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2013-14 TCAP Writing Assessment

2013-14 TCAP Writing Assessment. Shifts in Alignment To PARCC. Realignment. To assess CCSS for ELA Three key shifts: Build knowledge through informational text Read complex texts Respond with textual evidence Format resembles PARCC which will assess both reading and writing.

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2013-14 TCAP Writing Assessment

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  1. 2013-14 TCAP Writing Assessment Shifts in Alignment To PARCC

  2. Realignment • To assess CCSS for ELA • Three key shifts: • Build knowledge through informational text • Read complex texts • Respond with textual evidence • Format resembles PARCC which will assess both reading and writing

  3. 2013 State Results • Four Categories: Focus/Organization, Support/Elaboration (labeled as Development in the new rubric), Language/Style (labeled as Language in the new rubric), Conventions • Conventions was the highest scoring trait. • Support/Elaboration was the lowest scoring trait.

  4. 2013 West Carroll results • 5th gr. Language/Style was the highest scoring trait. Focus/Organization was the lowest scoring trait. • 8th gr. Conventions was the highest scoring trait. Support/Elaboration was the lowest scoring trait. • 11th gr. Focus/Organization was the highest scoring trait. Support/Elaboration was the lowest scoring trait.

  5. Format Overview • There will be a four-week testing window from February 3 – February 28, 2014. • Required Grades 5, 8,11 - Testing Window Feb. 3-14 • Optional Grades 3, 6, 9 - Testing Window Feb. 17-21 • Optional Grades 4, 7, 10 - Testing Window Feb. 24-28 • MIST Literacy Portal Closed to other testing during required grades testing window. • Teacher discussion: When (one day, multiple days); Where (homebase or class time) • Districts required to test in grades 5, 8, 11. Optional other grades 3-11. WC has chosen to participate in optional grades.

  6. Format Overview • All writing assessments, required grades 5, 8, and 11 and additional grades, will be online. • All required and additional grades assessed in February will be centrally scored. • Testing done on MIST Literacy Portal.

  7. Assessment Design Emphasizes: • Reading and comprehending grade-level complex text • Writing in response to sources - include textual evidence into analysis or argument

  8. Modeled after PARCC Research Simulation Task (RST) • Two complex informational tasks • Texts will cover social studies and science topics • Students will write two essays: • One prose constructed response about the first text. The essay will be an analytical summary. • One prose constructed response analytical essay about both texts. The essay will be informational/explanatory or argumentative.

  9. Research Simulation Task Mimics a research project; its purpose is to assess a student’s ability to read multiple texts on the same topic and synthesize the information into a coherent idea or argument.

  10. Review Scores/Provide instruction • You may choose to adjust your instruction based on a review of the scores from 2013. • Focus/Organization (5th) - relevant introduction, effective organizational strategies to group related information, establishes relationships with ideas and concepts, effective and relevant conclusion • Support/Elaboration (8th and 11th) - selecting relevant and significant details and ideas from text, supporting claims and explanations with specific evidence from texts, synthesizing textual evidence from multiple sources into a coherent explanation or argument

  11. Sample writing tasks/Revised rubrics

  12. Use TNCore resources

  13. Review PARCC samples

  14. Focus on writing standards

  15. Jr/Sr High Writing Information Everyone can help improve student writing!

  16. How will CC affect teaching in TN?

  17. How can all 7 - 12 teachers teach literacy? All teachers can use LDC Template Tasks in conjunction with appropriate Informational Tasks. Literacy Design Collaborative (LDC)

  18. LDC Template includes: Each LDC template task includes the following components: Template Prompt - a shell statement that allows teachers to fill-in-the-blanks with content and type of products and charges students with a task—what students should do and what product they should produce. Generic Scoring Rubric - describes and connects demands and qualities established by the common core standards with the student product.

  19. LDC Template [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, etc.) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from the text(s). *What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

  20. Rubric [I

  21. Sample items See handouts for specific examples

  22. Why we need to change? “We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.” “If we could teach our students one thing by the end of our time with them, it would be the ability to think, reason, and solve problems - not necessarily math problems, but life problems.”

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