PowerPoint elem ela testing

NYSED 3-5 Testing in English Language Arts: 

NYSED 3-5 Testing in English Language Arts Based on SED teleconference of Fall O5 modified by Kim Fontana

NYS English Language ArtsRecent Developments. The State Education Department has:: 

NYS English Language Arts Recent Developments. The State Education Department has: Developed performance indicators for each of grades 3–8 Produced ELA tests for each of grades 3-8 Issued an ELA Core Curriculum, with performance indicators for each of grades Prekindergarten through twelve Find these at http://www.emsc.nysed.gov/ciai/ela/elacore.pdf

Slide3: 

Grade 3-8 Testing in English Language Arts

What Will These Tests Look Like and how do they differ from the tests we know? : 

What Will These Tests Look Like and how do they differ from the tests we know? The tests reflect New York State content/process standards in each grade and subject area. Signal priority content Are instructionally sensitive For ELA: independent writing prompts have been removed for grade 4 and an editing paragraph has been created to measure conventions on grades 3 and 5. All cluster scoring on grade 4. Tests will be similar in format to existing Grade 4 assessment, but they are a new family of tests and will be subject to standards setting this summer.

Grade 3 ELA Test Design: 

Grade 3 ELA Test Design Session 1 (Reading) Format 20 multiple choice items 3 to 4 passages (literary and informational) 1 constructed response item (2 point rubric—really a scoring guide) Standards 1, 2, 3 measured Session 2 (Listening/Writing) Format 1 listening selection (literary) 4 multiple choice items 2 constructed response items (scored separately with 2 point rubrics (really scoring guides) 1 editing paragraph (3 points rubric—really a scoring guide Standards 1, 2, 3 measured

Grade 4 ELA Test Design: 

Grade 4 ELA Test Design Session 1 (Reading) Format 4 to 5 passages (literary and informational) 28 multiple choice items Standards 1, 2, 3 measured Session 2 (Listening/Writing) Format 1 listening selection (literary) 2 constructed response items 1 extended response item (cluster scored on a 4 point rubric) Standard 2 measured Session 3 (Reading/Writing) Format 2 paired passages 3 constructed response items 1 extended response item (cluster scored on a 4 point rubric) Standard 3 measured

Grade 5 ELA Test Design: 

Grade 5 ELA Test Design Session 1 (Reading) Format 3 to 4 reading passages (literary and informational) 20 multiple choice reading items 1 constructed response item (scored on a 2 point rubric—really a rating guide) Standards 1, 2, 3 measured Session 2 (Listening/Writing) Format 1 listening selection (informational) 4 multiple choice listening items 1 constructed response item (scored on a 2 point rubric—really a rating guide) 1 editing paragraph (scored on a 3 points rubric—really a rating guide) Standards 1 and 3 measured

Preparing for the exams: 

Preparing for the exams

What’s this editing paragraph?: 

What’s this editing paragraph? Prepared text in a typeface containing errors. The students won’t know how many errors. The students should cross our the word or other error and write it correctly above. There are no spelling errors. In grade 3, aligned with the performance indicators, the errors are END punctuation and capitalization. Scorers will attempt to honor established editing marks, but the directions are to rewrite the word or punctuation.

Preparation for editing paragraphs: 

Preparation for editing paragraphs Daily oral language Variety of classroom modeling Practice proofreading others’ writing Teachers should have children focus on the obvious to avoid introducing errors when they correct For third grade, it may be best to practice without attention to internal punctuation (I don’t expect internal punctuation to be among the errors)

Preparing for the constructed response items, which may be various kinds of graphic organizers or paragraphs: 

Preparing for the constructed response items, which may be various kinds of graphic organizers or paragraphs Expose students to a variety of organizers in their classroom work Help children work understanding and answering the question asked using text-based details

General Preparation—Constructed Responses using Graphic Organizers: 

General Preparation—Constructed Responses using Graphic Organizers use a variety of graphic organizers so that children have experience both gleaning information from these and organizing information with them—constructing and deconstructing meaning using organizers Make sure some of their experiences include gathering and conveying information from print and auditory texts

