GHAWP…so far

The TAKS, Ma’am The TAKS, Ma’am Just the TAKSJust the TAKS

PresenterPresenterConnie W. StewartConnie W. Stewart

Secondary Coordinator of Curriculum & InstructionSecondary Coordinator of Curriculum & InstructionGalveston Independent School DistrictGalveston Independent School District

July 2005July 2005

Scoring High on the Scoring High on the Short Answer QuestionsShort Answer Questions

Complaint: “All you teach is TAKS”Complaint: “All you teach is TAKS”

TEKS TEKS THE curriculum in THE curriculum in both foundation & both foundation &

enrichment enrichment subjects taught in subjects taught in

Texas Public Texas Public SchoolsSchools

TAKS TAKS EVALUATES EVALUATES

how well how well students have students have mastered the mastered the

TEKS TEKS (curriculum)(curriculum)

Response: We sure hope so!

Our objective for today is Our objective for today is “the other half” of the test“the other half” of the test

TEKSTEKS

Objective 1 – The student will demonstrate a basic understanding of Objective 1 – The student will demonstrate a basic understanding of culturally diverse written texts.culturally diverse written texts.

Objective 2 – The student will demonstrate an understanding of the Objective 2 – The student will demonstrate an understanding of the effects of Literary Elements and Techniques in culturally diverse effects of Literary Elements and Techniques in culturally diverse written texts.written texts.

Objective 3 – The student will demonstrate the ability to analyze and Objective 3 – The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual critically evaluate culturally diverse written texts and visual representations.representations.

Reference: Grade 9 TAKS Study Guide, Texas Education Agency, 2003.Reference: Grade 9 TAKS Study Guide, Texas Education Agency, 2003.

Begin with the end in Begin with the end in mind…mind…

Steven Covey Steven Covey

Children of PovertyChildren of Poverty

Ruby Payne (1996) states that children of Ruby Payne (1996) states that children of poverty need to see visual representations poverty need to see visual representations and graphic organizers to identify main and graphic organizers to identify main concepts, assign specific labels to concepts, assign specific labels to concepts and sort relevant and non-concepts and sort relevant and non-relevant cues.relevant cues.

Standardized TestingStandardized Testing

Why DO we Why DO we have it?have it?

……and how has it changed?and how has it changed?

BLOOM’S & TEXAS TESTINGBLOOM’S & TEXAS TESTING 1979 TABS1979 TABS (Texas Assessment of Basic Skills)(Texas Assessment of Basic Skills)

Level of Questioning = Knowledge with some ComprehensionLevel of Questioning = Knowledge with some Comprehension

1984 TEAMS1984 TEAMS (Texas Educational Assessment of Minimum Skills) (Texas Educational Assessment of Minimum Skills) Level of Questioning = Knowledge, Comprehension with some Level of Questioning = Knowledge, Comprehension with some

Application) Application)

1990 TAAS 1990 TAAS (Texas Assessment of Academic Skills)(Texas Assessment of Academic Skills)Level of Questioning = Comprehension, Application with some Level of Questioning = Comprehension, Application with some

Knowledge &AnalysisKnowledge &Analysis

1999 TAKS1999 TAKS (Texas Assessment of Knowledge & Skills)(Texas Assessment of Knowledge & Skills)Level of Questioning = Analysis, Synthesis, Evaluation Level of Questioning = Analysis, Synthesis, Evaluation

with some Knowledge, Comprehension & Applicationswith some Knowledge, Comprehension & Applications

(Actual implementation for accountability Spring 2003)(Actual implementation for accountability Spring 2003)

Is it really that different from TAAS?

After extensive comparative study of the high school level TAAS vs. TAKS, Kilgo (2004) stated that of the 35 TEKS eligible to be tested on TAKS, 24 were NOT a part of TAAS.

Let’s look at TAKS & Bloom’s fromLet’s look at TAKS & Bloom’s froma literary point of viewa literary point of view

GoldilocksGoldilocks

How How Goldilocks and the Three Bears Goldilocks and the Three Bears would have been testedwould have been tested

1979 TABS1979 TABSKnowledge Level – What things did Goldilocks Knowledge Level – What things did Goldilocks do in the three bears’ house?do in the three bears’ house?

