1 / 75

TEKS-Based Assessment

TEKS-Based Assessment. In this next session, we will be talking about assessing the TEKS, and the types of things you may do in the classroom to measure how well a child has learned TEKS content.

salome
Download Presentation

TEKS-Based Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEKS-Based Assessment

  2. In this next session, we will be talking about assessing the TEKS, and the types of things you may do in the classroom to measure how well a child has learned TEKS content.

  3. As a group, talk about the different types of assessments currently used in your classrooms. After everyone has shared the assessments they use, summarize the types of assessments used by the collective group on page 12-94 of your recording sheet.

  4. Which assessments were identified by your group ?

  5. Did your group identify… • Before the lesson (diagnostic) assessment? • During the lesson (formative) assessment? • After the lesson (summative) assessment?

  6. This section of the TEKS training will introduce how diagnostic, formative, and summative assessments may be used in your classroom.

  7. Why should we focus on TEKS-based assessment?

  8. Within Texas Education Code, the Texas Legislature has identified a common curriculum (TEKS) for every student in the state, and a common assessment (TAKS, TAKS-Alt, or TAKS-I) beginning at grade three.

  9. § 28.002. REQUIRED CURRICULUM. (a) Each school district that offers kindergarten through grade 12 shall offer, as a required curriculum: (1) a foundation curriculum that includes: (A) English language arts; (B) mathematics; (C) science; and (D) social studies, consisting of Texas, United States, and world history, government, and geography; and

  10. TAC § 101.3(a) The goal of the statewide assessment program is to provide all eligible Texas students an appropriate statewide assessment that measures and supports their achievement of the essential knowledge and skills of the state-mandated curriculum.

  11. TEC § 39.023. ADOPTION AND ADMINISTRATION OF INSTRUMENTS. (f) The assessment instruments shall be designed to include assessment of a student's problem-solving ability and complex-thinking skills using a method of assessing those abilities and skills that is demonstrated to be highly reliable.

  12. SECTION I

  13. Section I: Diagnostic Assessment

  14. The 79th Texas Legislature has appropriated funding for schools to provide accelerated reading and math intervention for struggling students in Grades K-6 during the 2005-2006 school year. -TEA, 2005

  15. District-wide mathematics diagnostics, such as the Texas Math Diagnostic System, should be used to identify students with mathematics difficulties. -TEA, 2005

  16. So if instruction must meet students’ needs, how must we evaluate those needs prior to instruction?

  17. Why use diagnostic assessment? • Required by law, struggling students must be identified and served prior to failing the grade five mathematics TAKS • This type of assessment helps us evaluate the knowledge students have retained from prior instruction, or learned at home • Diagnostic assessment can help educators tailor instruction within a unit based on student need

  18. Diagnostic assessments should be examined by the teacher to determine which TEKS student expectation statements should be emphasized within a unit of study. A formal grade should not be given.

  19. Please note: • Diagnostic assessments should be open-ended in nature and allow for many types of student responses • Include items that require students to communicate their thinking • Include items that require students to use multiple representations • Multiple choice questions should NOT be used in this type of assessment

  20. Pretend you are a third grade teacher. What concepts and skills would you expect your students to know about 2-D and 3-D geometry prior to instruction?List these concepts and skills on your recording sheet, page number 12-94

  21. Use the TEKS as your Guide (2.7) The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to: • (A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc,

  22. (B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different • (C) cut two-dimensional geometric figures apart and identify the new geometric figures formed

  23. What content related to 2-D and 3-D geometric vocabulary are you required to teach in third grade?

  24. Use the TEKS as your Guide (3.9) The student uses formal geometric vocabulary. The student is expected to: • (A) identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two-dimensional figures and three-dimensional figures, or both by their attributes using formal geometry vocabulary.

  25. The diagnostic assessment used should require students to access and communicate prior learning. This will help the teacher identify patterns in what students (individual and whole class) know about 2-D and 3-D geometry prior to instruction.

  26. Ideally, the diagnostic assessment created would also help the teacher identify student readiness to learn about the identification and classification of geometric figures using formal geometric vocabulary.

  27. A third grade teacher developed the diagnostic assessment included in your packet. With the help of your group, evaluate the students’ work and be ready to answer the following questions.

  28. Search for Evidence • Do these students understand how to identify and classify 2-D and 3-D figures? • Do these students communicate using formal geometry vocabulary (vertices, polygons, sides, edges, etc.)?

  29. After answering these questions, what would you do instructionally to meet the needs of these students?

  30. Debrief Instructional Modifications

  31. SECTION II

  32. Section II: Assessment During the Lesson

  33. In the past, teachers have relied heavily on homework to evaluate student learning. This section will discuss formative assessment methods teachers may use during the lesson to evaluate student thinking in “real time”.

  34. “Knowledge-including mathematical knowledge- is now being seen as socially constructed.” -Silver, et. All, 1990

  35. “Students learn mathematics through communication. Students need opportunities not just to listen, but to speak mathematics themselves-to discuss what they have observed, why procedures appear to work, or why they think their solution is correct.” -Silver, et. All, 1990

  36. Students must construct their own mathematical understanding. Teachers have to pose questions and provide opportunities for students to apply and communicate what they are learning.

  37. Posing questions where the answer becomes the question opens up the social “space” in the classroom. This allows all students the opportunity to participate, and makes them accountable for the content they are learning.

  38. Assessing measurement

  39. Given the changes in the measurement strand of the elementary TEKS, teachers will now be responsible for teaching more content to students in grades 3-5.

  40. Area is an important concept that will be developed throughout grades K-5

  41. Review the TEKS in second, third, fourth and fifth grade that develop the concept of area.

  42. Read the following TEKS knowledge and skill and student expectation statements.

  43. (4.11) Measurement. The student appliesmeasurement concepts. The student isexpected to estimate and measure tosolve problems involving length(including perimeter) and area. Thestudent uses measurement tools tomeasure capacity/volume andweight/mass.

  44. The student is expected to:(A) estimate and use measurement tools to determine length (including perimeter),area, capacity and weight/mass usingstandard units SI (metric) and customary;(B) perform simple conversions betweendifferent units of length, between differentunits of capacity, and between differentunits of weight within the customarymeasurement system;

  45. Find a partner in the room. Discuss how you would assess student learning on this topic.

  46. Share assessment ideas that you and your table partner discussed.

  47. Assessment opportunities may be open-ended to capture multiple responses from students. Think about the assessment ideas you discussed with your partner for TEKS statement 4.11 A and B.

  48. In an open-response assessment, a teacher might ask students to identify three objects in the room with an area greater than 15 square inches.

  49. This task would allow students to participate in the assessment regardless of their cognitive level.

  50. Review the student work found on pages 12-110 – 12-113 of your packet. What do the students’ responses tell you about their understanding of area?

More Related