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State of Texas Assessments of Academic Readiness TM An Overview of the Program Victoria Young Director of Reading, Writing, and Social Studies Assessments.

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Presentation on theme: "State of Texas Assessments of Academic Readiness TM An Overview of the Program Victoria Young Director of Reading, Writing, and Social Studies Assessments."— Presentation transcript:

1 State of Texas Assessments of Academic Readiness TM An Overview of the Program Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency

2 New Approach for STAAR In general, Readiness Standards  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 ideas

3 New Approach for STAAR  In general, Supporting Standards  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

4 New Approach for STAAR

5  More questions with a higher cognitive complexity level to match the TEKS  Greater emphasis on critical thinking and reading across different genres  Two essays required in writing  Assessing process skills with content skills in mathematics, science, and social studies  Greater number of open-ended (griddable ) questions on mathematics and science

6 STAAR Results—Grades 3−8  May 2012—raw scores  July 2012—state frequency distributions  June−September 2012—research studies (e.g., STAAR to TAKS; STAAR grade 3 to grade 4 math)  October 2012—standard setting  November 2012—Commissioner approves standards  December 2012—performance standards are applied to raw-score results; reports are generated  January 2013—results indicating scale scores and performance level/passing standards sent to districts

7 STAAR Standard-Setting Proces s The standard-setting process for STAAR includes  validity and linking studies  performance labels and policy definitions  specific performance level descriptors  policy committees  standard-setting committees

8 Standard-Setting Process Combines content, data, and policy expertise 8

9 Performance Labels and Policy Definitions  Developed by a policy committee convened in September 2010  Describe the general level of knowledge and skills evident at each performance level  Describe students in the middle of each performance level  Apply to all assessments

10 Performance Labels  There will be two cut scores, identifying three performance categories  Level III: Advanced Academic Performance  Level II: Satisfactory Academic Performance  Level I: Unsatisfactory Academic Performance

11 Policy Definition of Level III: Advanced Academic Performance Performance in this category indicates that students  Are well prepared for the next grade or course  Demonstrate the ability to think critically  Demonstrate the ability to apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar  Have a high likelihood of success in next grade or course with little or no academic intervention

12 Policy Definition of Level II: Satisfactory Academic Performance  Performance in this category indicates that students  Are sufficiently prepared for the next grade or course  Generally demonstrate the ability to think critically  Generally demonstrate the ability to apply the assessed knowledge and skills in familiar contexts  Have a reasonable likelihood of success in the next grade or course  May need short-term, targeted academic intervention

13 Policy Definition of Level I: Unsatisfactory Academic Performance  Performance in this category indicates that students  Are inadequately prepared for the next grade or course  Do not demonstrate a sufficient understanding of the assessed knowledge and skills  Are unlikely to succeed in next grade or course without significant, ongoing academic intervention

14 14 Performance Labels

15 Commended Performance Met Standard Level III: Advanced Level II: Satisfactory

16 Student Success on STAAR  Teach both readiness and supporting skills  Develop coherent instructional programs that integrate the scaffolding/building blocks necessary for students to do on-grade-level work  Emphasize critical/inferential thinking, problem solving, and application rather than isolated skills  Teach expository reading across the curriculum

17 Student Success on STAAR  Teach students the academic vocabulary unique to each content area  Reinforce the connections between different content areas (math and science, reading and writing, reading and science, reading and social studies, writing and science, writing and social studies)  Use benchmarks that have instructional value  Teach students to use test-taking strategies judiciously, especially given the 4-hour time limit

18 Contact Information Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency 512-463-9536 victoria.young@tea.state.tx.us


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