1984 TEAMS1984 TEAMSComprehension Level – Why did she like the Comprehension Level – Why did she like the baby bear’s things best? baby bear’s things best?

1990 TAAS1990 TAASApplication Level – If Goldilocks came to Application Level – If Goldilocks came to youryour house house todaytoday, what things might she do?, what things might she do?

Analysis Level: What things in the story Analysis Level: What things in the story couldcould really have really have happened? Explain why or why nothappened? Explain why or why not

Synthesis Level: Re-tell the story as it would be if it were Synthesis Level: Re-tell the story as it would be if it were called “Goldilocks and the Three Fishes.”called “Goldilocks and the Three Fishes.”

Evaluation Level: Do you think it was right for Goldilocks to Evaluation Level: Do you think it was right for Goldilocks to go into the three bears’ house without having been go into the three bears’ house without having been invited? Why or why not?invited? Why or why not?

Goldilocks at TAKS levels

OK, I see the need to talk about OK, I see the need to talk about levels of thinking…levels of thinking…

Is it easy to distinguish the Bloom’s level of Is it easy to distinguish the Bloom’s level of questions when it isn’t a fairy tale?questions when it isn’t a fairy tale?

Let’s give it a try…………..Let’s give it a try…………..

THE ANSWERSTHE ANSWERS Knowledge:Knowledge: What was the date of the bombing at Pearl Harbor?What was the date of the bombing at Pearl Harbor?

Comprehension: Why did the Japanese bomb Pearl Harbor?Comprehension: Why did the Japanese bomb Pearl Harbor?

Application: If you had been responsible for the defense of the Hawaiian Application: If you had been responsible for the defense of the Hawaiian Islands, what preparation would you have made to defend them?Islands, what preparation would you have made to defend them?

Analysis: What lessons did our country learn from Pearl Harbor?Analysis: What lessons did our country learn from Pearl Harbor?

Synthesis: Re-tell the story of Pearl Harbor assuming the United States Synthesis: Re-tell the story of Pearl Harbor assuming the United States armed forces had been ready for the attack.armed forces had been ready for the attack.

Evaluation: Do you feel that the bombing of Pearl Harbor has any effect on Evaluation: Do you feel that the bombing of Pearl Harbor has any effect on Japanese-American relations today? Give reasons for your answer.Japanese-American relations today? Give reasons for your answer.

Does this woman Does this woman really think that I’m really think that I’m going to spend going to spend hours thinking up hours thinking up questions for every questions for every piece of literature at piece of literature at each of the Bloom’s each of the Bloom’s Levels for my Levels for my English I Class???English I Class???Good Grief!!

Let’s try it againDUSTING

By Julia Alvarez

Each morning I wrote my nameon the dusty cabinet, then crossed the dining table in script, scrawledin capitals on the backs of chairs, practicing signatures like scales while Mother followed, squirtinglinseed from a burping caninto a crumpled-up flannel.

She erased my fingerprintsfrom the bookshelf and rockers,polished mirrors on the deskscribbled with my alphabets.My name was swallowed up in the towelwith which she jeweled the table tops.The grain surfaced in the oakand the pine grew luminous. But I refused with every markTo be like her, anonymous.

Question: What is this poem about?

Levels of QuestionsLevels of QuestionsAn Easier WayAn Easier Way

Level One:Level One: Level One questions can be answered using facts in the text or easily Level One questions can be answered using facts in the text or easily accessible information in other texts. They are fact-based. [equal to Knowledge Level accessible information in other texts. They are fact-based. [equal to Knowledge Level of Bloom’s] Let’s call this a of Bloom’s] Let’s call this a BOOK questionBOOK question as the answer can be found “in the as the answer can be found “in the book.”book.”

e.g. What household task is Mother performing in the poem?e.g. What household task is Mother performing in the poem?

