THIS TEST IS HARD!Working together our students can be successful.

OBJECTIVES

We will analyze the differences of the TAKS and STAAR using TAKS questions and sample STAAR questions in the area of mathematics.

We will examine sample questions in reading, writing, and science.

Questions and answers will be discussed.

A NEW ASSESSMENT MODEL

Texas Education Agency is also implementing a number of changes that should serve to test knowledge and skills in a deeper way.

Tests will contain a greater number of items that have a higher cognitive complexity level.

Items will be developed to more closely match the cognitive complexity level evident in the Texas Essential Knowledge and Skills.

COGNITIVE COMPLEXITY LEVEL

Harsh inflexibility Condition of making

life difficult Strict precision

Characterized by many parts in intricate arrangement

Study of complex linkages

Process of becoming more knowledgeable

Rigor Complexity

NOW AND LATER

Write your thoughts on one side of an index card:

Now – How can cognitive complexity be addressed in math instruction?

Later – Save your card…

STUDY STAAR SAMPLE ITEMS

Use backward design to study what we know about STAAR items.

Count off 1-4 Go to the chart with your number Answer the question on the chart Rotate to the next chart, answer the next

question, and so on…

QUESTION 1

How are the TAKS and STAAR items different?

QUESTION 2

How is the “dual-coding” for Process Skills addressed in the STAAR item?

QUESTION 3

What level of Bloom’s is the STAAR item addressing?

QUESTION 4

How will your knowledge of this sample item impact your assistance at home?

BACK HOME

Your spokesperson will share one or two important thoughts from the chart.

SOME OTHER THOUGHTS

Increased number of “steps” Increased use of fractions and decimals Increased use of tables and graphs Increased use of visual representations Increased use of justifying and interpreting

results

READING The Well-Worn Path by David Crawley

You scampered down this well-worn path when you were just a pup.

And as we grew, I ran with you. I struggled to keep up.

5 My legs grew long. Your legs grew slow. You’re happy now to walk,

ignoring all those squirrels and birds you once would chase and stalk.

And as we walk I think of all 10 the moments that we shared.

The day we found you at the pound,1

you looked so small and scared. The times I fed you table scraps

in spite of Mother’s rule. 15 The days you greeted me with joy

when I came home from school. And as we walk this well-worn path,

no longer running free, I hope I was as good to you 20 as you have been to me.

“The Well-Worn Path” from Dog Poems by David Crawley. Copyright © 2007 by David Crawley. Published by Wordsong, an imprint of Boyds Mills Press. Used by permission.

READING QUESTION 3RD GRADE

What is the main message in the poem?

A It is important for owners to train their pets.

B It is difficult to care for some pets. C Dogs and people are very different. D Pets and their owners can make each

other happy

WRITING Read the selection and choose the best answer to each

question. Samantha wrote about her favorite time of the year. Read

Samantha’s paper and think about how it should be revised. Then answer the questions that follow. ©

Cookie Season (1) Some kids look forward to summer vacation. (2) Others can’t

wait for spring and the start of baseball season. (3) My favorite time of year comes shortly after the winter holidays. (4) One day I’ll notice a girl sitting at a table in front of the grocery store. (5) As I walk by, she will politely ask, “Would you like to buy some cookies?” (6) At that point I jump for joy.

(7) Girl Scouts have been selling cookies for almost 100 years. (8) In the early days Girl Scouts sold only original sandwich,

chocolate mint, and shortbread cookies. (9) There are many interesting flavors available, including lemon, peanut butter, and caramel. (10) Everyone seems to have a favorite, but the cookies that remain the most popular are the original chocolate mint.

WRITING SAMPLE TEST QUESTIONS

Samantha wants to add a sentence to the end of her first paragraph (sentences 1–6). Which sentence could she add to clearly state the central idea of her paper?

A I jump higher than you can imagine. B She is talking to me, and I know it’s

here! C Girl Scout cookie season has finally arrived!

D Spring break and winter holidays are nothing compared with this.

WRITING SAMPLE TEST QUESTION

Samantha needs to add a transition word or phrase to help her readers move from sentence 8 to sentence 9. Which transition could BEST be added to the beginning of sentence 9?

A After all B Today C At first D Then

SCIENCE

Facts About Duckweed Duckweed is a small plant that grows in water. Many water birds depend on duckweed for food. Duckweed can reproduce rapidly in water that is rich in the nutrients used in agriculture.

SCIENCE QUESTION

Which of these human activities would most likely cause an overgrowth of duckweed in a pond environment?

A Gradually introducing geese into the pond

B Fishing in the pond as recreation C Planting trees in nearby forests D Heavily fertilizing nearby farm fields

SCIENCE

STAAR/TAKS

Timed tests 4 hours Increased number of items by as much as

15% Rigorous with greater item complexity Writing: two essays Reading: critical analysis Math and Science: process skills will be

assessed in context, not isolation (authentic assessment)

Math and Science: number of open-ended (griddable) items will be increased

STAAR/TAKS

STAAR/TAKS

Math and reading will be linked from grade to grade as well as to postsecondary readiness standards for Algebra II and English III assessments

STAAR grade 3 assessment will have separate answer documents instead of scorable test booklets

Three new student labels will categorize student performance-Unsatisfactory (I), Satisfactory (II), and Advanced (III)

Passing scores will be published in late 2012

NOW AND LATER

Write your thoughts on the other side of an index card:

Now …

Later – How can feedback from teachers and parents help address cognitive complexity?

WHY?

Response to requirements set forth by the 80th and 81st Texas legislatures

Focus on increasing postsecondary readiness of graduating high school students

Ensure Texas students are competitive with other students both nationally and internationally