1

TEKS-TEKS-Based Based

AssessmenAssessmentt

2

In this next session, we will In this next session, we will be talking about assessing be talking about assessing the TEKS, and the types of the TEKS, and the types of things you may do in the things you may do in the

classroom to measure how classroom to measure how well a child has learned well a child has learned

TEKS content.TEKS content.

3

As a group, talk about the As a group, talk about the different types of different types of

assessments currently used assessments currently used in your classrooms. After in your classrooms. After everyone has shared the everyone has shared the assessments they use, assessments they use, summarize the types of summarize the types of

assessments used by the assessments used by the collective group on page 12-collective group on page 12-

25 of your packet25 of your packet

4

Which Which assessments assessments

were identified by were identified by your group ?your group ?

5

Did your group identify…Did your group identify…

Before the lesson (diagnostic) Before the lesson (diagnostic) assessment?assessment?

During the lesson (formative) During the lesson (formative) assessment?assessment?

After the lesson (summative) After the lesson (summative) assessment?assessment?

6

Categorize the assessments your group listed on page 12-25 of your packet. Which type of assessment do you use most frequently in your classroom, diagnostic, formative or summative?

7

This section of the TEKS This section of the TEKS training will introduce training will introduce

how diagnostic, how diagnostic, formative, and formative, and

summative assessments summative assessments may be used in your may be used in your

classroom.classroom.

8

Why should we Why should we focus on TEKS-focus on TEKS-

based assessment?based assessment?

9

Within Texas Education Within Texas Education Code, the Texas Legislature Code, the Texas Legislature

has identified a common has identified a common curriculum (TEKS) for every curriculum (TEKS) for every student in the state, and a student in the state, and a

common assessment common assessment (TAKS, TAKS-Alt, or TAKS-I) (TAKS, TAKS-Alt, or TAKS-I) beginning at grade three.beginning at grade three.

10

§ 28.002. REQUIRED § 28.002. REQUIRED CURRICULUM. (a) Each school CURRICULUM. (a) Each school

district that offers district that offers kindergarten through grade 12 kindergarten through grade 12

shall offer, as a required shall offer, as a required curriculum: (1) a foundation curriculum: (1) a foundation curriculum that includes: (A) curriculum that includes: (A)

English language arts; (B) English language arts; (B) mathematics; (C) science; and mathematics; (C) science; and (D) social studies, consisting (D) social studies, consisting of Texas, United States, and of Texas, United States, and world history, government, world history, government,

and geographyand geography

11

TAC § 101.3TAC § 101.3 (a) The goal of the (a) The goal of the

statewide assessment statewide assessment program is to provide all program is to provide all

eligible Texas students an eligible Texas students an appropriate statewide appropriate statewide

assessment that measures assessment that measures and supports their and supports their achievement of the achievement of the

essential knowledge and essential knowledge and skills of the state-skills of the state-

mandated curriculum. mandated curriculum.

12

TEC § 39.023. ADOPTION TEC § 39.023. ADOPTION AND ADMINISTRATION OF AND ADMINISTRATION OF

INSTRUMENTS. INSTRUMENTS. (f) The assessment (f) The assessment

instruments shall be instruments shall be designed to include designed to include

assessment of a student's assessment of a student's problem-solving ability and problem-solving ability and

complex-thinking skills complex-thinking skills using a method of using a method of

assessing those abilities assessing those abilities and skills that is and skills that is

demonstrated to be highly demonstrated to be highly reliable. reliable.

13

SECTION ISECTION I

14

Section I: Section I: DiagnosticDiagnostic

Assessment Assessment

15

Everyone in this room Everyone in this room knows that kindergarten knows that kindergarten

through grade two through grade two students are not tested on students are not tested on

state mandated state mandated assessments in assessments in

mathematics. What does mathematics. What does the law require educators the law require educators to measure in grades K-2? to measure in grades K-2?

16

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

17

District-wide mathematics diagnostics, such as the Texas Math Diagnostic

System, should be used to identify students with

mathematics difficulties. -TEA,

2005

18

Unfortunately TMDS is Unfortunately TMDS is designed for grade three designed for grade three

and over, and many and over, and many districts have not districts have not created diagnostic created diagnostic assessments for assessments for

students in grades K-2, students in grades K-2, and few assessments are and few assessments are available for purchase.available for purchase.

19

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

instruction?instruction?

20

Why use diagnostic Why use diagnostic assessment?assessment?