Level Two:Level Two: Level Two questions can be answered after interpreting or analyzing the Level Two questions can be answered after interpreting or analyzing the text. They are inference-based. [equal to Comprehension, Application, and/or text. They are inference-based. [equal to Comprehension, Application, and/or Analysis Level of Bloom’s] Let’s call this a Analysis Level of Bloom’s] Let’s call this a BRAIN questionBRAIN question as the answer is based as the answer is based on a fact “in the book” but requires using the brain to interpret and infer.on a fact “in the book” but requires using the brain to interpret and infer.

e.g. Why does the speaker continue to write her name in the dust?e.g. Why does the speaker continue to write her name in the dust?

Level Three:Level Three: Level Three questions are open-ended. Level Three questions are open-ended. They ask you to go beyond the They ask you to go beyond the text. text. These questions will provoke discussion of an abstract idea or issue. [equal to These questions will provoke discussion of an abstract idea or issue. [equal to Analysis, Synthesis or Evaluation Level of Bloom’s] Lets call this a Analysis, Synthesis or Evaluation Level of Bloom’s] Lets call this a THINKING BRAIN THINKING BRAIN questionquestion as it requires the thinker to evaluate the reading piece and go beyond it as it requires the thinker to evaluate the reading piece and go beyond it within the brain.within the brain.

e.g. Why is it important to some people to “make their mark” on the world?e.g. Why is it important to some people to “make their mark” on the world?

Reference: Hammett, Beth, GHAWP Open Institute 2004Reference: Hammett, Beth, GHAWP Open Institute 2004

The TAKS Short-Answer QuestionsThe TAKS Short-Answer Questions

……are equal to the Level TWO and Level are equal to the Level TWO and Level THREE questions ………. with the THREE questions ………. with the majority being at Level THREEmajority being at Level THREE

OK………I GET IT!!OK………I GET IT!!

When I ask questions in class that I want When I ask questions in class that I want the students to answer in writing, I’ll try to the students to answer in writing, I’ll try to make sure they are Level Two and Level make sure they are Level Two and Level ThreeThree

Let’s look at Pearl Harbor again for a little Let’s look at Pearl Harbor again for a little extra practiceextra practice

Which ones fit level 2 & 3?Which ones fit level 2 & 3?

Knowledge:Knowledge: What was the date of the bombing at Pearl Harbor?What was the date of the bombing at Pearl Harbor?

Comprehension: Why did the Japanese bomb Pearl Harbor?Comprehension: Why did the Japanese bomb Pearl Harbor?

Application: If you had been responsible for the defense of the Hawaiian Application: If you had been responsible for the defense of the Hawaiian Islands, what preparation would you have made to defend them?Islands, what preparation would you have made to defend them?

Analysis: What lessons did our country learn from Pearl Harbor?Analysis: What lessons did our country learn from Pearl Harbor?

Synthesis: Re-tell the story of Pearl Harbor assuming the United States Synthesis: Re-tell the story of Pearl Harbor assuming the United States armed forces had been ready for the attack.armed forces had been ready for the attack.

Evaluation: Do you feel that the bombing of Pearl Harbor has any effect on Evaluation: Do you feel that the bombing of Pearl Harbor has any effect on Japanese-American relations today? Give reasons for your answer.Japanese-American relations today? Give reasons for your answer.

Are we ready to write?Are we ready to write?

NO! WAIT………. I need to know how this NO! WAIT………. I need to know how this is going to be graded ! What form of is going to be graded ! What form of response do you want?response do you want?

What do the TAKS scorers expect?What do the TAKS scorers expect?

The TAKS essayThe TAKS essay

The TAKS essay measures the student’s craft of writing as it relates The TAKS essay measures the student’s craft of writing as it relates to the question at hand. Audience, Purpose and Voice are to the question at hand. Audience, Purpose and Voice are extremely important. extremely important.

On TAKS, the writer who “stretches” and risks combining On TAKS, the writer who “stretches” and risks combining purposes and types is more likely to score high on the essay.purposes and types is more likely to score high on the essay.

