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English EOC Assessments Reading/Writing “Replacement TAKS”

English EOC Assessments Reading/Writing “Replacement TAKS”. Steven Wilder, TEA Martha Scarborough, Pearson. Legislation – SB1031 (EOCs). EOC score counts as 15% of grade for course. All 12 end-of-course tests are high-stakes assessments.

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English EOC Assessments Reading/Writing “Replacement TAKS”

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  1. English EOC AssessmentsReading/Writing “Replacement TAKS” Steven Wilder, TEA Martha Scarborough, Pearson

  2. Legislation – SB1031 (EOCs) • EOC score counts as 15% of grade for course. • All 12 end-of-course tests are high-stakes assessments. • All end-of-course assessments will be based on the college and career readiness standards.

  3. HB 3 and Its Potential Effect on the Assessment Program in 2009–2010 SSI • Eliminates grade 3 reading • Students in grades 5 and 8 required to participate in accelerated instruction; otherwise, can’t be promoted if they fail TAKS • 5th and 8th graders who fail TAKS but are promoted must be taught by a “highly qualified” teacher in the failed foundation-area subject(s)s during the next school year

  4. HB 3 and Its Potential Effect on the Assessment Program in 2009–2010 Spanish TAKS • Eliminates grade 6 reading and mathematics tests

  5. HB 3 and Its Potential Effect on the Assessment Program in 2009–2010 Release of Tests • Maintains an every-third-year release schedule • Limits release to primary forms only (effective for the 2009 release) • Release will be online only • “Smattering” of some kind between release years—similar to the fall 2008 release of items

  6. College and Career Readiness Standards • Authorized under House Bill 1, 79th Texas Legislature, Special Called Session (2006) • Adopted by Coordinating Board and Commissioner of Education in 2008 • Developed by vertical teams of college faculty and high school teachers in four content areas

  7. College and Career Readiness Standards • Communicate postsecondary expectations in same language and format as high school standards • Assist high schools in developing programs aligned with postsecondary expectations • Provide a frame of reference for entry-level postsecondary courses statewide

  8. Alignment of TEKS and CCRS An Example of Back-mapping • English III student expectation identified as critical for college and career readiness: Summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion. • Grade 6: Summarize the main ideas and supporting details in a text, demonstrating an understanding that a summary does not include opinions.

  9. Alignment of TEKS and CCRS Performance Expectation for English III: • When reading informational texts of moderate complexity, the student understands the essential meaning of what is read. The student can infer the author’s purpose and viewpoint; determine the implicit main ideas, argument, or message; and write a concise summary.

  10. English I, II, and III EOCs • Focus Group convened in Austin. • Made up of high school educators and college professors • Discussed preliminary ideas about specific test design

  11. English I Advisory Group • Included more educators from around the state • Discussed Focus Group recommendations on test design • Advised on the student expectations that were assessable • Looked at specific selections and item types • Advised specific wording of items and writing prompts

  12. English I Test Design • Two-day administration – reading on day 1, writing on day 2 • Embedded field test items • Advanced high school course readiness measure • Scores reported for reading, writing, and composite

  13. English I - Reading • Base test comprised of two single selections and one paired selection • Embedded field test will include one single or paired selection • Genres assessed include fiction, literary nonfiction, poetry, drama, expository, and persuasive with procedural and media literacy elements embedded in informational pieces

  14. English I - Writing • Two writing tasks – literary and expository – one page each on base test • One writing task – literary or expository – on embedded field test • Separation of revision and proofreading tasks • Two revision and two proofreading selections on base test • One revision or proofreading selection on embedded field test

  15. “Replacement TAKS” New Assessments for Grades 3–8 • Better reflect new TEKS curriculum • Better link to and preparation for EOC assessments and college readiness • “Higher, deeper, narrower” focus—“back-mapping” from English III and Algebra II • Preliminary performance expectations • Timeline for development

  16. “Replacement TAKS” Timeline for Reading Grades 3–8 and Writing Grades 4 and 7 • No separate field tests in 2010 • Focus group meetings—summer 2009 • Advisory committee meetings—fall 2009 • New development—fall 2009 through 2010 • Separate field tests—spring 2011 • First operational assessments—spring 2012

  17. CONTACT INFORMATION Steve Wilder Student Assessment Division Texas Education Agency 512-463-6511 steven.wilder@tea.state.tx.us

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