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TEKS-TEKS-Based Based

AssessmenAssessmentt

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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.

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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 12-94 of your recording sheet.94 of your recording sheet.

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Which Which assessments assessments

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

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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?

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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.

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

based assessment?based assessment?

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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.

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§ 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 geography; andand geography; and

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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.

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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.

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SECTION ISECTION I

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Section I: Section I: DiagnosticDiagnostic

Assessment Assessment

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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

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

System, should be used to identify students with

mathematics difficulties. -TEA,

2005

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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?

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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

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Diagnostic assessments Diagnostic assessments should be examined by the should be examined 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. A formal grade study. A formal grade should not be given.should not be given.

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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

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Pretend you are a third Pretend you are a third grade teacher. What grade teacher. What

concepts and skills would concepts and skills would you expect your students you expect your students to know about 2-D and 3-to know about 2-D and 3-

D geometry prior to D geometry prior to instruction?instruction?

List these concepts and skills on List these concepts and skills on your recording sheet, page your recording sheet, page

number 12-94number 12-94

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Use the TEKS as your Use the TEKS as your GuideGuide

(2.7)(2.7) The student uses attributes to The student uses attributes to identify two- and three-dimensional identify two- and three-dimensional geometric figures. The student compares geometric figures. The student compares and contrasts two- and three-dimensional and contrasts two- and three-dimensional geometric figures or both. The student is geometric figures or both. The student is expected to:expected to: (A)(A) describe attributes (the number of describe attributes (the number of

vertices, faces, edges, sides) of two- and three-vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, polygons, spheres, cones, cylinders, prisms, and pyramids, etc,and pyramids, etc,

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(B)(B) use attributes to describe how 2 use attributes to describe how 2 two-dimensional figures or 2 three-two-dimensional figures or 2 three-dimensional geometric figures are dimensional geometric figures are alike or differentalike or different

(C)(C) cut two-dimensional geometric cut two-dimensional geometric figures apart and identify the new figures apart and identify the new geometric figures formedgeometric figures formed

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What content What content related to 2-D related to 2-D

and 3-D and 3-D geometric geometric

vocabulary are vocabulary are you required to you required to teach in third teach in third

grade?grade?

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Use the TEKS as your Use the TEKS as your GuideGuide

(3.9) The student uses formal (3.9) The student uses formal geometric vocabulary. The student is geometric vocabulary. The student is expected to:expected to: (A)(A) identify, classify, and describe identify, classify, and describe

two- and three-dimensional geometric two- and three-dimensional geometric figures by their attributes. The student figures by their attributes. The student compares two-dimensional figures and compares two-dimensional figures and three-dimensional figures, or both by three-dimensional figures, or both by their attributes using formal geometry their attributes using formal geometry vocabulary.vocabulary.

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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 2-D and 3-D about 2-D and 3-D geometry prior to geometry prior to

instruction.instruction.

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Ideally, the diagnostic Ideally, the diagnostic assessment created would assessment created would

also help the teacher also help the teacher identify student readiness identify student readiness

to learn about the to learn about the identification and identification and

classification of geometric classification of geometric figures using formal figures using formal

geometric vocabulary. geometric vocabulary.

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A third grade teacher A third grade teacher developed the developed the

diagnostic assessment diagnostic assessment included in your included in your

packet. With the help packet. With the help of your group, evaluate of your group, evaluate the students’ work and the students’ work and be ready to answer the be ready to answer the

following questions.following questions.

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Search for EvidenceSearch for Evidence Do these students understand Do these students understand

how to identify and classify 2-how to identify and classify 2-D and 3-D figures?D and 3-D figures?

Do these students Do these students communicate using formal communicate using formal geometry vocabulary (vertices, geometry vocabulary (vertices, polygons, sides, edges, etc.)?polygons, sides, edges, etc.)?

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After answering these After answering these questions, what would questions, what would you do instructionally you do instructionally to meet the needs of to meet the needs of

these students?these students?

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Debrief Debrief InstructioInstructio

nal nal ModificatiModificati

onsons

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SECTION IISECTION II

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

LessonLesson

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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”.

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““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

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““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

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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.

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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.

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Assessing measurementAssessing measurement

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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 3-5. students in grades 3-5.

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Area is an Area is an important concept important concept

that will be that will be developed developed throughout throughout grades K-5grades K-5

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Review the TEKS in Review the TEKS in second, third, fourth second, third, fourth and fifth grade that and fifth grade that develop the concept develop the concept

of area.of area.

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

student expectation student expectation statements. statements.

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(4.11) Measurement. The student (4.11) Measurement. The student appliesapplies

measurement concepts. The measurement concepts. The student isstudent is

expected to estimate and expected to estimate and measure tomeasure to

solve problems involving lengthsolve problems involving length(including perimeter) and area. (including perimeter) and area.

