Transcript STAAR Assessments

Studying the STAARs
STAAR 101
Presented By:
Student Assessment Department
Title
Overview of the
State of Texas Assessments
of Academic Readiness
(STAAR)
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STAAR Basics
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STAAR provides a more clearly articulated assessment program
Focuses on fewer skills
Addresses those skills in a deeper manner
Every question that appears on the State of Texas Assessments of
Academic Readiness (STAAR) is grounded in the knowledge and skills
statements and student expectations within the state-mandated
curriculum, the Texas Essential Knowledge and Skills (TEKS). Please
note that every year the STAAR tests may represent varying
combinations of TEKS student expectations.
More Rigorous- All questions on STAAR match the cognitive complexity
level of the TEKS
The questions are more complex and require more thinking than TAKS
The most important concepts for a student to learn in a grade level
(readiness standards) will have more questions on the test
STAAR assessments in math and reading will be linked from grade to
grade, as well as to postsecondary-readiness standards for the Algebra
II and English III assessments
Versions of STAAR
• Includes these programs:
– STAAR
– STAAR Spanish
The general STAAR is available to
all General Ed, Special Ed, 504
and ELL students.
Only for ELL
students
– STAAR L
– STAAR Modified
– STAAR Alternate
Only for students
receiving special
education
services
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STAAR Assessments
What subjects and
grades are assessed
on STAAR?
Grades 3-8
Reading
Gr. 3-8
Math
Gr. 3-8
Writing
Gr. 4 & 7
Science
Gr. 5 & 8
Soc. Studies Gr. 8
High School End-of -Courses
Math
English
Science
Social Studies
Algebra I
English I - Writing
English I - Reading
Biology
World Geography
Geometry
English II - Writing
English II - Reading
Chemistry
World History
Algebra II
English III - Writing
English III - Reading
Physics
U.S. History
Readiness vs. Supporting
Standards
Readiness Standards
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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 concepts,
skills and ideas
By focusing on the student
expectations that are most critical to
assess, STAAR better measures the
academic performance of students
as they progress from elementary to
middle to high school.
Supporting Standards
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May be introduced in the current
grade or course and emphasized
in a subsequent year
May be emphasized in a
previous year and reinforced in
the current grade or course
May play a role in preparing
students for the next grade or
course but not a central role
May address more narrowly
defined ideas
STAAR Design
• Readiness Standards
– Encompass 30-40% of the eligible TEKS
– Make up 60-65% of the assessment
– 2-4 questions per standard
• Supporting Standards
– Encompass 60-70% of the eligible TEKS
– Make up 35%-40% of the assessment
– 0-1 question per standard
Readiness vs. Supporting Standards
Where Do I Find the Assessed
Curriculum?
Readiness and Supporting Standards are identified in the assessed curriculum documents.
• Posted on the TEA Student Assessment Website at
www.tea.state.tx.us/student.assessment/staar/
Assessed Curriculum
Identifies under each
Reporting Category
which TEKS are
Readiness and
Supporting
Blueprints
Identifies the design
of each assessment.
Blueprints categorize
the number of
Reporting Categories,
the total number of
questions and
Readiness and
Supporting Standards
under a given
Reporting Category
Example Blueprint
STAAR Grade 5 Science Blueprint
College and Career Readiness
College readiness means the level of preparation a student must attain in English
language arts and mathematics courses to enroll and succeed, without remediation,
in an entry-level general education course for credit in that same content area for a
baccalaureate degree or associate degree program (House Bill 3, Section 39.024a)
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College and career readiness begins in Kindergarten
Elementary, middle and intermediate school teachers prepare students for college and
careers by:
– Providing rigorous instruction
– Ensuring that students are reading on grade level and are prepared for the next grade
level
• Elementary school educators consider the Readiness Standards for middle school
• Middle and Intermediate school educators consider the Readiness Standards for
high school
– Ensuring that students can use critical thinking skills
High school educators consider the College and Career Readiness Standards (CCRS)
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The CCRS are designed to represent a full range of knowledge and skills that students need to
succeed in entry-level college courses, as well as in a wide array of majors and careers.
Process Skills
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STAAR is a more clearly articulated assessment program that focuses on fewer skills
and addresses those skills in a deeper manner.
Process skills in social studies, science and mathematics are assessed within context,
not isolation, which allows for a more integrated and authentic assessment of these
content areas.
Process skills are incorporated into test questions and reported along with content skills
under the content reporting categories.
Tests are required to have a minimum percent of questions that include both content
and process skills.
