Rigor in Assessment Transition to STAAR: Instruction Series
Purpose The purpose of this session is to understand how the State of Texas Assessments of Academic Readiness (STAAR) are fundamentally different from prior state assessments due to a greater emphasis onincreased rigor and strong focus on college and career readiness.
What Rigor is NOT? • Rigor is not…. Rigor is planned. Rigor takes EFFORT!
Answer the proposed question: “what is it to degrade a problem? “ “what do we do as teachers that may degrade a problem?” http://dictionary.reference.com/browse/degrade
Focus Rigorin STAAR Clarity Depth
How does STAAR define rigor? Activity I:2 Insert Linda’s handout here
Distinguish between Readiness and Supporting Standards. Understand how these standards provide FOCUS on the TEKS which are critical to assess! FOCUS-Outcomes
Examine further… So ask yourself, do YOU understand what the difference is between a readiness and supporting standard?
Learning Standards Activity F:2 (TEA , 2010. p. I-26)
Activity F:1 TEKS Breakdown (a) Introduction. • Find and underline/highlight key words that are important for the teacher to know about his/her students.
TEKS Breakdown (TEA, 2006) §111.17. Mathematics, Grade 5. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 5 are comparing and contrastinglengths, areas, and volumes of two- or three-dimensional geometric figures; representing and interpretingdata in graphs, charts, and tables; and applyingwhole number operations in a variety of contexts.
Readiness Standards Characteristic: They are essential for success in the current grade or course (TEA, 2010)
Readiness Standards Characteristic: They are important for preparedness for the next grade or course. (TEA, 2010)
Readiness Standards Characteristic: They support college and career readiness. (TEA, 2010)
STAAR Blueprint Total Number of Readiness Standards: 10 Total Number of Supporting Standards: 20
30-33 Questions developed using the 10 Readiness Standards 17-20 Questions developed from the pool of 20 Supporting Standards
(TEA, 2010, p. I-4) STAAR is assessing content and skills at a greater depth and higher level of cognitive complexity.
What type of knowledge is the student expected to demonstrate? What level of cognitive processing does the student use? Social Studies 8.3(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and Supporting Standard DRAFT
LEVEL 1- LINE OF QUESTIONNING LEVEL 2- LINE OF QUESTIONNING LEVEL 3-LINE OF QUESTIONNING LEVEL 4-LINE OF QUESTIONNING
Sample 1 Activity D:1 Which of these means about the same as the word gauge? • balance • measure • select • warn
Sample 2 • 190 • 200 • 290 • N 121 13 32 + 34
Sample 3 A car odometer registered 41,256.9 miles when a highway sign warned of a detour 1,200 feet ahead. What will the odometer read when the car reaches the detour? (5,280 feet = 1 mile) a. 42,456.9 b. 41,279.9 c. 41,261.3 d. 41,259.2 c. 41,257.1
Sample 4 Which of these conclusions is best supported by information from the passage? If a candidate meets the personal and educational qualifications and is in fair physical shape, his or her chances of becoming an agent are very good. Compared with other law enforcement agencies in the country, the F.B.I. has a low success rate for tracking down and apprehending suspected offenders. The job of an agent is not for everyone; it takes someone with special training who is not afraid of danger and doesn’t mind being socially isolated at times. The life of a federal investigator is not as interesting as most people think; agents spend most of their time working at desks.
Activity D:5 You Do • Using the DOK Descriptors Handout, determine the content complexity levels of assessment items on a release test assessment for: • Math • Science • Social Studies • Reading • Record your work on the Assessment Item Analysis Handout (with time…)
We are still learning…Afternoon Agenda • Departments will meet collaboratively • STAAR Blue prints for each grade level subject will be discussed • An item analysis of each blue print will be created • An overview of the first six weeks curriculum will be reviewed • Teacher/department created list of (10) methods of questioning students reflective of levels 3 & 4 to use in everyday discussion • Review of TAKS released tests or benchmarks- changed to level 3 & 4 • A presentation will be given at the end of the in service by each department’s appointed colleagues
We are still learning…Afternoon Agenda • Presentation must include: • STAAR Blueprint findings (two critical points) per grade level. • Identification of 1 TAKS Released question that your department changed from level 1 to 4. • (1) idea to share of how to add Rigor to our classrooms