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Preliminary SAISD 2002 - 2003 TAKS Performance

Preliminary SAISD 2002 - 2003 TAKS Performance. Board Report June 2003. Elevating Assessment Standards: Migrating from TAAS to TAKS.

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Preliminary SAISD 2002 - 2003 TAKS Performance

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  1. Preliminary SAISD 2002 - 2003 TAKS Performance Board Report June 2003

  2. Elevating Assessment Standards: Migrating from TAAS to TAKS • The State of Texas recognized a need for more rigorous assessment standards because the TAAS exam no longer measured the full potential of our students or our schools. • State regulations prevented TAAS testing contractors from making TAAS questions “more difficult” over time.

  3. Elevating Assessment Standards: State Methodology • In 2003, Texas elevated testing standards by: • Expanding the testing program to include more grades and subjects. • Making test questions harder through the introduction of a new test: Texas Assessment of Knowledge and Skills (TAKS).

  4. Elevating Assessment Standards: Including More Grades and Subjects

  5. Elevating Assessment Standards: Making Test Questions Harder See the examples which follow.

  6. Use basic operations 7,001 A. 1,076 -6,325 B. 776 C. 676* D. 1,976 Exit Level (11th Grade) T A B S

  7. Exit Level (Grade 11) TEAMS Use basic operations to solve decimal problems 26.05 X 20 = • 521* • 42 • 52.1 • 53

  8. TAAS Exit Level (Grade 10) Express or solve problems using mathematical representation • 0.10(2 + d) = 3.50 • (0.10)(2) + d = 3.50 • 2(0.10d) = 3.50 • 2 + 0.10d = 3.50* • 2(0.10 + d)= 3.50 The fare for riding in a taxi is a $2 fixed charge and $0.10 per mile. The fare for a ride of d miles is $3.50. Which equation could be used to find d ?

  9. TAKS Exit Level (Grade 11) Prototype Item Formulate and use linear equations and inequalities The equations of two lines are: 4x - 5y = -15 and y = 4 / 5x - 6 Which of the following describes their point of intersection? • (1.875, 4.5) • (-5, 1) • (10, -5) • No intersection*

  10. Grade 5 Mathematics Prototype Item TAKS Demonstrate an understanding of probability and statistics TEKS 5.12, 5.13 The chart shows the high temperature for today’s date for five consecutive years. Date Temperature 1996 74°F 1997 80°F 1998 81°F 1999 76°F 2000 79°F What is the median high temperature in °F for this date? Record your answer and fill in the correct bubbles on the answer document. Item demonstrates that students now have some questions in which the answer cannot be selected, but must be calculated with precision.

  11. Elevating Assessment Standards: Making Test Questions More Difficult • Like TAAS, the TAKS test also measures understanding of the Texas Essential Knowledge and Skills. However, the level of difficulty of questions is much harder. For example:

  12. Elevating Assessment Standards: Benchmarking TAKS Performance Measurement • The following slides outline our current performance in regard to TAKS. • It is counterproductive to measure current performance against TAAS, since this is an “apples to oranges” comparison. • Our best performance indicator is our “relative performance” in terms of state scores, which are currently available only at grade levels.

  13. Preliminary 2002 – 2003 SAISD TAKS Results: Reading (Combining Reading and ELA, Grades 3-11) District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  14. Preliminary 2002 – 2003 SAISD TAKS Results: Math (Grades 3- 11) District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  15. Preliminary 2002 – 2003 SAISD TAKS Results: Writing (Grades 4 and 7) District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  16. Preliminary 2002 – 2003 SAISD TAKS Results: Science (Grades 5, 10, and 11) District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  17. Preliminary 2002 – 2003 SAISD TAKS Results: Social Studies (Grades 8, 10, and 11) District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  18. Percentage Points of Difference Between SAISD and the State on 2003 TAKS

  19. Elevating Assessment Standards: Statewide Implications of TAAS to TAKS • The increase in item difficulty widened the gap between economically disadvantaged students and the all student group in most subjects at the state level this year. For example: at Grade 5 Science, economically disadvantaged students scored 17 percentage points below the all student group. This gap ranged from 12 to 14 percentage points for math at Grades 9, 10 and 11. • Since 90% of students in SAISD are economically disadvantaged, district scores are compared to the state in this area. In SAISD, economically disadvantaged scores are usually exactly the same as the all student group. (The only district variance was that in seven measures economically disadvantaged students were one percentage point lower. See grades noted with *.)