– Mathematics- Process skills for grades 3-8 are incorporated into at least 75% of the
test questions.
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Spring 2012- Had a range of 75% to 87% of incorporated process skills.
– Science- Process skills for science are incorporated into at least 40% of the test
questions.
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Spring 2012- Had a range of 43% to 66% of incorporated process skills
– Social Studies- Process skills for social studies are incorporated into at least 30%
of test questions.
Assessing Process Skills Information can be found at:
www.tea.state.tx.us/student.assessment/staar/
Where Do I Find Subject – Specific
STAAR Resources?
Posted on the TEA Student Assessment Website at: www.tea.state.tx.us/student.assessment/staar/
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Assessed Curriculum, blueprints, assessment specific information such as: policies, assessing process
skills, released questions, reference materials, griddable item format, graph paper, rubrics, test design
schematics and performance level descriptors can be found under the STAAR Specific Resources
Heading on the TEA Student Assessment Website.
Performance Level Descriptors
Describe the general level of
knowledge and skills evident at
each performance level for EOCs.
Test Design Schematics
Identities the test design for
Reading, Writing and English
Assessments. This includes what
Day 1 and 2 look like on the
writing assessments.
STAAR Modified Resources
There are similar resources for
STAAR Modified located at:
http://www.tea.state.tx.us/student
.assessment/special-ed/staarm/
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Performance
Levels
So, how did my students do?
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For the general STAAR assessments, STAAR Modified, and STAAR L, the labels for
the performance categories are:
Performance Levels
What do the performance standards levels
tell us about students?
– The type of academic intervention students
need (none or little vs. short-term, targeted vs.
significant, ongoing intervention)
– Degree to which students are prepared for the
next grade (unprepared vs. sufficiently
prepared vs. well prepared)
– Ability to think critically
So, did my students pass the EOC?
Note: Level I Minimum is not passing.
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Satisfactory Academic Performance on the EOCs are considered passing.
There are also EOC minimum scores set below Level II-Satisfactory Performance that are
within a reasonable range of the passing performance.
A student must achieve a minimum score or higher on an EOC assessment for the test to
be counted towards their cumulative score.
If a student does not reach Level II performance, he or she is eligible to retest. Pasadena
ISD requires students to retest if they did not meet Level II-Satisfactory Performance.
A student may retest as many times as he or she would like, even if they obtained a Level
II. The highest score obtained will count towards their cumulative score.
STAAR EOC Assessment
Requirements
Who is required to achieve specific performance levels?
• Students graduating on the Recommended High
School Program must meet Level II: Satisfactory
Academic Performance on
– English III
– Algebra II
• Students graduating on the Distinguished
Achievement Program must meet Level III: Advanced
Academic Performance (post-secondary readiness) on
– English III
– Algebra II
Ok. So, What is this Cumulative
Score Requirement?
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The EOC assessment scores are used to calculate a cumulative score in each of four foundation subject
areas - math, science, English and social studies.
A student’s cumulative score is determined using the student’s highest score on each EOC assessment.
A student must achieve a minimum score on a test for the test results to contribute to the student’s
cumulative score.
The specific cumulative score target for each student will vary depending upon the student’s graduation
plan and when he/she first takes the EOC exam in a content area.
– For example, many students who take their first math STAAR EOC assessment in 2012 or 2013 will
have a cumulative score requirement of 10,500 for mathematics based on the phase-in Level II
performance standard of 3500 required for each math EOC (3500 + 3500 + 3500 = 10,500).
STAAR EOC Level II Standards will be phased in over several years
– Level II – Satisfactory Academic Performance
• Phase 1 Standards begin in 2011-12 & 2012-13
• Phase 2 Standards begin in 2013-14 & 2014-15
• Recommended Standards begin in 2015-16 and Thereafter
Cumulative Score Example for Math:
http://lead4ward.com/docs/Cumulative%20Score_REV_MARTHA%20AND%20CUMULATIVE%20SCO
RE_JTF_Math_ANSWER_KEY_REV.pdf
Cumulative score requirements do not apply to students taking STAAR Modified or STAAR Alternate.
TEA has set the EOC performance standards, which will increase over time. The phase-in standard for each student
will depend on when he/she takes the first EOC exam in a content area.
