ups: unpacking the standards for quality assessment writing -based on margaret kilgo’s research...
TRANSCRIPT
UPS: Unpacking the
Standards for Quality
Assessment Writing-based on Margaret Kilgo’s
Research Model
UPS GOALS
When I leave this training…
I will have a better understanding of the depth and complexity of my content standards.
I will be able to better evaluate my students with assessments that are aligned to the TEKS.
STUDENT EXPECTATIONS TELL YOU THE…
The level at which students are expected to perform in order to adequately meet the standard
The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard
Cognitive Rigor
ContextContent
Situations in which the content is applicable and transferable
DRILL DOWN
DEFINITIONS AND TERMS
OER
TEKS
STAAR
EOC
Open-ended responses
Texas Essential Knowledge and Skills/Student Expectations (Curriculum Standards)
State of Texas Assessment of Academic Readiness
End of Course
DEFINITIONS AND TERMS Readiness
Standards
Supporting Standards
TEKS considered critical for success in the current grade or subject and important for preparedness in the grade or subject that follows
TEKS that are emphasized in a previous or subsequent grade; they play a role in preparedness for the next grade
DEFINITIONS TEKS consist of KS (Knowledge Statement)
and SE (Student Expectation)
Example:KS: E1.1: Students understand new
vocabulary and use it when reading and writing. The student is expected to:
SE: (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;
WHAT’S THE DEFINITION? What is the dictionary definition for the verbs in
the TEKS? ANALYZE – break down into components or
essential features, to examine carefully and in detail so as to identify causes, key factors possible results
INFER – to derive by reasoning; conclude or judge from premises or evidence
CONCLUDE – to determine by reasoning ; deduce
PROVIDE – to make available; furnish SUPPORT – to maintain or advocate (a theory,
principle, etc.); to furnish corroborating evidence for
DEFINITIONS ONE MORE TIME
determined by the verb of the SE
“what” will be assessed
“how” the content will be assessed
Rigor:
Content: Context:
RIGORCognition rigor comes from the VERB in the TEKSRigor is not based on Bloom’s Taxonomy, but on
definition of the verbs in the TEKS.
Example KS:
Student analyze, make inferences and draw conclusions
about expository text and provide evidence from text to
support their understanding. Students expected to:
13B draw conclusions from the facts presented in text
and support those assertions with textual evidence.
CONTENT This is the WHAT we are teaching. Content knowledge and concepts tested are tied to the exact wording of the TEKS. Requires students to have prior knowledge of the
content and concept.
KS: Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to:
13B draw conclusions from the facts presented in text and support those assertions with textual evidence.
CONTEXT This is the HOW the content should be assessed,
such as “with text evidence” or “provide evidence”
Example
3.13B draw conclusions from the facts
presented in text and support those
assertions with textual
evidence.
UNPACKING THE STANDARDS Choose the SE Read KS Identify and define the verb(s) Identify the content Identify the context Identify academic vocabulary
DEFINITIONS ONE MORE TIME
SE: 3.13.B draw conclusions from the
facts presented in text and support
those assertions with textual evidence
determined by the verb of the SE
“what” will be assessed
“how” the content will be assessed
Rigor:
Content:
Context:
DOES THE QUESTION TEST THE SE?
KS: Student analyze, make inferences and
draw conclusions about expository text
and provide evidence from text to support
their understanding. Students expected to:
13B draw conclusions from the facts
presented in text and support those
assertions with textual evidence.
Focusing on open-ended responses (OER’s)
removes false assumptions about test-taking strategies
(highlighting, predicting, eliminating answer choices,
etc.)
promotes higher-level thinking and reasoning
cultivates deeper and more authentic problem solving
PRACTICE TIMETry it with a genre, a grade level SE and by dipping back to the KS statement.
STOP LISTEN THINK ELA TEKS are assessed through reading passages
Writing common assessment items requires us to know what the student expectation for our grade level is asking
We need to know how to write test items that assess the student expectation if BISD students are to be successful
We are all going to practice doing this by using reading passages.
LET’S TRY IT FOR ELA
Get your UPS (Unpacking the Standards) form
What’s first? SE What’s the verb to be assessed? What’s the content to be assessed? What’s the context to be assessed? Choose a selection Read and identify all text evidence that
supports that TEKS Now what?
ELA GRADE 3
Theme and Genre5A paraphrase the themes and supporting
details of fables, legends, myths or stories5B compare and contrast the settings in
myths and traditional folktales
Poetry6A describe the characteristics of various
forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).
ELA GRADE 3 Theme and Genre (Supporting: RC 2 Literary Text)
What is the _________mostly about?The them of this story is_____________What is the overall theme in this __________?Which of the following is the best theme of this
fairytale?
Poetry (Supporting : RC 2 Literary Text)
What images in your mind were created by reading this poem? Which line created this image for you?
What can you tell about this poem?You can tell from this poem that ____Which type of poetry is the following poem?What are the differences in these two poems?
ELA GRADE 4
Drama5A describe the structural elements particular
to dramatic literature (structural elements particular to dramatic
literature would be plot, setting/scenes, acts, cast of characters, and stage directions)
Poetry4A explain how the structural elements of
poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
ELA GRADE 4
Drama Supporting: RC 2 Literary Text
Describe why this play is an outstanding example of dramatic literature.
This play is an outstanding example of dramatic literature because ____
Which element of dramatic literature is missing from this play?
Poetry Supporting: RC 2 Literary Text
You can tell from this poem that the element of ___ relates to ___ (form of the poem).
Which type of poetry is the following poem?How do you know that this is a ___ poem?
ELA GRADE 5
Drama5A analyze the similarities and differences
between an original text and its dramatic adaptation.
Poetry 4A analyze how poets use sound effects (e.g.,
alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
ELA GRADE 5Drama (Supporting: RC 2 Literary Text)
Describe why this play is an outstanding example of dramatic literature.
This play is an outstanding example of dramatic literature because ____
Which element of dramatic literature is missing from this play?
Poetry ( Supporting: RC 2 Literary Text)
How is the poet’s message in this poem enhanced by the repetition of a phrase over and over?
The rhyme in this poem improves understanding of the poem’s message by---
What sound effects does the poet use in this poem to focus on the poem’s message?
PULLING IT ALL TOGETHER
Traveling Heads Together
ELEMENTARY ELA
TAKE A PICTURE OF YOUR ASSESSMENT ITEMS OR TYPE INTO BODY OF AN E-MAIL AND SEND TO:
ELEMENTARY ELA
K-1
2-3
4-5
VIEW THE POSTS HERE:
STARTING WITH THE END IN MIND
Now that we have the assessment items, what about the instruction?
IMPLICATIONS FOR STAAR
Teach and assess TEKS to the extreme of the TEKS/SE. Go to the farthest depth (thinking - cognitive alignment) and complexity (concept, context, & vocabulary alignment)
FINAL THOUGHTS
What did you gain from this?
I will have a better understanding of the depth and complexity of my content standards.
I will be able to better evaluate my students with assessments that are aligned to the TEKS.
Exit ticket Dots on exit poster