Document Sample
					NYSED 3-5 Testing in English
     Language Arts

      Based on SED teleconference of Fall O5

             modified by Kim Fontana
NYS English Language Arts
Recent Developments. The State
Education Department has:

   Developed performance indicators
    for each of grades 3–8
   Produced ELA tests for each of
    grades 3-8
   Issued an ELA Core Curriculum,
    with performance indicators for
    each of grades Prekindergarten
    through twelve
   Find these at
Grade 3-8 Testing


English Language
What Will These Tests Look Like and
     how do they differ from the
     tests we know?
   The tests reflect New York State content/process
    standards in each grade and subject area.
      Signal priority content
      Are instructionally sensitive

   For ELA: independent writing prompts have been
    removed for grade 4 and an editing paragraph has
    been created to measure conventions on grades 3
    and 5. All cluster scoring on grade 4.

   Tests will be similar in format to existing Grade 4
    assessment, but they are a new family of tests and
    will be subject to standards setting this summer.
Grade 3 ELA Test Design
Session 1 (Reading)
         Format
              20 multiple choice items
              3 to 4 passages (literary and informational)
              1 constructed response item (2 point
               rubric—really a scoring guide)
         Standards 1, 2, 3 measured
Session 2 (Listening/Writing)
         Format
              1 listening selection (literary)
              4 multiple choice items
              2 constructed response items (scored
               separately with 2 point rubrics (really
               scoring guides)
              1 editing paragraph (3 points rubric—really
               a scoring guide
         Standards 1, 2, 3 measured
Grade 4 ELA Test Design
Session 1 (Reading)
         Format
              4 to 5 passages (literary and informational)
              28 multiple choice items
         Standards 1, 2, 3 measured
Session 2 (Listening/Writing)
         Format
              1 listening selection (literary)
              2 constructed response items
              1 extended response item (cluster scored on
               a 4 point rubric)
         Standard 2 measured
Session 3 (Reading/Writing)
         Format
              2 paired passages
              3 constructed response items
              1 extended response item (cluster scored on
               a 4 point rubric)
         Standard 3 measured
 Grade 5 ELA Test Design
Session 1 (Reading)
         Format
              3 to 4 reading passages (literary and
              20 multiple choice reading items
              1 constructed response item (scored on a
               2 point rubric—really a rating guide)
         Standards 1, 2, 3 measured
Session 2 (Listening/Writing)
         Format
              1 listening selection (informational)
              4 multiple choice listening items
              1 constructed response item (scored on a
               2 point rubric—really a rating guide)
              1 editing paragraph (scored on a 3 points
               rubric—really a rating guide)
         Standards 1 and 3 measured
Preparing for the exams
What’s this editing paragraph?
   Prepared text in a typeface containing
   The students won’t know how many errors.
   The students should cross our the word or
    other error and write it correctly above.
   There are no spelling errors.
   In grade 3, aligned with the performance
    indicators, the errors are END punctuation
    and capitalization.
   Scorers will attempt to honor established
    editing marks, but the directions are to
    rewrite the word or punctuation.
Preparation for editing
   Daily oral language
   Variety of classroom modeling
   Practice proofreading others’ writing
   Teachers should have children focus
    on the obvious to avoid introducing
    errors when they correct
   For third grade, it may be best to
    practice without attention to internal
    punctuation (I don’t expect internal
    punctuation to be among the errors)
Preparing for the constructed
response items, which may be
various kinds of graphic
organizers or paragraphs
   Expose students to a variety of
    organizers in their classroom
   Help children work
    understanding and answering
    the question asked using text-
    based details
General Preparation—
Constructed Responses using
Graphic Organizers
   use a variety of graphic organizers
    so that children have experience
    both gleaning information from these
    and organizing information with
    them—constructing and
    deconstructing meaning using
   Make sure some of their experiences
    include gathering and conveying
    information from print and auditory
General Preparation—
Constructed Paragraph
   Provide students with ample
    opportunity to determine what is
    being asked
   Give them strategies for locating and
    inferring information
   Make sure they recognize when they
    have provided text-based information
    in their answers
   Opportunities don’t always have to
    be written—give children oral
    practice as well
Please consider the following
   It is not helpful to surprise children with timed environments or
    the format of the text all of a sudden as the testing period
    approaches. Instead use classroom developed parallel tasks
    and help children learn to pace themselves from the beginning.