General Preparation—Constructed Paragraph Responses: 

General Preparation—Constructed Paragraph Responses Provide students with ample opportunity to determine what is being asked Give them strategies for locating and inferring information Make sure they recognize when they have provided text-based information in their answers Opportunities don’t always have to be written—give children oral practice as well

Please consider the following suggestions:: 

Please consider the following suggestions: It is not helpful to surprise children with timed environments or the format of the text all of a sudden as the testing period approaches. Instead use classroom developed parallel tasks and help children learn to pace themselves from the beginning. If you have not looked at the new standards and performance indicators for your grade, the time is now and you will be pleased with the clarity you find there. Ask for some help from staff developers and time in your faculty, grade level, and team meetings to discuss these. Blast off et al. should be blasted off the face of the earth! Discard all commercial test-prep materials unless individual items are extremely carefully chosen to reflect what you are teaching in your classroom. Use classroom created items to familiarize students with the format of the test You may use the test sampler itself, but the bulk of your time should be spent teaching the performance indicators in the context of your own integrated curriculum.

Your students will have been well-prepared if: 

Your students will have been well-prepared if Children are routinely engaged in reading, writing, and listening tasks that teach and assess progress across the grade level performance indicators Children expect to make meaning from text (print and oral, literary and informational) and are able to convey that meaning

How will we administer these exams?: 

How will we administer these exams?

Testing Times for ELA: 

Testing Times for ELA

Testing Schedule may be found at:: 

Testing Schedule may be found at: Staff Development Calendar among Web Event Calendars on District Page http://www.emsc.nysed.gov/osa/schedules/ei.htm

In the ICSD, schools may: 

In the ICSD, schools may Administer the exam any time during the administrative window Select difference days within the administrative window for their individual school-based administration Make up exams any time during the make up window

In the ICSD, schools must: 

In the ICSD, schools must Determine a schedule for administration for each grade Convey that schedule to the Assistant Superintendent Have a mechanism to check that each student completes all parts; shorter exams mean more sections must be answered for a score to be given

How Will These Tests be Scored? : 

How Will These Tests be Scored? We are prepared to score the tests in district using the testing calendar developed last spring. It is likely, we may be able to instead score all ELA exams on one release day in early February. If so, students PreK-2 will attend. Students 3-8 will not. All certified staff not directly working with a student PreK-2 will score. DeWitt and BOCES will be probably scoring sites. We will need many teacher leaders to enable this to work (more than in the past). These folks will need to serve as scoring leaders and table facilitators.

Information to Help Schools Prepare: 

Information to Help Schools Prepare Variety of formats - 1. Teleconference (Mary Burtless and Kim Fontana attended) 2. Regional Forums (Mary Burtless and Kim Fontana attended) 3. Booklet: An Introduction to the NYS Grade 3–8 Testing Program (see link earlier in this presentation) 4. Information Brochure (for parents)—linked to distract staff development page 5. Train the trainer session (Julie Wilcox attended for grades 5 and 6. Kim Fontana attended for grades 3 and 4.

Parallel Tests: 

Parallel Tests Available Fall 2005 (should receive these on CD this week) Can be used as practice tests for students Provide an instructional resource for teachers

Scoring Training Materials: 

Scoring Training Materials Will include 12 turn-key training sessions throughout NYS for each content area Will follow the same basic process as the Grade 4 & 8 program Will be sent as hard copy to all schools; districts and nonpublic schools will receive DVDs /videotapes

Parent Information Brochure: 

Parent Information Brochure Will inform parents about the new testing program Will be translated into five languages: Chinese, Haitian-Creole, Korean, Russian and Spanish

Slide26: 

Office of Curriculum, Instruction, and Instructional Technology Website www.emsc.nysed.gov/ciai Curriculum Questions can be sent to: emscurric@mail.nysed.gov KEY CONTACTS Office of State Assessment www.emsc.nysed.gov/osa/ Testing Questions can be sent to: emscassessinfo@mail.nysed.gov

For the Latest Information: 

For the Latest Information Go to www.nysed.gov and click on Latest Information