1 / 43

TEKS Instruction Leads to Texas Assessment Success

TEKS Instruction Leads to Texas Assessment Success. Assessment. Assessments should match the level of rigor and relevance in the curriculum and the instruction Performance-based assessments are most effective Challenges with state assessments: Need to be easy to score

jara
Télécharger la présentation

TEKS Instruction Leads to Texas Assessment Success

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEKS Instruction Leads to Texas Assessment Success

  2. Assessment • Assessments should match the level of rigor and relevance in the curriculum and the instruction • Performance-based assessments are most effective • Challenges with state assessments: • Need to be easy to score • Content may be tested in isolation • Do not always allow application/performance

  3. INTEGRATED ASSESSMENT & ACCOUNTABILITY SYSTEMS State Federal • Federal Assessment System • TAKS • TAKS-(Accommodated) • TAKS-M (Modified) • TAKS-Alt (Alternate) • LAT (Math,Reading, Science) • TELPAS (2-12 Reading Test; • K-1 Listening, Speaking, Reading, and Writing; 2-12 Listening, Speaking, and Writing) • State Assessment System • TAKS • TAKS (Accommodated) • TAKS-M (Modified) • TAKS-Alt (Alternate) • Early Reading Assessments (TPRI / Tejas LEE / Other) • End of Course Developed & Provided by: Education Service Center Region XI

  4. Texas Assessment Program • All state assessments are aligned to TEKS. • Assessments serve as a measure of student achievement in the areas of reading, writing, mathematics, social studies, and science. • Most are used as a component of state accountability. • Some are used for performance measures in NCLB adequate yearly progress (AYP).

  5. Why Choose a TEKS Focus? TEKS TEKS

  6. State of Texas Assessments of Academic Readiness (STAAR) • Senate Bill 1031 (80th Texas Legislature, 2007) • Required the development of end-of-course assessments for secondary courses • Limited the frequency of stand alone field testing • Required changes to the assessment administration window

  7. STAAR is the result of… • House Bill 3 (HB 3, 81st Legislature, 2009) • Required new grade 3-8 assessments • Required performance measures across grade levels • Required end-of-course results be used in final course grades • Increased rigor of testing with the mandate to develop assessments with a “fewer, deeper, clearer” focus

  8. State of Texas Assessments of Academic Readiness (STAAR) • More rigorous than TAKS with greater emphasis onalignment to college and career readiness • Grades 3 – 8 • Tests are in same grades and subjects as TAKS • Spanish versions available in grades 3-5 • High school • Twelve end-of-course assessments covering four subject areas replace grade-level tests

  9. STAAR Assessments for Grades 3-8 • 3-8 mathematics • 3-8 reading • 4 and 7 writing • 5 and 8 science • 8 social studies Implemented in 2011-2012 School Year

  10. STAAR End-of-Course (EOC) High School Assessments • English I, English II, English III • Algebra I, Geometry, Algebra II • Biology, Chemistry, Physics • World Geography, World History, U.S. History Starts in 2011-2012 school year with students entering 9thgrade

  11. STAAR ASSESSED CURRICULUM

  12. Curriculum Assessed on STAAR • All assessable Texas Essential Knowledge and Skills for a subject/course have been identified as either Readiness Standards or Supporting Standards

  13. Curriculum Assessed on STAAR • In general, Readiness Standards • Are essential for success in the current grade or course • Are important for preparedness for the next grade or course • Support college and career readiness • Necessitate in-depth instruction • Address broad and deep ideas

  14. Curriculum Assessed on STAAR • In general, Supporting Standards • May be emphasized in a subsequent year, although introduced in the current grade or course • May be emphasized in a previous year, although reinforced in the current grade or course • Play a role in preparing students for the next grade or course, but not a central role • Address more narrowly defined ideas

  15. Curriculum Assessed on STAAR Geometry Assessment—Eligible TEKS— Reporting Category 5 (G.11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems. The student is expected to • use and extend similarity properties and transformations to explore and justify conjectures about geometric figures Supporting Standard • use ratios to solve problems involving similar figures Supporting Standard • develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples using a variety of methods Readiness Standard • describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems Readiness Standard

  16. Curriculum Assessed on STAAR • Readiness and Supporting Standards • Readiness and Supporting Standards are identified in the assessed curriculum documents. • These documents are posted on the TEA student assessment website at http://www.tea.state.tx.us/student.assessment/staar/.

  17. Curriculum Assessed on STAAR • Readiness Standards • Encompass 30–40% of the eligible TEKS • Will make up 60–65% of the assessment • Supporting Standards • Encompass 60–70% of the eligible TEKS • Will make up 35–40% of the assessment

  18. Curriculum Assessed on STAAR

  19. TAKS to STAAR Provided by: Education Service Center Region XI

  20. CROSSWALK Between TEKS and EOC • Participants will • Highlight the EOC standards in the TEKS documents. • Discuss which TEKS are assessed and not assessed. • Debrief with the whole group.