Required by law, struggling students Required by law, struggling students must be identified and served prior to must be identified and served prior to failing the grade five mathematics TAKSfailing the grade five mathematics TAKS

This type of assessment helps us This type of assessment helps us evaluate the knowledge students have evaluate the knowledge students have retained from prior instruction, or learned retained from prior instruction, or learned at homeat home

Diagnostic assessment can help Diagnostic assessment can help educators tailor instruction within a unit educators tailor instruction within a unit based on student needbased on student need

21

Diagnostic assessments do Diagnostic assessments do not need to be graded, but not need to be graded, but

should be used by the should be used by the teacher to determine which teacher to determine which TEKS student expectation TEKS student expectation

statements should be statements should be emphasized within a unit of emphasized within a unit of

study.study.

22

Please note:Please note:

Diagnostic assessments should be Diagnostic assessments should be open-ended in nature and allow for open-ended in nature and allow for many types of student responsesmany types of student responses

Include items that require students Include items that require students to communicate their thinkingto communicate their thinking

Include items that require students Include items that require students to use multiple representationsto use multiple representations

Multiple choice questions should NOT Multiple choice questions should NOT be used in this type of assessmentbe used in this type of assessment

23

Pretend you are a first Pretend you are a first grade teacher. What grade teacher. What concepts and skills concepts and skills

would you expect your would you expect your students to know students to know about fractions?about fractions?

List these concepts and skills on List these concepts and skills on page number 12-26 of your page number 12-26 of your

packet.packet.

24

Use the TEKS as your Use the TEKS as your GuideGuide

(K.3)(K.3) Number, operation, and Number, operation, and quantitative reasoning.quantitative reasoning. The The student recognizes that there are student recognizes that there are quantities less than a whole. The quantities less than a whole. The student is expected to:student is expected to: (A)(A) share a whole by separating it into share a whole by separating it into

twotwo equal parts; and equal parts; and (B)(B) explain why a given part is half of explain why a given part is half of

the whole.the whole.

25

What content What content related to related to

fractions are you fractions are you required to teach required to teach

in first grade? in first grade? Record your Record your

responses on page responses on page 12-26 of your 12-26 of your

packet.packet.

26

Use the TEKS as your Use the TEKS as your GuideGuide

(1.2)(1.2) Number, operation, and Number, operation, and quantitative reasoning.quantitative reasoning. The student The student uses pairs of whole numbers to describe uses pairs of whole numbers to describe fractional parts of whole objects or sets of fractional parts of whole objects or sets of objects. The student is expected to:objects. The student is expected to: (A)(A) separateseparate [ [shareshare] a whole [] a whole [by separating by separating

itit] into ] into two, three, or fourtwo, three, or four equal parts and use equal parts and use appropriate language to describe the parts appropriate language to describe the parts such as three out of four equal parts; andsuch as three out of four equal parts; and

(B)(B) use appropriate language to describe use appropriate language to describe part of a set such as three out of the eight part of a set such as three out of the eight crayons are red.crayons are red.

27

The diagnostic assessment The diagnostic assessment used should require used should require

students to access and students to access and communicate prior communicate prior

learning. This will help the learning. This will help the teacher identify patterns in teacher identify patterns in what students (individual what students (individual

and whole class) know and whole class) know about fractions prior to about fractions prior to

instruction.instruction.

28

Ideally, the diagnostic Ideally, the diagnostic assessment created assessment created would also help the would also help the

teacher identify student teacher identify student readiness to learn about readiness to learn about dividing objects and sets dividing objects and sets into thirds and fourths into thirds and fourths

using fair shares.using fair shares.

29

A first grade teacher A first grade teacher developed the diagnostic developed the diagnostic assessment included in assessment included in your packet. With the your packet. With the

help of your group, help of your group, evaluate the students’ evaluate the students’ work on pages 12-27 work on pages 12-27 through 12-38 and through 12-38 and

answer the questions on answer the questions on page 12-39.page 12-39.

30

Search for EvidenceSearch for Evidence Does this student understand how Does this student understand how

a fraction is created and named?a fraction is created and named? Does this student understand that Does this student understand that

equal sections are required when equal sections are required when creating a fraction?creating a fraction?

Does this student understand how Does this student understand how to name a fraction that is a part of to name a fraction that is a part of a set?a set?

31

After answering After answering these questions, these questions,

what would you do what would you do instructionally to instructionally to meet the needs of meet the needs of

this student?this student?

