1. An Overview of Georgia Milestones 4 th Grade Parent Involvement

2. Georgia Milestones: Unique Features Item Types Selected-Response [aka, multiple-choice] – all content areas – evidence-based selected response in ELA Constructed-Response – ELA and mathematics Extended-Response – ELA and mathematics Technology Enhanced – to begin in 2016-2017 Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.

3. Lexiles with CRCT Readiness Indicators Lexiles Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Common Core Stretch Text – Lower Limit 5207408309259701010 Common Core Stretch Text – Upper Limit 8209401010107011201185 On Track6257758459309701070 Commendable8909901085115512101265 Reader – Lower Limit330445565665735805 Reader – Upper Limit700810910100010651100 2013 Median790860940107010951210

4. Definition Constructed response is a general term for items that require the student to generate a response as opposed to selecting a response. Constructed response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Examples of skills required on constructed response tasks include, but are not limited to: English Language Arts – Utilize close analytic reading – Compare and contrast ideas and themes – Synthesize ideas and concepts across a single or multiple texts Mathematics – Apply mathematical procedures and skills to real world problems – Express mathematical reasoning by showing work or explaining an answer

5. Rubric ScoreDesignationDescription 4Thoroughly Demonstrated The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar. 3Clearly Demonstrated The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar. 2Basically Demonstrated The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar. 1Minimally Demonstrated The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad OR the student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar. 0Incorrect or Irrelevant The response is incorrect or irrelevant.

6. Multiple Choice Which fraction is largest? A A B B C C D D The content and presentation of these items are for illustrative purposes only.

7. Constructed Response George and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal pieces. The shaded pieces are the portion of their pizzas that George and Ana ate. Express in fractions how much pizza George and Ana ate. Use the symbol to show who ate more pizza. The content and presentation of these items are for illustrative purposes only. George Ana 5/8 > 3/8

8. Constructed Response 12 inches George Ana 9 inches 12 inches George 12 inches Carlos The content and presentation of these items are for illustrative purposes only.

9. Technology Enhanced > The content and presentation of these items are for illustrative purposes only.

10. Key Findings from Pilots of Formative Open- Ended Items Overall performance shortfalls – Many students lacked organization and neatness – Don’t seem to understand what question required – Don’t follow directions well – Didn’t answer all parts of questions – Don’t follow through with “units” in Mathematics answers 10

11. Georgia Milestones Writing at Every Grade – All students will encounter a constructed-response item allowing for narrative prose, in response to text, within first or second section of the test. – Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items: o 3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passages o 1 constructed-response item requiring linking the two passages o 1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre. Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.

12. Georgia Milestones General Test Parameters: ELA Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55 Breakdown by Item Type: – 40 Selected Response (worth 1 point each; 10 of which are aligned NRT ) – 2 Constructed Response (2 points each) – 1 Constructed Response (worth 4 points ) – 1 Extended Response (worth 7 points) Norm-Referenced – Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test – Total field test items: 6 Total number of items taken by each student: 60

13. Georgia Milestones General Test Parameters: Mathematics Criterion-Referenced Total Number of Items: 53 / Total Number of Points: 58 Breakdown by Item Type: – 50 Selected Response (worth 1 point each; 10 of which are aligned NRT) – 2 Constructed Response (worth 2 points each) – 1 Constructed Response (worth 4 points) Norm-Referenced – Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test – Total field test items: 10 Total number of items taken by each student: 73

14. Georgia Milestones General Test Parameters: Science Criterion-Referenced Total Number of Items: 55 / Total Number of Points: 55 Breakdown by Item Type: – 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT) Norm-Referenced – Total Number of Items: 20 (approximately 10 of which contribute to CR score) Embedded Field Test – Total field test items: 10 Total number of items taken by each student: 75

15. Georgia Milestones General Test Parameters: Social Studies Criterion-Referenced Total Number of Items: 55 / Total Number of Points: 55 Breakdown by Item Type: – 55 Selected Response (worth 1 point each; approximately 10 of which are aligned NRT) Norm-Referenced – Total Number of Items: 20 (approximately 10 of which contribute to CR score) Embedded Field Test – Total field test items: 10 Total number of items taken by each student: 75

16. Georgia Milestones: Rubrics Rubrics are item specific and therefore cannot be released. – Generally speaking, rubrics outline the expectations for the answer(s) along with sufficient justification/explanation Student cites evidence from the text to support answer in ELA Student explains reasoning or approach to problem solving in mathematics Student answers all portions of the item – Remember the OAS includes rubrics and student exemplars for all formative open-ended items. The extended-response analytic writing rubric will be released. Students will be scored on two features: – Idea Development, Organization, & Coherence – Language Usage & Conventions

17. Key Findings From Pilots of Formative Open-Ended Items Overall performance shortfalls – Students were not familiar with these types of items Many responded ‘dnk’ – as in ‘do not know’ – Students did not show their work, detail their thoughts, rationales, cite evidence to support their answer or claim Tendency was to cite answer only – as if a multiple-choice item – Students did not read carefully and answer all parts of the question/item

18. Close-out Constructed response items require students to construct an answer for the formative task and are scored based on criteria defined in rubrics. Constructed response items can be used formatively to learn how well students are progressing in mastery of standards. Student performance on constructed response items gives teachers information to adjust instruction and know if students are able to demonstrate complex thinking.