  21. STAAR END-OF-COURSE ASSESSMENTS

  22. End-of-Course Tested Subjects (X=no modified or alternate version available)

  23. STAAR End-of-Course High School Assessments • According to graduation requirements currently in place, students entering 9th grade in 2011-2012 must achieve a cumulative score at least equal to the product of number of assessments taken in that content area and scale score that indicates satisfactory performance. • For each of four core content areas, cumulative score ≥ n x passing scale score, where n = number of assessments taken.

  24. STAAR End-of-Course High School Assessments • For students on Minimum High School Program • Cumulative score is based on number of courses taken for which an end-of-course assessment exists. • Cumulative score requirement may vary by subject area.

  25. STAAR End-of-Course High School Assessments • In addition to meeting cumulative score requirement in each of four core content areas, students on the Recommended High School Program have to perform satisfactorily on – • Algebra II assessment • English III assessment

  26. STAAR End-of-Course High School Assessments • In addition to meeting cumulative score requirement in each of four core content areas, students on DistinguishedAchievement Program have to perform satisfactorily on college-readiness component of – • Algebra II assessment • English III assessment

  27. Performance Standards for EOC Assessments • Each EOC STAAR assessment will have a satisfactory cut score and an advanced cut score. There will also be EOC minimum scores set below, but within a reasonable range of the satisfactory scores, that will be used to determine whether a student’s score on an EOC assessment may count toward his/her cumulative score in that content area.

  28. Performance Standards for EOC Assessments PERFORMANCE Level I Level II Level III Minimum Score Unsatisfactory Academic Performance Satisfactory Academic Performance Advanced Academic Performance

  29. Performance Standards for EOC Assessments • Performance at the highest cut score will be interpreted differently depending on the assessment. • The highest cut will indicate college readiness for Algebra II and English III. • It will indicate advanced course readiness for Algebra I, English I, and English II. • It will indicate advanced performance for the remaining courses.

  30. Performance Standards for EOC Assessments • It is anticipated that the satisfactory performance standards for STAAR will be phased in over several years, but the advanced standards (including the college readiness standards for Algebra II and English III) would not be phased in, but applied as approved when STAAR becomes operational. • Performance standards will be reviewed at least every three years, as required by state statute.

  31. STAAR End-of-Course High School Assessments • Student is not required to retake course as a condition of retaking assessment. • School district shall provide accelerated instruction to each student who fails to perform satisfactorily on assessment.

  32. STAAR End-of-Course High School Assessments • Student’s score on assessment must be worth 15% of student’s final grade for that course. • School district is not required to use student’s score on subsequent administrations to determine student’s final grade for that course.

  33. STAAR End-of-Course High School Assessments • In the future, TEA is planning multiple administrations of EOC assessments for • students who complete the course at different times of the year • retest opportunities • TEA is planning EOC administrations at the end of • Spring • Summer • Fall

  34. Test Item Reflection

  35. TEKS Focus: A Formula for Student Success Classroom TEKS-based formative assessment and Quality classroom instruction result in Classroom success for all And lead to Success on TEKS-based assessments for allstudents and Wider opportunities for future success in life

  36. Instruction Curriculum Standards Assessment Alignment of CIAS

  37. Two Types of Alignment: Content Does the test item and its skills and knowledge base appear in the curriculum, textbook, or Texas assessment instruments? Context Does the test item format appear in the curriculum, textbook, or Texas assessment instruments? Curriculum Alignment

  38. Alignment is More Than • a chart • textbook correlation • a scope and sequence • a curriculum guide • a TAKS/STAAR plan These are strategies that help us attainalignment.

  39. Alignment Implies… • Focus on TEKS • Understanding the relationship of the TEKS to the Texas assessment objectives • Examination of instructional process • K-12 perspective • A commitment and shared responsibility to enhance student learning • Working towards high achievement for all students • Ensuring essential student expectations • Securing the appropriate and necessary professional development to ensure alignment

  40. Alignment Means Every Teacher • understands what is expected of students; • understands these expectations within the context of the K-12 program, and • accepts responsibility for these expectations.

  41. Resources for Educators • http://www.region10.org • http://www.tea.state.tx.us • http://www.tea.state.tx.us/ student.assessment

  42. TEA Instructional Resources • Assessment Information Booklets • Released Tests • Test Blueprints • Writing Rubrics and Writing Samples • Best Practices Clearinghouse • Teacher Toolbag

  43. TEA Initiatives that Support Student Success • Student Success Initiative • Personal Graduation Plan • Drop Out Prevention • 4 by 4 Graduation Requirements • College Readiness Initiatives • Texas Reading Initiatives • Texas Adolescent Literacy Academies • Response to Intervention • Science and Mathematics Collaboratives • Texas Mathematics and Science Diagnostic System • PK-16 Initiative • School Readiness Integration

More Related