32

Debrief Debrief InstructioInstructio

nal nal ModificatiModificati

onsons

33

SECTION IISECTION II

34

Section II:Section II: Assessment Assessment During the During the

LessonLesson

35

In the past, teachers have In the past, teachers have relied heavily on homework relied heavily on homework

to evaluate student to evaluate student learning. learning.

This section will discuss This section will discuss formative assessment formative assessment

methods teachers may use methods teachers may use during the lesson to during the lesson to

evaluate student thinking evaluate student thinking in “real time”.in “real time”.

36

Read the following TEKS Read the following TEKS knowledge and skill and knowledge and skill and

student expectation student expectation statements. statements.

37

(1.3)(1.3) Number, operation, and Number, operation, and quantitative reasoning. The student quantitative reasoning. The student recognizes and solves problems in recognizes and solves problems in addition and subtraction situations. The addition and subtraction situations. The student is expected to:student is expected to:

(A)(A) model and create addition and model and create addition and subtraction problem situations with subtraction problem situations with concrete objects and write corresponding concrete objects and write corresponding number sentences;number sentences;

38

Find a partner in the Find a partner in the room. room.

Discuss how you would Discuss how you would assess student assess student

learning on this topic.learning on this topic.

39

Share assessment Share assessment ideas that you and ideas that you and your table partner your table partner

discussed.discussed.

40

Knowledge-including Knowledge-including mathematical knowledge- mathematical knowledge-

is now being seen as is now being seen as socially constructed.socially constructed.

-Silver, et. -Silver, et. All, 1990All, 1990

41

Students learn Students learn mathematics through mathematics through

communication. Students communication. Students need opportunities not just need opportunities not just

to listen, but to speak to listen, but to speak mathematics themselves-to mathematics themselves-to

discuss what they have discuss what they have observed, why procedures observed, why procedures

appear to work, or why appear to work, or why they think their solution is they think their solution is

correct.correct. -Silver, et. -Silver, et.

All, 1990All, 1990

42

Students must construct Students must construct their own mathematical their own mathematical

understanding. Teachers understanding. Teachers have to pose questions and have to pose questions and provide opportunities for provide opportunities for

students to apply and students to apply and communicate what they are communicate what they are

learning.learning.

43

Posing questions where the Posing questions where the answer becomes the answer becomes the

question opens up the question opens up the social “space” in the social “space” in the

classroom. This allows all classroom. This allows all students the opportunity to students the opportunity to

participate, and makes participate, and makes them accountable for the them accountable for the

content they are learning. content they are learning.

44

Assessment Assessment opportunities may be opportunities may be

open-ended to capture open-ended to capture multiple responses multiple responses

from students. Think from students. Think about the assessment about the assessment ideas you discussed ideas you discussed with your partner for with your partner for

TEKS statement 1.3A. TEKS statement 1.3A.

45

In an open-response In an open-response assessment, a teacher assessment, a teacher might ask students to might ask students to identify three addition identify three addition

or subtraction or subtraction sentences with “11” as sentences with “11” as the answer (solution).the answer (solution).

46

This task would allow This task would allow students to participate students to participate

in the assessment in the assessment regardless of their regardless of their cognitive level. cognitive level.

47

Review the student work found on Review the student work found on pages 12-42 – 12-44. Which students pages 12-42 – 12-44. Which students

have a firm understanding of have a firm understanding of composing and decomposing composing and decomposing

numbers? Which students are in the numbers? Which students are in the initial stages of developing number initial stages of developing number

sense? Record your answer on page sense? Record your answer on page 12-41 of your packet.12-41 of your packet.

48

Once students have Once students have developed equations, the developed equations, the

teacher can begin teacher can begin recording students’ recording students’

answers. This will allow answers. This will allow many different equations many different equations

to be shared with the class to be shared with the class and help the teacher and help the teacher identify students that identify students that

need additional support.need additional support.

49

After this activity, teachers After this activity, teachers may pair students together may pair students together

and ask them to think and ask them to think about a problem situation about a problem situation that would have 11 as the that would have 11 as the solution. How would you solution. How would you pair the students in your pair the students in your

classroom?classroom?

50

Assessing measurementAssessing measurement

51

Given the changes in the Given the changes in the measurement strand of measurement strand of the elementary TEKS, the elementary TEKS, teachers will now be teachers will now be

responsible for teaching responsible for teaching more content to more content to

students in grades K-2. students in grades K-2.