  For Example:For Example: If a student chooses to w If a student chooses to write an expressive piece rite an expressive piece

using a personal narrative, the “stretch” would be using that using a personal narrative, the “stretch” would be using that personal narrative to teach a lesson (persuade or inform) or to use it personal narrative to teach a lesson (persuade or inform) or to use it to entertain the reader (great voice) or a combination of all of the to entertain the reader (great voice) or a combination of all of the above.above.

Applebee (1978)stated that expressive writing linked with the narrative Applebee (1978)stated that expressive writing linked with the narrative mode is the “very heart” of all types of writing.mode is the “very heart” of all types of writing.

The Open-Ended responseThe Open-Ended response

Conversely –Conversely –

The open-ended question measures the The open-ended question measures the student’s ability to read, comprehend, student’s ability to read, comprehend, think through, make connections and think through, make connections and extend an idea from the reading. It is extend an idea from the reading. It is informative writing – NO VOICE.informative writing – NO VOICE.

Begin with the end in mind…Begin with the end in mind…

If we really want our students to write solid If we really want our students to write solid 2’s on the open-ended questions, then we 2’s on the open-ended questions, then we need to teach them how their audience is need to teach them how their audience is going to score.going to score.

……and they need to practice OFTEN!!and they need to practice OFTEN!!

The secret is outThe secret is out

The TAKS scorers expect the answer to contain certain characteristics The TAKS scorers expect the answer to contain certain characteristics AND for all the sentences to be compound or better.AND for all the sentences to be compound or better.

The characteristics that produce high scores when it is a question The characteristics that produce high scores when it is a question about a single passage are:about a single passage are:

1. A thesis statement (not a topic sentence).1. A thesis statement (not a topic sentence).2.2. Proof (usually quotes) from the text that ties to and proves the Proof (usually quotes) from the text that ties to and proves the

thesis sentence. Two proofs would be best – so long as you link thesis sentence. Two proofs would be best – so long as you link them.them.

3.3. An evaluation statement where the student gives analysis that An evaluation statement where the student gives analysis that goes beyond what is stated in the text and expands the thesis goes beyond what is stated in the text and expands the thesis statement to a life lesson.statement to a life lesson.

……and they only have 5 lines to do it!!and they only have 5 lines to do it!!

CAUTIONCAUTION

THIS IS NOT A LOCKSTEP FORMULATHIS IS NOT A LOCKSTEP FORMULA

The thesis statement does not have to be The thesis statement does not have to be the first sentence. It could be in the the first sentence. It could be in the middle or anywhere within the box.middle or anywhere within the box.

The life lesson does not have to be the last The life lesson does not have to be the last sentence. It could be used as an opening.sentence. It could be used as an opening.

The proof does not have to be in the middle.The proof does not have to be in the middle.

THE DIFFERENCE BETWEENTHE DIFFERENCE BETWEENA TOPIC AND A THESISA TOPIC AND A THESIS

The topic is just that – a topic for discussion that’s up for grabs. It’s a The topic is just that – a topic for discussion that’s up for grabs. It’s a subject without a verb.subject without a verb.

e.g. Goldilocks visited the home of three bears.e.g. Goldilocks visited the home of three bears.

The thesis provides the verb. It answers the question, ‘So?” To The thesis provides the verb. It answers the question, ‘So?” To construct a decent thesis statement, state your opinion, make a construct a decent thesis statement, state your opinion, make a point, take a stand, have a slant, and provide perspective …SET point, take a stand, have a slant, and provide perspective …SET OUT TO PROVE SOMETHING.OUT TO PROVE SOMETHING.

e.g. Goldilocks should be arrested for breaking and e.g. Goldilocks should be arrested for breaking and entering.entering.

A thesis promises the reader at least two things: what is A thesis promises the reader at least two things: what is going to be discussed and the angle from which it will be going to be discussed and the angle from which it will be discussed.discussed.

Thesis Don’tsThesis Don’ts

DON’T start the thesis sentence with “In my opinion I DON’T start the thesis sentence with “In my opinion I believe and in this essay I will argue that…” or any believe and in this essay I will argue that…” or any variation thereof. If it’s a thesis, it’s always the writers variation thereof. If it’s a thesis, it’s always the writers take on things. There’s no need to announce it.take on things. There’s no need to announce it.

