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STAR Basics

STAR Basics. The Science of STAR Computer Adaptive. Difficult. .9. Reliability of Student Score. RELIABILITY. .6. 15 min. 10 min. .3. Easy. Items answered by student. Correct Response. Incorrect Response. Standard Error of Measurement. STAR Reading tests comprehension . Background

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STAR Basics

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  1. STAR Basics

  2. The Science of STARComputer Adaptive Difficult .9 Reliability of Student Score RELIABILITY .6 15 min. 10 min. .3 Easy Items answered by student Correct Response Incorrect Response Standard Error of Measurement

  3. STAR Reading tests comprehension Background knowledge Vocabulary knowledge Background knowledge Construct meaning from text Comprehension

  4. STAR Early Literacy Measures proficiency in early literacy skills Phonics General Readiness Phonemic Awareness Graphophonemic Awareness Vocabulary Comprehension Structural Analysis Teacher’s Guide pages 19-20 and pages 48-50

  5. Choosing an assessment Measures reading comprehension Measures proficiency in early literacy skills • Administer STAR Early Literacy when a student: • Does not yet read Independently • Needs early literacy skills assessed • Administer STAR Reading when a student: • Has a 100-word sight vocabulary • Has been classified as Probable Reader • on STAR Early Literacy

  6. FOUR DOMAINS (Standards Based) SEVEN DOMAINS (Standards Based) FIVE DOMAINS (Standards Based) Word Knowledge & Skills Development Comprehension Strategies and Constructing Meaning Literary Analysis Understanding Author’s Craft Analyzing Argument and Evaluating Text 36 General Skills Graphophonemic Knowledge General Readiness Phonemic Awareness Phonics Comprehension Structural Analysis Vocabulary 41 Skill Sets Numbers and Operations Algebra Geometry and Measurement Data Analysis, Statistics and Probability 54 Skill Sets New Skills Items Enhanced Item Bank Extended Item Bank

  7. Item Time Limits Grades K - 2 3 minutes per item 60 seconds per item Grades 3 + 45 seconds Short comprehension 90 seconds Extended comprehension 90 seconds per item

  8. Scaled Score (SS) What is the student’s actual score? 0 SS 1400 SS 656 This student obtained an actual score of 656.

  9. STAR Reading Reports • Diagnostic Report • Summary Report • Growth Report

  10. STAR Math Reports • Diagnostic Report • Summary Report • Growth Report

  11. Two Types of Data Comparative (norm-referenced data) Actual (raw data)

  12. Scaled Score (SS) What is the student’s actual score? 0 SS 1400 SS 656 This student obtained an actual score of 656.

  13. What does the scaled score mean? 0 500 900 1200 1400 Elementary grades 1-5 Middle School grades 6-8 High School grades 9-12

  14. What does the scaled score mean? 300 400 500 600 700 800 900 Pre-K K 1 2 3

  15. What does the scaled score mean? 0 1400 300 500 900 1100 700 Primary grades 1-2 Intermediate grades 3-5 Middle grades 6-8 HS 9-12

  16. Percentile Rank (PR) How does this student compare to other students at the same grade level? 99 PR 1 PR 58 A student with 58 PR has reading skills greater than 58% of same-grade students

  17. Grade Equivalent (GE) 4.8 4.9 5.0 5.1 5.2 5.3 5.4 5.5 5.6 To which grade level is this student’s performance similar? 0.0 GE 12.9 GE 7.3 This student scored the same as a typical student in the third month of seventh grade.

  18. Dangers of GE Scores • It’s about a performance level on this test, NOT the content a student has been exposed to or can handle currently.

  19. Instructional Reading Level (IRL) What level of instructional materials will best serve the student? PP P 1 2 3 4 5 6 7 8 9 10 11 12 PHS A student with a 5.3 IRL can recognize words and comprehend materials at the fifth-grade level with some assistance.

  20. Zone of Proximal Development (ZPD) What level of materials should a student use for reading practice? Too easy Too hard ZPD The levels at which the most learning can take place

  21. Fidelity of Implementation

  22. “Fidelity of Assessment” • Quiet environment, free of distractions • Do not read aloud or explain questions • Ideal to test all students in a computer lab What does that mean to you?

  23. Talking to Students About STAR Try your best on the STAR Assessment. Take it seriously. Your goal is to get a higher score each time you take it. Know that items get harder until you miss one.

  24. Why is it important for students to test in the same way each time they test? To accurately track achievement and growth

  25. Handout 1 Purposes for Assessment Differentiating Instruction Forecasting State Test Proficiency Universal Screening Mastery of State Standards and Common Core State Standards Progress Monitoring Measuring Growth

  26. Using STAR in a RTI Framework

  27. How does universal screening work? Performing Above Benchmark In Need of Intervention On Watch for Intervention

  28. Categories on the Screening Report At or Above Benchmark 40 PR On Watch Intervention Urgent Intervention

  29. Screening Report: Student Details

  30. A benchmark represents the minimum acceptable level of student achievement District Benchmarks School Benchmarks State Benchmarks • Defaults are set based on expert recommendations • Can be set by administrators • Determined by linking study • Non-linked grades can be edited by administrators • Defaults are set based on expert recommendations • Can be set by administrators

  31. Screening Report: District Benchmark 950 900 850 800 750 700 650 600 550 At or Above Benchmark 40 PR (District Benchmark) On Watch Intervention Below Benchmark Urgent Intervention Students

  32. Screening Report: State Benchmark 950 900 850 800 750 700 650 600 550 Exemplary Exceeds Standards Meets Standards Approaches Standards Academic Warning Students

  33. Screening Report Comparison District Benchmark State Benchmark

  34. Steps for Progress Monitoring Goal Setting Start and name an intervention. Set the goal end date. Select a start date (if necessary) Review the reference points. Choose a goal type and calculate goal. Choose a custom goal.

  35. Steps for Progress Monitoring Goal Setting continued… Editing a goal. Change Duration or Goal Starting a new intervention

  36. On-the-spot goal setting guidance A

  37. Goal star and Goal line Goal line: Desired growth

  38. Four scores make a trend line Trend line: Actual growth

  39. Looking at trends over time A trend line marginalizes score fluctuations and shows patterns of achievement

  40. Access resources • Getting the Most out of STAR Guides • Software: manuals, live chat • Phone: (800) 338-4204 • Email:answers@renlearn.com • Renaissance Training Center:www.renlearn.com/training • On-demand sessions • Implementation tips • Getting the Most out • of STAR Guides • Much more!

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