  20. SAISD TAKS 2003 Grade Level Reading Scores Compared to State Economically Disadvantaged (Including ELA at Grade 10 and 11, Grades 3 - 11) Difference -1 -5 -2 -4 -3 -1 0 -1 +5 District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  21. SAISD TAKS 2003 Grade Level Math Scores Compared to State Economically Disadvantaged Difference -5 -8 -5 -8 -10 -6 +2 +3 +2 District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  22. SAISD TAKS 2003 Grade Level Writing Scores Compared to State Economically Disadvantaged (Grade 4 and Grade 7) Difference -1 -1 District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  23. SAISD TAKS 2003 Grade Level Science Scores Compared to State Economically Disadvantaged (Grade 5, 10, and 11) Difference 0 -4 -1 District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  24. SAISD TAKS 2003 Grade Level Social Studies Scores (Grade 8, 10, and 11) Difference +2 +1 +2 District figures at nearest tenth. Grade level rounded up at .5 and higher. Not a final accountability document.

  25. Elevating Assessment Standards: Migrating from TAAS to TAKS • SAISD and other districts are at the beginning of a new testing cycle with TAKS. The TAKS test will be “phased in” over a period of three years. • The number of questions needed to pass the test will go up over the next two years at every grade level and in every subject. This number varies across every test. • In 2005, we will be at the level of difficulty the state originally planned. • In the following graphs, the blue bar indicates where we are. The red striped bar indicates where we would be if there were no phase in period prior to 2005.

  26. SAISD 2003 Percent Passing Reading Compared by ’05 Panel Recommendation and Current ’03 Standard . Blue Columns – 2003 TAKS Results measured against the 2003 standard (2SEM) - the current measure in place. Red Striped Columns – 2003 TAKS Results measured against the 2005 standard - the future goal. All scores are based on all students taking - raw score summary data (not an accountability subset).

  27. SAISD 2003 Percent Passing Math Compared by ’05 Panel Recommendation and Current ’03 Standard Blue Columns – 2003 TAKS Results measured against the 2003 standard (2SEM) - the current measure in place. Red Striped Columns – 2003 TAKS Results measured against the 2005 standard - the future goal. All scores are based on all students taking - raw score summary data (not an accountability subset).

  28. SAISD 2003 Percent Passing Writing Compared by ’05 Panel Recommendation and Current ’03 Standard Blue Columns – 2003 TAKS Results measured against the 2003 standard (2SEM) - the current measure in place. Red Striped Columns – 2003 TAKS Results measured against the 2005 standard - the future goal. All scores are based on all students taking - raw score summary data (not an accountability subset).

  29. SAISD 2003 Percent Passing Science Compared by ’05 Panel Recommendation and Current ’03 Standard Blue Columns – 2003 TAKS Results measured against the 2003 standard (2SEM) - the current measure in place. Red Striped Columns – 2003 TAKS Results measured against the 2005 standard - the future goal. All scores are based on all students taking - raw score summary data (not an accountability subset).

  30. SAISD 2003 Percent Passing Social Studies Compared by ’05 Panel Recommendation and Current ’03 Standard Blue Columns – 2003 TAKS Results measured against the 2003 standard (2SEM) - the current measure in place. Red Striped Columns – 2003 TAKS Results measured against the 2005 standard - the future goal. All scores are based on all students taking - raw score summary data (not an accountability subset).

  31. SAISD and Destination Exemplary • Our focus has changed this year to include a broader, conceptual approach to the TEKS. • Diagnostic data, now available, will be invaluable in guiding us toward excellence in the coming year.

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