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Title I Workshop:
Testing 101Introducing Georgia Milestones
Georgia Milestones Testing Dates
Reading/Writing/ELA Part 1 & 2 (April 16th)
Reading/Writing/ELA Part 3 (April 17th)
Math (April 21st)
Science (April 22nd)
Social Studies (April 23rd)
Make Up Days (April 20th, 24th, 27th & 28th)
Georgia Milestones Video
What Can Parents Expect
This is a new assessment. Therefore, it is not possible to directly compare the scores on the new test with your student’s scores from previous years.
The new assessments measure deeper knowledge and skills that are particularly important to students’ futures, including problem solving, writing, and critical thinking.
Because the standards are more rigorous, student achievement scores may initially be lower.
A dip should not necessarily be interpreted as a decline in student learning or in teacher performance. Educators expect the decline to improve as teachers and students become more familiar with the standards and better equipped to meet the challenges they present.
What Will Assessment Demonstrate
• Language Arts• read and comprehend texts of varying complexities• use information from multiple sources to effectively
summarize key points or make persuasive arguments
• Math• can understand and use important math ideas, including
number sense, algebraic thinking, geometry, and data analysis
• use math facts and reasoning skills to solve real-world problems
• make mathematical arguments
Question Types
• Selected-Response [multiple-choice]
• all content areas• evidence-based
selected response in ELA
• Constructed-Response• ELA and mathematics
• Extended-Response• ELA and mathematics
• Technology Enhanced• to begin in 2016-2017
Constructed response is a general term for assessment
items that require the student to generate a response as opposed
to selecting a response.
Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct
answers and/or varying methods of arriving at the correct answer.
Writing prompts and performance tasks are examples
of extended-response items.
Math & ELATest Example
Multiple ChoiceWhich fraction is largest?
A
B
C
D
The content and presentation of these items are for illustrative purposes only.
Constructed ResponseGeorge and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal pieces. The shaded pieces are the portion of their pizzas that George and Ana ate.
Express in fractions how much pizza George and Ana ate. Use the symbol <, =, or > to show who ate more pizza.
>The content and presentation of these items are for illustrative purposes only.
George Ana
George Ana
Constructed Response
12 inches
George Ana
9 inches
12 inches
George
12 inches
Carlos
The c
onte
nt
and p
rese
nta
tion o
f th
ese
it
em
s are
for
illust
rati
ve p
urp
ose
s only
.
Math Task Example
Think carefully about the following question. Write a complete answer. You may use drawings, words, and numbers to explain your answer. Be sure to show all of your work.
José ate ½ of a pizza.
Ella ate ½ of another pizza.
José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.
Extended - Student Response José ate ½ of a pizza. Ella ate ½ of another pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.
Satisfactory - Student Response José ate ½ of a pizza. Ella ate ½ of another pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.
ELA Task Example
For this item, the students are asked to read a poem entitled, “Healthy Cookies.” The poem is about a girl whose mom purchased a healthy cookie snack in an attempt to replace the daughter’s preferred sugary cookie. The daughter was initially reluctant to try the healthy cookie, but eventually tasted the new cookie and decided it wasn’t that bad.
Explain why the speaker believes that the healthy cookies will taste bad. Write your explanation in a paragraph that includes many supporting details from the text.
Answer with complete sentences, and use correct punctuation and grammar.
Student Response: Score 3
The speaker thinks that the cookies will taste bad because they are healthy cookies.The reason the speaker thinks that the cookies taste bad is because they have healthy stuff in it. The girl thinks they might taste bad is because she likes junk food.the girl says in the middle of the poem that the cookies where good.At the end of the poem the girl said, "No more junk food."
The student response provides an explanation of why the speaker expects the healthy cookies to taste bad (because they are healthy cookies).
The student provides some details from the poem that support the explanation (she likes junk food…At the end of the poem she said, ‘No more junk food’).
The student uses complete sentences as well as correct punctuation and grammar in most of the writing.
Student Response: Score 2
She thinks the healthy cookies will taste bad because they don't have a lot of sugar and it has a lot of vitamins in the cookies. The girl is used to unhealthy cookies not healthy cookies. If she would try them she might would like them.
The student provides a general explanation of why the speaker expects the healthy cookies to taste bad (they don’t have a lot of sugar and it has a lot of vitamins in the cookies), but offers little support from the poem.
The student uses complete sentences as well as correct punctuation and grammar in most of the writing.
Student Response: Score 1
Because she eat sweets.So she thought it was going to taste bad.
The student provides a minimal explanation of why the speaker expects the healthy cookies to taste bad (she eat sweets...it was going to taste bad) with no details from the poem as support.
The student response uses incomplete sentences.
Your Role
Support your child by asking thought provoking questions. Ask “why do you think that is the answer?”
Check understanding by reviewing assessments that are sent home.
READ with your child and then talk about what you have read.
Let your child assist you in problem solving activities.
Reassure your child with confidence to lower any stress concerning the assessment.
Student Growth Model
What is the Georgia Student Growth Mo
del?