TheThestudent uses measurement tools student uses measurement tools

totomeasure capacity/volume andmeasure capacity/volume and

weight/mass.weight/mass.

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

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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.

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

discussed.discussed.

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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 4.11 A TEKS statement 4.11 A and B. and B.

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

square inches. square inches.

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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.

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

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Once students have Once students have identified different objects identified different objects in the room with an area in the room with an area

greater than 15, the greater than 15, the teacher may begin a list of teacher may begin a list of objects found by students. objects found by students.

This will allow many This will allow many different objects to be different objects to be

shared with the class and shared with the class and help the teacher identify help the teacher identify

students that need students that need additional support.additional support.

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Once a list has been generated Once a list has been generated by the class, the teacher may by the class, the teacher may ask the class if there are any ask the class if there are any objects on the list that they objects on the list that they believe have an area smaller believe have an area smaller than 15 square inches. Allow the than 15 square inches. Allow the class an opportunity to validate class an opportunity to validate or delete the objects on the list.or delete the objects on the list.

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Things to keep in mindThings to keep in mind

One of the reasons teachers want to One of the reasons teachers want to use early comparison activities with use early comparison activities with area is to help students distinguish area is to help students distinguish between size (area) shape, length between size (area) shape, length and other dimensionsand other dimensions

Direct comparisons of two areas is Direct comparisons of two areas is nearly impossible, unless the shapes nearly impossible, unless the shapes have a common dimension or have a common dimension or propertyproperty

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Develop the idea that area is a measure Develop the idea that area is a measure of covering a 2-dimensional surface. of covering a 2-dimensional surface. Formulas do not need to be developed Formulas do not need to be developed at this grade level. It is appropriate for at this grade level. It is appropriate for students to use tools such as inch tiles students to use tools such as inch tiles to “cover” the area of an object. Listen to “cover” the area of an object. Listen as they discuss how to determine the as they discuss how to determine the area when it is impossible to fit the tiles area when it is impossible to fit the tiles over the object.over the object.

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Make a station at which Make a station at which students create objects students create objects

that have an area that have an area greater or less than a greater or less than a

given figure. Have given figure. Have students draw new students draw new

figures and prove their figures and prove their solutions.solutions.

IDEA: Irregular IDEA: Irregular ShapesShapes

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

other area other area assessments that assessments that

you might use with you might use with students.students.

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SECTION IIISECTION III

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

of the TEKSof the TEKS

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MythMyth

Students must be given selected Students must be given selected response items in grades 3-5 to response items in grades 3-5 to prepare them for TAKS assessmentsprepare them for TAKS assessments

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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 TAKS students for TAKS assessments, not test-taking assessments, not test-taking strategies.strategies.

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

1997)1997)

Selected responseSelected response EssayEssay Performance assessmentPerformance assessment Personal communicationPersonal communication

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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.

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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

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Identify a TEKS Identify a TEKS statement in 4th statement in 4th

Grade that may be Grade that may be assessed using a assessed using a selected response selected response

method.method.

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Review the selected-Review the selected-response item response item

provided on page provided on page 12-115 of your 12-115 of your packet, what is packet, what is

wrong with the way wrong with the way this item is this item is

constructed?constructed?

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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.

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Look at the student Look at the student work found on pages work found on pages 12-120 through 12-12-120 through 12-122. Answer the 122. Answer the

questions found on questions found on page 12-119 of your page 12-119 of your

packet.packet.

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Performance Assessment, Performance Assessment, VolumeVolume

Review the 5Review the 5thth grade performance grade performance assessment related to volume.assessment related to volume.

Review the following questions to Review the following questions to determine students’ procedural and determine students’ procedural and conceptual knowledge and conceptual knowledge and communication related to the communication related to the concept of volume.concept of volume.

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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 solve Does the student know the process to solve

the problem?the problem? CommunicationCommunication

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

(ESC, Region IV)(ESC, Region IV)

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Identify a TEKS Identify a TEKS statement in 4th statement in 4th

grade that could be grade that could be assessed using a assessed using a

performance performance assessment.assessment.

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Personal CommunicationPersonal Communication Teachers are able to gather a lot of Teachers are able to gather a lot of

information from students by talking to information from students by talking to them.them. Teachers may:Teachers may:

Conduct conferencesConduct conferences Conduct oral exams to assess mastery of contentConduct oral exams to assess mastery of content Ask students to journalAsk students to journal Ask students talk or write about content with Ask students talk or write about content with

peerspeers

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Identify a TEKS Identify a TEKS statement in 3rd statement in 3rd

Grade that may be Grade that may be assessed using assessed using

personal personal communication. With communication. With your group, discuss your group, discuss assessment options.assessment options.

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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

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““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

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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)