grade levels. In the new STAAR science assessments, there is not a separate reporting category for process skills similar to TAKS objective 1. Instead, these skills will be incorporated into at least 40% of the test questions from the content reporting categories and will be reported along with the content standards. The drawing shows a model of the Earth, moon, and sun system made from foam balls. What is one way to make this model more accurate? A Use wooden blocks instead of foam balls B* Make the sun larger than the Earth and the moon smaller C Move the sun closer to the Earth D Change the order of the foam balls to be moon, sun, Earth This test question addresses • Content: 5.8D, identify and compare the physical characteristics of the Sun, Earth, and Moon • Process: 5.3C, draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. Source: Texas Education Agency Student Assessment Division Fall 2010

  4. Three Grade Levels(sort of) • A look at the Readiness and Supporting Standards show that items are assessed from student expectations in grades 3-5. • However…. Foundations for these standards begin in Kindergarten and continue to build in Grades One and Two. Source: Texas Education Agency Student Assessment Division Fall 2010

  5. Four Reporting Categories Source: Texas Education Agency Student Assessment Division Fall 2010

  6. Five New Acronyms • STAAR: State of Texas Assessments of Academic Readiness • RC: Reporting Category • RS: Readiness Standard • SS: Supporting Standard • SIRS: Scientific Investigation and Reasoning Skills Source: Texas Education Agency Student Assessment Division Fall 2010

  7. Six BIG Concepts • Change: to become different • Constancy: to stay the same • Cycle: a set of repeated events • Model: something used to represent part of the natural world • Pattern: something that happens the same way over and over • Systems: parts that work together Source: Texas Education Agency Student Assessment Division Fall 2010

  8. Six BIG Concepts • Change: to become different • Constancy: to stay the same • Cycle: a set of repeated events • Model: something used to represent part of the natural world • Pattern: something that happens the same way over and over • Systems: parts that work together Source: Texas Education Agency Student Assessment Division Fall 2010

  9. Six BIG Concepts Introduction to the TEKS, K-5: (2)  Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy. Source: Texas Education Agency Student Assessment Division Fall 2010

  10. Six BIG Concepts Also in the Introduction to the TEKS, K-5: (3)  The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least ___ of instructional time. 80% (Gr. K-1) 60% (Gr. 2-3) 50% (Gr. 4-5) Source: Texas Education Agency Student Assessment Division Fall 2010

  11. Seven Things to know about the Griddable Question Items for STAAR Grades 3–8 Assessments • The griddable items is to provide students opportunities to derive answers independently without being influenced by answer choices provided. • The correct answer will be a positive number. • The answer grids include a fixed decimal point with the exception of grade 3, which does not have a decimal point. • Students must enter their answer in the correct columns with respect to the fixed decimal point. • Students must enter their answer in the boxes and then fill in the corresponding bubbles. • Students do not have to use all the boxes. • Extra zeros may be filled in (either before or after the answer) as long as their placement does not affect the value of the answer. Source: Texas Education Agency Student Assessment Division Fall 2010

  12. Eight Essential Process Skills • Safety • Conservation • Investigations • Scientific Problem Solving • Models • Promotional Materials • History • Tools

  13. Nine Big Content Areas • Matter • Energy • Force • Earth Changes • Natural Resources • Earth Patterns • Space • Ecosystems • Structure and Function

  14. Ten Things to Knowabout the Blueprint 1. 6. 7. 2. . 3. 4. 5. 8. 9. 10.

  15. Reporting Category 1: Matter and Energy The student will demonstrate an understanding of the properties of matter and energy and their interactions. Grade 5 (5.5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy; Readiness Standard (B) identify the boiling and freezing/melting points of water on the Celsius scale; Supporting Standard (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and Supporting Standard (D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water. Supporting Standard Grade 3 (3.5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to (C) predict, observe, and record changes in the state of matter caused by heating or cooling. Supporting Standard

  16. Questions or Comments? • cynthia.holcomb@netxv.net • http://www.tea.state.tx.us/student.assessment/ • Student Assessment Division 1701 North Congress Avenue, Room 3-122A Austin, Texas 78701 512/463-9536 student.assessment@tea.state.tx.us

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