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Unlocking TAKS

Unlocking TAKS. Mathematics and the TAKS. The Texas Assessment of Academic Skills.

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Unlocking TAKS

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  1. Unlocking TAKS Mathematics and the TAKS

  2. The Texas Assessment of Academic Skills The goal of the assessment program in Texas is to measure student progress toward achieving academic excellence. The primary purpose of the state student assessment program is to provide an accurate measure of student achievement in the areas of reading, writing, mathematics, social studies, and science. The test results are used as a gauge for institutional accountability.

  3. Where have we been? • For ten years, as required by state statute, Texas assessed minimum basic skills in reading, mathematics, and writing, first with the Texas Assessment of Basic Skills (TABS) tests and then with the Texas Educational Assessment of Minimum Skills (TEAMS) examinations. • In fall 1990, changes in state law required the implementation of a new criterion-referenced program, the Texas Assessment of Academic Skills (TAAS).

  4. TAAS • The implementation of TAAS shifted the focus of assessment in Texas from minimum skills to academic skills. • The TAAS tests represent a more comprehensive assessment of the state-mandated curriculum. • The TAAS tests assess higher-order thinking skills and problem-solving ability. • The state has further stipulated that end-of-course tests be administered in selected high school courses.

  5. TAAS Overview

  6. Where are we now? • During the 76th Texas Legislative session, the legislature adopted Senate Bill 103 which amended the Texas assessment program under Chapter 39 of the Texas Education Code. This bill significantly expanded the TAAS testing program and phased out end-of-course testing by school year 2002-2003. The new assessment program is called the Texas Assessment of Knowledge and Skills (TAKS).

  7. Senate Bill 103 • Exit Level Assessment required for graduation at Grade 11 • Mathematics must include at least Algebra I and geometry with the aid of technology • Will measure mastery of minimum skills necessary for high school and readiness to enroll in higher education • Eliminates the end-of-course exams once the new assessments are implemented

  8. Texas Assessment of Knowledge & Skills Overview

  9. Texas Assessment of Knowledge & Skills Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 ENGLISH-VERSION ASSESSMENT Reading Reading Reading Reading Reading Reading Reading Writing Writing English Language Arts English Language Arts Math Math Math Math Math Math Math Math Math Science Science Science Social Studies Social Studies Social Studies SPANISH-VERSION ASSESSMENT Reading Reading Reading Reading Writing Math Math Math Math Science READING PROFICIENCY TESTS IN ENGLISH FOR LEP STUDENTS RPTE RPTE RPTE RPTE ALTERNATIVE ASSESSMENT FOR SPECIAL EDUCATION STUDENTS Reading Reading Reading Reading Reading Reading Reading Writing Writing English Language Arts Math Math Math Math Math Math Math Math

  10. Implementation of Senate Bill 103Transition from TAAS to TAKSImpact on Students Enrolled in Grade 8 and Grade 9 in 2000-2001 Department of Curriculum, Assessment, & Technology August 2000

  11. Senate Bill 4 • In addition to SB 103, the 76th Texas Legislature also passed Senate Bill 4 which is to serve as a part of the Student Success Initiative and affects students by linking promotion at certain grade levels to TAKS and limiting social promotion.

  12. Transition from TAAS to TAKSImpact of Senate Bill 4 on Students Enrolled in Grade 1 and Grade 2 in 2000-2001 Department of Curriculum, Assessment, & Technology October 2000

  13. Senate Bill 4 • Students entering Kindergarten in 2000 will lead the way for new standards of academic performance. • Grade 3 Reading in 2003 • Grade 5 Reading & Math in 2005 • Grade 8 Reading & Math in 2008 • Training and support has begun.

  14. Grade Placement Committee • If a student is unsuccessful on TAKS after two attempts, a Grade Placement Committee consisting of: • The principal • The parent • The teacher must be established.

  15. Accelerated Instruction • Every time the student fails to perform satisfactorily, the district must provide accelerated instruction. • After the student’s third unsuccessful attempt on TAKS, he/she must receive accelerated instruction whether or not he/she is promoted to the next grade.