And the Nominees of the STAAR
Assessment Program are…
General STAAR
STAAR Spanish
STAAR Modified
STAAR L
STAAR Alternate
Title
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Introducing
STAAR Spanish,
STAAR L,
and TELPAS
First Nominee: STAAR Spanish
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Available for students in grades 3–5
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Grades 3–5 reading and math
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Grade 4 writing
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Grade 5 science
STAAR Spanish is aligned to STAAR
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Same grades and subjects are tested as STAAR in English
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Same assessed curriculum
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Same item types
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Same STAAR blueprints for building tests
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Same achievement standard alignment
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Same focus on readiness for next grade level or course and ultimately postsecondary readiness
Differences between STAAR and STAAR Spanish pertain to language accessibility
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STAAR Spanish uses native language to help students understand the test
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There are no linguistic accommodations available on STAAR Spanish because the
assessment is already in the student’s primary language.
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LPAC determines if STAAR Spanish test is the most appropriate measure of a student’s
academic progress
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No STAAR Spanish forms of STAAR Modified available. However, additional linguistic
accommodations are available for eligible ELLs who take STAAR Modified.
Second Nominee: STAAR L
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Eligibility
– Spanish-version test does not exist (for example, student is in grade 6-12) OR is not
most appropriate measure of academic progress for the student
– Student must be in first 3 years in U.S. schools (unless unschooled asylee/refugee,
then first 5 years)
– Student has not yet reached advanced high rating on TELPAS reading test
STAAR L is aligned to STAAR
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Same assessed curriculum
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Same item types
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Same STAAR blueprints for building tests
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Same achievement standard alignment
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Same focus on readiness for next grade level or course and ultimately postsecondary readiness
Differences between STAAR and STAAR L pertains to language accessibility
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STAAR L provides English-language accommodations to help students understand test
No STAAR L forms of STAAR Modified available. However, additional linguistic
accommodations available for eligible ELLs who taking STAAR Modified.
Second Nominee: STAAR L
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Linguistically Accommodated versions of STAAR grades 3–8 and EOC
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Computer Based Assessment
STAAR L is composed of STAAR test forms in English that have built-in computer based linguistic
accommodations designed for ELLs who are eligible for a significant degree of linguistic
accommodations.
STAAR L is for math, science, and social studies (EOC included)
No STAAR L for reading and writing
Two types of accommodations are built into the STAAR L interface
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Clarification in English - Students will be able to click on words to see definitions, synonyms, pictures and
animations as needed to improve comprehension; content terms assessed not clickable
Reading Aloud of Text - Students will be able to have words and phrases read aloud by the interface
Examples of language to be clarified in online system (as long as assessed content words
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Vocabulary including idiomatic language and colloquialisms
Long clauses and difficult conjunctions
Difficult prepositions or series of prepositional phrases
Complex verb tenses or difficult irregular verb forms
Passive voice
Complex question phrases
Difficult word order
Contexts that may be culturally unfamiliar or confusing
STAAR Spanish and L
Participation Requirement Summary
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**** All ELLs will participate in STAAR (no exemptions will be granted by
TEA). There is no longer an exemption from the Reading test for students in their first-year in U.S.
schools or unschooled immigrants.
LPAC makes decisions in accordance with state participation criteria
For ELLs with a disability, LPAC collaborates with key members of ARD or Section 504 committee
ELLs with Parental Denials
TAC §101.1005 (f)
• An ELL whose parent or guardian declines
bilingual/ESL program services outlined in state
law is not eligible for special ELL assessments,
accommodations, or accountability provisions
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No testing in Spanish or STAAR L
No linguistic accommodations
No English I/II EOC special provisions
No unschooled asylee/refugee provisions
(A Note about TELPAS: ELLs with parental denials are required to be
assessed with TELPAS.)
And It was just nice to be
nominated… TELPAS
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Texas English Language Proficiency Assessment System (TELPAS) assesses the English
language proficiency of English language learners in grades K-12 in four language
domains: listening, speaking, reading and writing.
• TELPAS assesses students in alignment with the Texas English Language Proficiency
Standards (ELPS), which are part of the TEKS.
• Measures annual growth in English language acquisition.
• Students performance is reported in terms of the four English language proficiency levels
described in the ELPS: beginning, intermediate, advanced, and advanced high.
Assessment Components:
• Grades K–1
– Holistically rated observational assessments of listening, speaking, reading, and
writing
• Grades 2–12
– Holistically rated observational assessments of listening and speaking
– Holistically rated writing collections
– Multiple-choice online reading tests in six grade clusters: 2, 3, 4–5, 6–7, 8–9, 10–12
• (A Note about TELPAS: ELLs with parental denials are required to be assessed with
TELPAS.)