   If you have not looked at the new standards and
    performance indicators for your grade, the time is now and
    you will be pleased with the clarity you find there. Ask for
    some help from staff developers and time in your faculty,
    grade level, and team meetings to discuss these.

   Blast off et al. should be blasted off the face of the earth!
    Discard all commercial test-prep materials unless individual items
    are extremely carefully chosen to reflect what you are teaching in
    your classroom. Use classroom created items to familiarize
    students with the format of the test

   You may use the test sampler itself, but the bulk of your time
    should be spent teaching the performance indicators in the
    context of your own integrated curriculum.
Your students will have been
well-prepared if
   Children are routinely engaged in
    reading, writing, and listening tasks
    that teach and assess progress
    across the grade level performance
   Children expect to make meaning
    from text (print and oral, literary and
    informational) and are able to convey
    that meaning
How will we administer
   these exams?
  Testing Times for ELA
                      Test Time   Prep Time
                      (approx.)        (Inc.
                                   listening –

Grade 3   Session 1   40 min.     10 min.

          Session 2   30 min.     15 min.

Grade 4   Session 1   45 min.     10 min.

          Session 2   45 min.     15 min.

          Session 3   60 min.     10 min.

Grade 5   Session 1   40 min.     10 min.

          Session 2   30 min.     15 min.
Testing Schedule may be
found at:
   Staff Development Calendar
    among Web Event Calendars on
    District Page
In the ICSD, schools may

   Administer the exam any time
    during the administrative
   Select difference days within the
    administrative window for their
    individual school-based
   Make up exams any time during
    the make up window
In the ICSD, schools must

   Determine a schedule for
    administration for each grade
   Convey that schedule to the
    Assistant Superintendent
   Have a mechanism to check
    that each student completes all
    parts; shorter exams mean more
    sections must be answered for a
    score to be given
How Will These Tests be Scored?

•We are prepared to score the tests in district
using the testing calendar developed last spring.
•It is likely, we may be able to instead score all
ELA exams on one release day in early February.
•If so, students PreK-2 will attend. Students 3-8
will not. All certified staff not directly working with
a student PreK-2 will score.
•DeWitt and BOCES will be probably scoring sites.
•We will need many teacher leaders to enable this
to work (more than in the past). These folks will
need to serve as scoring leaders and table
Information to Help
    Schools Prepare
Variety of formats -
1. Teleconference (Mary Burtless and Kim Fontana
2. Regional Forums (Mary Burtless and Kim Fontana
3. Booklet: An Introduction to the NYS
    Grade 3–8 Testing Program (see link earlier in this
4. Information Brochure (for parents)—linked to distract
staff development page
5. Train the trainer session (Julie Wilcox attended for
grades 5 and 6. Kim Fontana attended for grades 3 and 4.
Parallel Tests

   Available Fall 2005 (should
    receive these on CD this

   Can be used as practice tests
    for students

   Provide an instructional
    resource for teachers
Scoring Training Materials

   Will include 12 turn-key
    training sessions throughout
    NYS for each content area
   Will follow the same basic
    process as the Grade 4 & 8
   Will be sent as hard copy to
    all schools; districts and
    nonpublic schools will receive
    DVDs /videotapes
Parent Information Brochure
    Will inform parents about
     the new testing program
    Will be translated into five
     languages: Chinese,
     Haitian-Creole, Korean,
     Russian and Spanish
Office of Curriculum, Instruction,
 and Instructional Technology
Curriculum Questions can be sent

   Office of State Assessment

Testing Questions can be sent to:
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