52

Linear Linear measurement is measurement is

an important an important concept that will concept that will

be developed be developed throughout throughout grades K-2grades K-2

53

Which TEKS Which TEKS statements in statements in

grades K-2 develop grades K-2 develop the concept of linear the concept of linear

measure? Record measure? Record your answer on page your answer on page

12-45 of your 12-45 of your packet.packet.

54

What formative What formative assessments might be assessments might be used to assess student used to assess student

understanding of understanding of linear measurement?linear measurement?Record your ideas on Record your ideas on page 12-45 of your page 12-45 of your

packet.packet.

55

Things to keep in mindThings to keep in mind

Measurement is a number that Measurement is a number that indicates a comparison between the indicates a comparison between the attribute of the object being attribute of the object being measured and the same attribute of measured and the same attribute of a given unit of measure.a given unit of measure.

To accomplish this, kindergarteners To accomplish this, kindergarteners and first graders should engage in and first graders should engage in tasks where they directly compare tasks where they directly compare the lengths of various objects.the lengths of various objects.

56

John Van de Walle (1998) John Van de Walle (1998) lists several activities lists several activities that may be used to that may be used to

develop this develop this measurement concept.measurement concept.

57

Sorting StationSorting StationMake a sorting-by-length Make a sorting-by-length station at which students station at which students

sort objects as longer, sort objects as longer, shorter, or about the same shorter, or about the same

as a specified object. as a specified object. Change the reference item Change the reference item in order to create different in order to create different sorts. Students may then sorts. Students may then order objects from longest order objects from longest to shortest or vice versa.to shortest or vice versa.

58

Length HuntLength HuntGive partners a strip of Give partners a strip of

yarn, or cardstock with a yarn, or cardstock with a given length. Ask students given length. Ask students

to find five things in the to find five things in the room that are shorter than room that are shorter than or longer than or about the or longer than or about the same as their object. They same as their object. They may draw pictures or write may draw pictures or write the names of things they the names of things they

find.find.

59

With your table group, With your table group, identify two other identify two other

linear measure linear measure assessments that you assessments that you might use with your might use with your

students.students.

60

SECTION IIISECTION III

61

This section will focus on This section will focus on summative assessment summative assessment

of the TEKS.of the TEKS.

62

MythMyth

Students must be given selected Students must be given selected response items in grades K-2 to response items in grades K-2 to prepare them for the third grade prepare them for the third grade TAKS.TAKS.

63

RealityReality

Students must retain the TEKS Students must retain the TEKS content they are learning each content they are learning each year, it is longitudinal content year, it is longitudinal content knowledge that prepares knowledge that prepares students for the third grade students for the third grade assessment, not test- taking assessment, not test- taking strategies.strategies.

64

Types of Summative Types of Summative Assessment (Stiggins, Assessment (Stiggins,

1997)1997)

Selected responseSelected response EssayEssay Performance assessmentPerformance assessment Personal communicationPersonal communication

65

This section will This section will highlight three of the highlight three of the

summative assessments summative assessments mentioned by Stiggins, mentioned by Stiggins,

selected response, selected response, performance assessment performance assessment

and personal and personal communication.communication.

66

Selected ResponseSelected Response Questions are developed to determine Questions are developed to determine

if a student can reason effectively in if a student can reason effectively in order to select the “best” or most order to select the “best” or most appropriate answer.appropriate answer. Examples:Examples:

Yes/noYes/no True/falseTrue/false Fill in the blankFill in the blank Multiple choiceMultiple choice MatchingMatching All of the above/None of the aboveAll of the above/None of the above

67

Identify a TEKS Identify a TEKS statement in 1st statement in 1st

Grade that may be Grade that may be assessed using a assessed using a selected response selected response method. List that method. List that TEKS statement on TEKS statement on page 12-48 of your page 12-48 of your

packet.packet.

68

Review the open-Review the open-response item provided response item provided on page 12-48 of your on page 12-48 of your packet, what is wrong packet, what is wrong

with the way this item is with the way this item is constructed? How would constructed? How would

you modify the item? you modify the item? Record your answer on Record your answer on

page 12-48 of your page 12-48 of your packet.packet.

69

Performance AssessmentPerformance Assessment

With performance assessments, we With performance assessments, we observe students while they are observe students while they are performing or we examine the performing or we examine the products they create, and judge the products they create, and judge the level of proficiency demonstrated on level of proficiency demonstrated on a given task. We compare student a given task. We compare student performance to predetermined performance to predetermined measures, usually with the assistance measures, usually with the assistance of a teacher-created rubric.of a teacher-created rubric.

