STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR)

Grades 3−8 ReadingGrades 4 and 7 Writing

English I, II, and III

Victoria YoungDirector of Reading, Writing, and Social Studies AssessmentsTexas Education Agency

Reading—Structure of Reporting Categories

RC 1: Questions about vocabulary and connections across texts for grades 3−8 (vocabulary only at grade 3); high school also includes short answer questionsRC 2: Questions about single literary texts: fiction, literary nonfiction, poetry, drama (drama beginning at grade 4)RC 3: Questions about informational texts: expository and persuasive (persuasive beginning at grade 5)

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Reading—Assessing Details

Details in literary texts in grades 3−5 only: they must be significant and support the development of the plot, characters, or main idea/themeDetails in expository texts in grades 3−8: they must be significant and support the development of the main ideaNo details assessed at any grade for persuasive textsNo details assessed for any type of text at high school

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Reading—Assessing Poetry

Varying types of poems being developed for STAAR but emphasis not on identificationFocus is on how poet creates meaning using stanzas, word placement or emphasis, line length, repetition/rhythm/rhyme, sound effects, sensory languageAt middle and high school, how speaker’s point of view or perspective affects meaning

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Reading—Assessing Drama

Limited number of characters, especially at lower gradesMostly excerpts being used—one or two scenes (dependent on length)Focus is on how the playwright creates meaning through the dialogue—interaction between and among charactersQuestions about stage directions are focused on their purpose: why they are there and how they influence the way the reader reads the scene (Stage directions = an extension of the playwright’s narrational strategies)

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Reading Test Design

STAAR reading assessments will emphasize students’ ability

to understand how to use text evidence to confirm the validity of their ideasto make connections within and across texts (“across texts” begins at grade 4)to think critically/inferentiallyto “go beyond” a literal understanding of what they read

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Student Success in Readingand on STAAR

Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS

Equal weight must be given to fiction and expository genres—the readiness genres—at elementary, middle, and high school

Instruction must emphasize critical/ inferential thinking rather than isolated skills

Students must be able to make connections between different genres (and be able to “see” the thematic links)

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STAAR Reading Rubrics—Text Evidence

Students must know that text evidence is always flawed when it is

only a general reference to the text

too partial to support the idea

weakly linked to the idea

used inappropriately because it wrongly manipulates the meaning of the text

Students must know that to score a 2 or 3 on short answer reading, text evidence must be considered accurate and relevant (SP 2) or specific and well chosen (SP 3)

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STAAR Writing DesignRevising and Editing

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Revision and editing assessed separately, with increased focus on revision as students become more experienced and skilled writers

For Grade 4, 32% of multiple-choice score from revision (9 items) and 68% of score from editing (19 items)

For Grade 7, 40% of multiple-choice score from revision (16 items) and 60% of score from editing (24 items)

For English I, II, and III, 50% of multiple-choice score from revision (15 items) and 50% of score from editing (15 items)

Revision and EditingGrades 4 and 7

Example of Grade 4 revision stem:

David would like to improve his story by adding a strong concluding sentence after sentence 28. Which of these would be the BEST sentence to add?

Example of Grade 7 revision stem:

The transition between the third paragraph (sentences 13–19) and the fourth paragraph (sentences 20–25) is abrupt. Which sentence could Veronica add before sentence 20 to help with this transition?

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Revision and EditingEnglish I, II, and III

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Examples of high school revision questions:

Steven wants to more effectively establish the thesis in his paper. Which revision of sentence 5 can help him accomplish his goal?

Cristina wants to strengthen the transition between the second and third paragraphs. What sentence should she add before sentence 10? (beginning of paragraph 3)

STAAR Written Composition12

Students will write two one-page essays (26 lines maximum) addressing different types of writing

Grade 4—personal narrative and expository

Grade 7−personal narrative (with extension) and expository

English I−literary and expository

English II−expository and persuasive

English III−persuasive and analytic

Essays will be weighted equally

No “gatekeeper” (automatic fail of the writing test for a 1)

STAAR Writing Prompts 13

Expository, persuasive, and analytic prompts contain a stimulus and are scaffolded:

Read, Think, Write, Be Sure to −Personal narrative and literary prompts contain a stimulus and are scaffolded, though less so than other prompts

Analytic prompts contain a literary or informational text (approximately 425−500 words), which students must analyze

STAAR Analytic Essay 14

A combination of expository writing and interpretation of one aspect of a literary or expository text

Score based on the student’s ability to interpret the text and support it with relevant textual evidence (15C) AND quality of the writing (criteria under expository writing in 15A)

STAAR Writing Rubrics15

A rubric is being developed for each writing type, but three overarching aspects of writing are addressed in all rubrics

Organization/ProgressionDevelopment of IdeasUse of Language/Conventions

STAAR Writing Rubrics16

Organization/Progression—bullet #1: the degree to which the organizational structure is appropriate to the purpose and specific demands of the prompt.

This bullet “plays out” in slightly different ways depending on the purpose for writing, so how do we know when we see it?

STAAR Writing Rubrics17

Grade 7 Personal Narrative: The writer uses organizational strategies or literary devices that are particularly suited to the narrative task. The writer is able to clearly convey the experience and communicate its importance or meaning.

Grade 9 Expository: The organizational strategies the writer uses enhance the clarity and quality of the essay.

STAAR Writing Rubrics18

Development of Ideas—bullet #2: the degree to which the piece is thoughtful and engaging

STAAR Writing Rubrics19

Grade 7 Personal Narrative: The writer demonstrates a deep understanding of the writing task by establishing a believable situation, providing plausible motivations for behavior or actions, and revealing changes or insights that developed as a result of the experience.

Grade 9 Expository: The writer may approach the topic from an unusual perspective, may use his/her unique experiences or view of the world as a basis for writing, or may connect ideas in interesting ways. The writer demonstrates a deep understanding of the expository writing task.

STAAR Writing Rubrics20

Use of Language/Conventions—bullet #1: the degree to which word choice is thoughtful and appropriate to the purpose and tone

Grade 7 Personal Narrative: Effective diction enables the writer to recreate the experience in a way that reflects its importance or meaning.

Grade 9 Expository: Word choice strongly contributes to the clarity of the essay.

TEA STAAR Resources21

Currently available at

http://www.tea.state.tx.us/student.assessment/staar/

General information about STAAR—e.g., the overall assessment design and attributes

Assessed curriculum

Test blueprints and test design schematics

Literary and expository rubrics for English I

Short answer reading rubrics for single selection and pair (called connecting selections)

On the way in summer and fall 2011:

“Mini” scoring guides—English I literary and expository writing

Sample selections and items—reading and writing

CONTACT INFORMATION22

Victoria Young

Director of Reading, Writing, and Social Studies Assessments

Texas Education Agency

512-463-9536

victoria.young@tea.state.tx.us