  16. TAKS Mathematics • Objectives clarified and reduced to 6 objectives in grades 3-8 covering all concepts instead of previous 13 in 3 domains. • Aligned to Texas Essential Knowledge and Skills (TEKS). • Focus on teaching the curriculum makes TAKS preparation materials unnecessary.

  17. Grade 3 Example Numbers, Operations and Quantitative Reasoning 3.1(A), 3.1(B), 3.1(C) 3.2(B), 3.2(C) 3.3(A), 3.3(B) 3.4(B), 3.4(C) 3.5(A), 3.5(B)

  18. What is Missing? 3.2(A) construct concrete models of fractions 3.2(D) construct concrete models of equivalent fractions for fractional parts of whole numbers 3.4(A) learn and apply multiplication facts through the tens using concrete models

  19. Brackets – where appropriate • 6.2(A) model addition and subtraction situations involving fractions with [objects,] pictures, words, and numbers • 7.1(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator]; and

  20. Assesses the student’s understanding of numbers, operations, and quantitative reasoning Objective 1 includes the four operations, the concepts of decimal and fractional numbers, place value and rounding, varied number notations (eg. scientific/exponent), integers, etc. Grades 3-8 Objective 1

  21. Objective 1 • When estimating, rounding should be performed before computations. The use of compatible numbers may also be used. No one method will be addressed in the educator guides, but the use of multiple methods as previously outlined in the guides will be maintained.

  22. Objective 1 • Emphasis on the foundation skills needed for a better understanding of algebraic concepts should be placed in this objective, particularly in the elementary grades.

  23. Assesses the student’s understanding of patterns, relationships, and algebraic reasoning. Objective 2 includes applications of percents, proportions, patterns and sequences, combinations, prime and composite numbers, factors and multiples, number sentences, and relationships found in lists or tables. Grades 3-8 Objective 2

  24. Objective 2 • Emphasis on the skills of algebraic reasoning and thinking that form the bridge to Algebra I should be emphasized in this objective, particularly in the middle school grades.

  25. Assesses the student’s understanding of geometry and spatial reasoning. Objective 3 includes identification of shapes, solids and critical attributes for figures, proficiency with the coordinate system including transformations, and knowledge of various geometric formulas. Grades 3-8 Objective 3

  26. Objective 3 • Items will be written in terms of applications of plane geometry. • Connections to other fields outside school should be made (not limited to art and architecture).

  27. Assesses the student’s understanding of the concepts and uses of measurement. Objective 4 includes applying geometric formulas, determining resulting effects of changes made to figures, measuring with precision and applying in context, and converting within and using measurement systems. Grades 3-8 Objective 4

  28. Objective 4 • A metric and customary ruler will be printed on the sides of the formula chart. • Appropriate units of measure should be stressed. • Formula charts will be updated with additional formulas as required in the TEKS, and multiple forms of a formula may be used.

  29. Formula chart sample goes here.

  30. Objective 4 • At grade 8 proportionality is stressed throughout the TEKS. Problems related to changes in the parameters of a figure and their effects on area and volume can be solved by proportionality. Professional development and collegial help will be essential for teaching this concept.

  31. Assesses the student’s understanding of probability and statistics. Objective 5 includes finding probabilities of dependent and independent events, measures of central tendency (mean, median, mode) and range, drawing conclusions and making predictions from data, and understanding various graphical forms. Grades 3-8 Objective 5

  32. Objective 5 • Probability can be expressed using fractions. These concepts can be reinforced and taught together for deeper understanding. • Understanding measures of central tendency also means knowing when each is useful in describing data.

  33. Assesses the student’s understanding of the mathematical processes and tools used in problem solving. Objective 6 includes the ability to solve problems in an application situation, to determine an appropriate strategy and follow through to a solution, and to understand the effects of a chosen solution strategy on the outcome. Grade 3-8 Objective 6

  34. Objective 6 • This objective is meant to allow for multiple steps, varying strategies, and rich problems which apply mathematical ideas from two or more other objectives. • The student should have to do more critical thinking with these items, but they still encompass the content found in Objectives 1-5.