70

Identify a TEKS Identify a TEKS statement in 2statement in 2ndnd

grade that may be grade that may be assessed using a assessed using a

performance performance assessmentassessment

71

Review the teacher Review the teacher and student rubrics and student rubrics found on page 12-50 found on page 12-50

and 12-51 of your and 12-51 of your packet.packet.

72

Student Work is Judged Student Work is Judged Based on:Based on:

Conceptual KnowledgeConceptual Knowledge Does the student know the content? Does the student know the content?

Procedural KnowledgeProcedural Knowledge Does the student know the process to Does the student know the process to

solve the problem?solve the problem? CommunicationCommunication

How does the student communicate How does the student communicate what they know about the problem and what they know about the problem and how do they communicate the steps how do they communicate the steps used to solve the problem?used to solve the problem?

73

ESC, Region IV (2003)ESC, Region IV (2003)(3(3rdrd Grade Measurement) Grade Measurement)

The third grade class picnic will begin The third grade class picnic will begin at 2:00 p.m. on the last day of at 2:00 p.m. on the last day of school. Mrs. Curry told the third school. Mrs. Curry told the third graders they only had 40 minutes to graders they only had 40 minutes to eat and play with their friends. When eat and play with their friends. When the students looked at the outside the students looked at the outside clock they saw this time (below). Is clock they saw this time (below). Is the picnic over, or do they still have the picnic over, or do they still have time to play? Explain your process.time to play? Explain your process.

74

75

Look at the student Look at the student work found on pages work found on pages

12-53 through 12-57 of 12-53 through 12-57 of your packet. Answer your packet. Answer the questions on page the questions on page 12-52 of your packet.12-52 of your packet.

76

Sample Performance Sample Performance Task ITask I

Alex has 5 cookies, Hunter Alex has 5 cookies, Hunter has 2, and Erin has 4. They has 2, and Erin has 4. They want to share them want to share them equally. How will they do equally. How will they do it? Draw a picture and it? Draw a picture and help explain your answer.help explain your answer.

77

Sample Performance Sample Performance Task IITask II

If you didn’t know the answer If you didn’t know the answer to 18-9, what are some ways to 18-9, what are some ways you could find the answer?you could find the answer?

78

Personal CommunicationPersonal Communication

Teachers are able to gather a lot of Teachers are able to gather a lot of information from students by talking information from students by talking to them.to them. Teachers may:Teachers may:

Conduct conferencesConduct conferences Conduct oral exams to assess mastery of Conduct oral exams to assess mastery of

contentcontent Ask students to journalAsk students to journal Ask students to talk or write about content Ask students to talk or write about content

with peerswith peers

79

Identify a TEKS Identify a TEKS statement in 1st grade statement in 1st grade that may be assessed that may be assessed

using personal using personal communication. communication. Record why you Record why you

selected this TEKS selected this TEKS statement on page 12-statement on page 12-

58 of your packet.58 of your packet.

80

Things to remember when Things to remember when designing TEKS-Based designing TEKS-Based

AssessmentsAssessments The TEKS should be the focus of the The TEKS should be the focus of the

assessment, keep the assessment on assessment, keep the assessment on grade levelgrade level

Search for the appropriate rigor and Search for the appropriate rigor and application in the assessment items/tasks application in the assessment items/tasks used with studentsused with students

Make sure the assessment created aligns Make sure the assessment created aligns with the processes used in instructionwith the processes used in instruction

Never see an assessment as an endpoint, Never see an assessment as an endpoint, but a process that will yield information but a process that will yield information and inform next stepsand inform next steps

81

““A quality assessment A quality assessment provides a clear, accurate, provides a clear, accurate, and timely picture of what and timely picture of what

a student has learned, a student has learned, while at the same time while at the same time

spelling out which spelling out which achievement expectations achievement expectations have not yet been met.”have not yet been met.”

-Stiggins & -Stiggins & Knight, 1997Knight, 1997

82

The Assessment The Assessment PrinciplePrinciple

Assessment should become a routine Assessment should become a routine part of the ongoing classroom activity part of the ongoing classroom activity rather than an interruption.rather than an interruption.

NCTM’s NCTM’s Principles and Standards for School MathematicsPrinciples and Standards for School Mathematics (2000) (2000)