Title
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Introducing
STAAR Modified
and
STAAR Alternate
STAAR and Students Served
Through Special Education
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For students receiving special education services, Modified and Alternate
versions of the STAAR are available if the general STAAR assessment does not
meet the student’s needs.
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Grades 3-8 STAAR Modified and STAAR Alternate
Nine EOC Assessments available for STAAR Modified and Alternate
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English I, II, III
Algebra I, Geometry
World History, World Geography, U.S. History
Biology
Algebra II, Chemistry, and Physics will NEVER be assessed with STAAR Modified or STAAR Alternate
The Modified and Alternate assessments are aligned to the TEKS as well as to
the reporting categories for STAAR. The blueprints for the these assessments
differ from the general STAAR.
High School End-of –Courses
Math
English
Science
Social Studies
Algebra I
English I - Writing
English I - Reading
Biology
World Geography
Geometry
English II - Writing
English II - Reading
Chemistry
World History
Algebra II
English III - Writing
English III - Reading
Physics
U.S. History
Third Nominee: STAAR Modified
What is STAAR Modified and who is it for?
• An alternate assessment based on modified academic achievement standards
– Different passing standard than STAAR
– Different test questions, but based on STAAR
• For students receiving special education services who meet participation requirements
Must meet all 3 participation requirements (with specific evidence in IEP/ARD):
1. Multiple years behind grade-level or course expectations and will not progress at
the rate of non-disabled peers
2. IEP contains TEKS-based goals indicating modified content required to access
general curriculum or course
3. Direct (small group or individualized) and intensive (continuous and ongoing)
instruction required to acquire, maintain and transfer skills
• Reflects same increase in rigor as STAAR
– Questions written at the level of the TEKS
• Design
– 20% reduction in length from the general STAAR
– 3 answer choices instead of 4
– Simplified sentence structure
– Embedded field test items
How is STAAR Modified…
modified?
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Began with general STAAR and simplified the reading selections, test questions, and
answer choices by:
– Reducing the number of questions tested and deleting one answer choice
– Simplifying sentence structure, vocabulary, digits, and grid for griddable questions
(mathematics only)
– Revising or adding context for clarification
• Examples: pre-reading text in reading and writing, definitions, formulas and/or
conversions
– Deleting extraneous information
• Examples: reduce number of variables/steps/operations, delete one part of
compound answer choices
– Organizing information differently
• Examples: chunk (separate into parts) reading and editing selections, bulleting
information, additional spacing
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Or… deleted certain things from STAAR so that they are not tested on STAAR Modified
– Delete “not” or “except” questions
– Delete griddable questions (science tests only)
How is STAAR Modified… modified?
Continued
– Separate paired STAAR reading selections (test as single selections that are not thematically
linked) and delete all thematically-linked crossover questions (reading tests only)
• The decoding level of STAAR Modified reading selections is simplified (e.g., sentence
structure, vocabulary).
• Student expectations in Reporting Category 1 associated with making connections across
texts are not tested on STAAR Modified
• Only vocabulary are tested in Reporting Category 1 for STAAR Modified
– Students will be assessed with only one type of writing prompt in each tested grade (writing tests
only)
– Student compositions are scored on a three-point rubric (writing tests only)
STAAR Modified Resources
Resources for STAAR
Modified located at:
http://www.tea.state.tx.us/stud
ent.assessment/specialed/staarm/
STAAR Alternate
Fourth Nominee: STAAR Alternate
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STAAR Alternate is designed for the purpose of assessing students in grades 3–8 and high
school who have significant cognitive disabilities, receive special education services and meet
the participation requirements.
STAAR Alternate is not a traditional paper or multiple choice test.
The assessment involves teachers observing students as they complete state-developed
assessment tasks that link to the grade-level or high school course TEKS through prerequisite
skills.
Teachers then evaluate student performance based on the dimensions of the STAAR
Alternate scoring rubric.
All tested subjects grades 3-8.
9 of 12 EOCs (No Algebra II, Chemistry or Physics).
High School End-of –Courses- STAAR Alternate
Math
English
Science
Social Studies
Algebra I
English I - Writing
English I - Reading
Biology
World Geo.
Geometry
English II - Writing
English II - Reading
Chemistry
World Hist.
Algebra II
English III - Writing
English III - Reading
Physics
U.S. History
Fourth Nominee: STAAR Alternate
Continued
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STAAR Alternate Resources are available at:
http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/
The STAAR
IS
within
our
reach
Contact Information:
Rachel McAdam
Student Assessment
[email protected]
713-740-5246