SAGE: ELA and Literacy Summative and Interim Reports for literacy in all disciplines o History/Social Studies o Sciences o Technical Subjects Literacy is a shared responsibility!
Add It Up 1.Literacy is a shared responsibility. 2.Teachers, students, and parents get useful information.
What is SAGE? Student Assessment of Growth and Excellence Utah’s summative, interim, and formative assessment system aligned to Utah’s Core State Standards for students in grades K-12 Includes the required end-of-year summative adaptive assessments for English language arts, math, and science (SAGE Summative Grades 3-11) Includes optional interim adaptive assessments (SAGE Interim Grades 3-11) (coming 2014-15 school-year) Includes a formative assessment system (SAGE Formative Grades K-12)
SAGE Summative Required end-of-year summative adaptive assessments o ELA and Literacy: Grades 3-11 o Mathematics: Grades 3-8, Secondary I, Secondary II, Secondary III o Science: Grades 4-8, Earth Science, Biology, Chemistry, Physics
SAGE Interim Available Fall 2014 o Full blueprint of SAGE summative o Fully adaptive o Predictive of SAGE summative performance o Each content test may be given up to twice a year
SAGE Formative Accessible by teachers, students, and parents Learning activities, tests, items, quizzes, aligned to the Utah Core Not adaptive Online and in person training available Information available from your LEA Assessment Director
Standards-Based Adaptive Testing: Our Algorithm Every student is tested on the full range and depth of content, but at different levels of difficulty o Difficulty is determined by actual student performance Every student has the chance to demonstrate the same range of cognitive skills o Utilizes grade level content o Science Example: 4 th weather, 5 th chemical reactions, 6 th solar system A 5 th grade student will not receive questions about the solar system– but full ability range on chemical reactions Item difficulty, not cognitive complexity, adjusts to student performance
Add It Up 1.Literacy is a shared responsibility. 2.Teachers, students, and parents get useful information. 3.Students’ time is not wasted. 4.Students get to think.
Cognitive Complexity Cognitive complexity refers to the cognitive demand associated with an item. Low Complexity: items require students to recall, observe, question, or represent basic facts. Moderate Complexity: items require two steps: identification and subsequent processing of that information. High Complexity: items make heavy demands on student thinking.
DOK 1. Recall/Reproduction – Recall a fact, information, or procedure; process information on a low level DOK 2. Skill/Concept – Use information or conceptual knowledge, two or more steps DOK 3. Strategic Thinking – Requires reasoning, developing a plan or a sequence of steps, more than one reasonable approach DOK 4. Extended Thinking – Requires connections and extensions, high cognitive demands and complex reasoning Depth of Knowledge (DOK)/ Cognitive Complexity
Difficulty vs. Cognitive Complexity/DOK Difficulty is a statistical concept. Test adaptation is based on difficulty. Cognitive Complexity/DOK is based on the type of thinking the student must do to answer the question. DOK is blueprinted. SAGE adapts based on difficulty, not DOK
Depth of Knowledge vs. Difficulty What animal is this? A.Bee B.Deer C.Horse D.Wolf What species is this? A. Apis mellifera B. Canis lupus C. Equus ferus caballus D. Odocoileus virginianus DOK: 1 Difficulty: Easy DOK: 1 Difficulty: Hard DOK is NOT difficulty!
Depth of Knowledge vs. Difficulty Write a paragraph comparing and contrasting the physical appearance of a wolf and a fox. Write a paragraph comparing and contrasting the endocrine system of a wolf and a fox. DOK: 2 Difficulty: Easy DOK: 2 Difficulty: Hard DOK is NOT difficulty!
Depth of Knowledge vs. Difficulty Choose a behavioral trait of the wolf that you feel is its most important adaptation to its environment. In a paragraph, explain and justify your choice. Choose the sequence in the wolf genome that you believe best exemplifies its phenotypical adaptation to its environment. In a paragraph, explain and justify your decision. DOK: 3 Difficulty: Easy DOK: 3 Difficulty: Hard DOK is NOT difficulty!
Blueprint Example Blueprints can be viewed at: http://ut.portal.airast.org /resources/?section=1
ELA and Literacy Reading Single and Paired Passages Literary/Informational ratio follows Core Listening Short (1 min) passages: dialogue, discussion, etc. Headphones Language Edit draft passage of student writing
Item Types/ Response Mechanism Technology Enhanced/Grid Items Constructed Response (Natural Language) Equation Response Graphic Response Hot Spot Response Drag and Drop Response Multiple Choice Single select Multiple select Constructed Response Selected Response Drag and Drop Create an equation Matching Extended Writing
Multiple Choice Single Select Multiple Choice: Items include a question followed by multiple options from which a student is directed to choose only one. Key points There is one and only one correct or best answer. The other choices are plausible but incorrect. The wording of each option is clearly understandable. The options are parallel in length and in grammar.
Multiple Choice Multiple Select Selected Response: Items include a question followed by multiple options from which a student is directed to choose all that are correct. Key points There are multiple correct or best answers. The other choices are plausible but incorrect. The wording of each option is clearly understandable. The options are parallel in length and in grammar.
Constructed Response Constructed Response: Items that focus on a particular skill or concept. Students will produce their own work either in the form of a short or longer response. Key points: The rubric clearly indicates the number of points per type of student response. The rubric clearly indicates the expected student response(s) for each score point. The intended correct response answers the question posed in the stem.
Technology Enhanced/Grid Items Items that are technology enhanced and require the student to interact with the item to solve Constructed Response (Natural Language) Equation Response Graphic Response Hot Spot Response Drag and Drop Response Key point: The item should use the capabilities of the grid tool effectively and purposefully. The item should have a good reason to be created as a grid item rather than another item type.
Item Type Samples http://demo.tds.airast.org/AIRAssess ment/ http://demo.tds.airast.org/AIRAssess ment/
Add It Up 1.Literacy is a shared responsibility. 2.Teachers, students, and parents get useful information. 3.Students’ time is not wasted. 4.Students get to think. 5.Students get to write!
ELA and Literacy Writing Student writing will draw on information and evidence from passages Two Compositions: Informative/Explanatory W.2 (~shorter) Opinion/Argument W.1 (~longer) Machine scoring with human read-behind
Sample Writing Task: Grade 10—Informative/Explanatory Essay Prompt: Write an essay that explains why the light from a lighthouse can travel such long distances. Use information from the articles you have read in your essay. Text Set: Article and diagram comparing the distance light travels from various manmade sources, including lighthouses, flashlights, car headlights, etc. Article (with illustrations) describing how lighthouses generate and focus light signals Textbook excerpt describing how lenses and prisms focus and bend light
Sample Writing Task: Grade 6—Argument Essay Prompt: This is a claim made by a solar panel company: “Using solar panels for heating can save homeowners money.” Based on the readings, write an essay that supports this claim OR an opposing claim. Be sure to include evidence from the articles to support your claim. Text Set: Article with information about the cost of installing solar panels Information and illustrations about the amount of energy generated by solar panels on houses with full sun to shaded exposures Report on the amount of energy homeowners have to buy to supplement solar energy provided by panels Personal anecdote from a consumer who has purchased and uses solar panels for heating
How do I prepare my students? Teach the Standards Academic Vocabulary Read like a Writer—Write like a Reader 4/1 Grading Evidentiary Reasoning Teach the Core, not the test!
Thank you! Daron Kennett ELA Assessment Specialist Utah State Office of Education firstname.lastname@example.org 801-538-7819