  35. The first five objectives will cover content typical to that of the previous Algebra EOC. Describe functional relationships. Understand the properties and attributes of functions. Understand linear functions. Formulate and use linear equations and inequalities. Understand quadratic and other non-linear functions. Grades 9-11 Objectives 1-5

  36. These two objectives cover skills required in geometry. Grade 11 includes TEKS from the high school geometry course while Grades 9 and 10 include supporting TEKS from grade 8. Understand geometric relationships and spatial reasoning. Understand two- and three-dimensional representations of geometric relationships and shapes. Grades 9-11 Objectives 6-7

  37. This objective covers the idea of measurement. Grade 11 includes TEKS from the high school geometry course. Grades 9 and 10 include supporting TEKS from grade 8. Understand the concepts and uses of measurement and similarity. Grades 9-11 Objective 8

  38. Assesses the student’s understanding of percents, proportional relationships, probability, and statistics in application situations. All the TEKS included are found in grade 8. This objective is closely aligned to the objectives in the lower grades. Grades 9-11 Objective 9

  39. Assesses the student’s understanding of the mathematical processes and tools used in problem solving. This objective is aligned to Objective 6 in the lower grades. All the concepts included are found in grade 8 and lower. Concepts in application contexts may include Algebra I and Geometry ideas too. Grades 9-11 Objective 10

  40. Graphing calculators will be required for student use on grades 9, 10 and 11 exit level. The type of graphing calculator should follow the guidelines currently in use for the Algebra I EOC Calculators will not be permitted on the grade 8 test at this time; however, a plan will be developed to phase-in their use at a later date. General Information

  41. Griddable, free-response items may be implemented at all levels to some extent. Blank grids and/or paper may be included in test booklets for student work. “including” in the TEKS indicates that the list of elements following the word must be taught, but is not an exclusive list. “such as” in the TEKS indicates that the list of elements following these words are examples and not an exclusive list of what could be taught. General Information

  42. Sample Grids

  43. Ongoing Test Development Process • Texas educators - classroom teachers, curriculum specialists, administrators, and education service center staff - play a vital role in all phases of the test development process. Since the implementation of the Texas Assessment of Academic Skills (TAAS) program, almost 7000 Texas educators have served on one or more of the educator committees involved in the development of the state assessments. These committees represent the state geographically, ethnically, by gender, and by type and size of school district.

  44. Ongoing Test Development Process • January 2000: Committees met in Austin and recommended which TEKS should be assessed and advised on the wording of objectives. • Spring 2000: Surveyed Texas educators on proposed exit level objectives and accompanying TEKS student expectations. • Fall 2000: Surveyed all Texas educators to review the assessment objectives at each grade level and subject and received input on appropriateness of student expectations.

  45. Ongoing Test Development Process • Winter 2000/Spring 2001: Educator committees met with the Texas Education Agency (TEA) to prepare draft objectives and student expectations based on survey results and to review prototype items. • Spring 2001: Objectives and proposed skills were refined based on input from Texas educators, higher education officials, and a national review panel, placed in final form, and sent to school districts by May 4th.

  46. Ongoing Test Development Process In producing the final objectives and student expectations at each subject and grade, educator advisory committee notes were summarized, notes from survey booklets and prototype booklets were compiled, and comments from educators through the survey books, the national review panel, and committees were reviewed.

  47. What’s next? • Fall 2001: pilot testing • volunteer districts/campuses • A preliminary test blueprint is developed that sets the length of the test and the number of test items measuring each objective. • Professional item writers, many of whom are former or current Texas teachers, develop items based on the objectives and the item guidelines.

  48. What’s Next? • Spring 2002: Field testing • All districts at some level • April 22-May 10 • 2001-2002 School Year: Educator Guides distributed to districts • Summer 2002: Professional Development Sessions • Information in the guides • Sample Items • Scoring • Reporting

  49. How can districts/schools prepare for TAKS?

  50. Teach the TEKS!

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