DON’T just state a fact. A thesis has to be worth arguing DON’T just state a fact. A thesis has to be worth arguing about.about.

DON’T tackle two topics at once (even if they seem DON’T tackle two topics at once (even if they seem related). Pick one and stick with it.related). Pick one and stick with it.

Let’s look at that last part again…Let’s look at that last part again…

An evaluation statement where the student An evaluation statement where the student gives analysis that goes beyond what is gives analysis that goes beyond what is stated in the text and expands the thesis stated in the text and expands the thesis statement to a life lesson.statement to a life lesson.

What does that really mean? What does that really mean?

Some would say the moral of the story. Some would say the moral of the story.

Little JohnnyA middle school class was asked to tell a story with a moral. Kathy went

first. “Once, we were driving a basket of hen eggs to market and we hit a big bump in the road. The eggs broke. The moral is don’t put all your eggs in one basket.

Timmy was next, “Once we had a dozen chicken eggs, but when they hatched, we got only ten chicks. The moral is don’t count your chickens before they’re hatched.”

Then it was Johnny’s turn. “When my Aunt Karen was in Desert Storm, her plane was hit. She bailed out over enemy territory with only a bottle of whiskey and a machine gun.

“She drank the liquor on the way down so it wouldn’t break, and landed in the middle of 100 enemy soldiers. She killed 70 with the machine gun, and when she ran out of bullets, she killed the rest with her bare hands.”

“What is the moral of that terrible story?” the teacher asked, horrified.

“Stay away from Aunt Karen when she’s been drinking.” replied Johnny.

Additionally, on TAKS the student must be able to Additionally, on TAKS the student must be able to compare two pieces of writing using a thesis and compare two pieces of writing using a thesis and proof from BOTH pieces before concluding giving proof from BOTH pieces before concluding giving analysis that goes beyond what is stated in the text. analysis that goes beyond what is stated in the text. The characteristics are simply expanded.The characteristics are simply expanded.

Thesis Statement (not topic sentence)Thesis Statement (not topic sentence) Proof from one passageProof from one passage Proof from the other passageProof from the other passage A concluding sentence where the student gives A concluding sentence where the student gives

analysis that goes beyond what is stated in the text analysis that goes beyond what is stated in the text and links it to the thesis statement.and links it to the thesis statement.

……and they only have 7 lines to do it in!!and they only have 7 lines to do it in!!

Back to the TripletBack to the Triplet

GOLDILOCKS REVISITEDGOLDILOCKS REVISITED

Let’s try writing a crossover Let’s try writing a crossover question to compare/contrast the question to compare/contrast the

two Goldilocks pieces. two Goldilocks pieces.

First we have to decide what the common theme is of First we have to decide what the common theme is of the two books.the two books.

Next, we have to be sure that our question fosters ideas Next, we have to be sure that our question fosters ideas leading to a variety of thesis statements. Remember, leading to a variety of thesis statements. Remember, there is no “right” answer in terms of a thesis statement there is no “right” answer in terms of a thesis statement so long as it is truly a thesis.so long as it is truly a thesis.

Finally, are there opportunities for a life lesson.Finally, are there opportunities for a life lesson.

Don’t forget the visual representation

The Victorian version

Making sure they are readyMaking sure they are ready

Be sure that writing is happening in your Be sure that writing is happening in your classroom……and that it is not just at the “Book” classroom……and that it is not just at the “Book” level.level.

When asking students to respond, make sure you When asking students to respond, make sure you are requiring a thesis plus proof.are requiring a thesis plus proof.

Introduce the concept of the triplet EARLY in the Introduce the concept of the triplet EARLY in the year using grade level appropriate literature with year using grade level appropriate literature with a theme and use triplets a theme and use triplets throughout the yearthroughout the year emphasizing life lesson themes. emphasizing life lesson themes.

Let’s BrainstormLet’s Brainstorm

What are some What are some

Life Lesson themesLife Lesson themes

we can use ?we can use ?

Theme KernelsTheme Kernels

ToleranceTolerance HonestyHonesty

ChangeChange AdventureAdventure

PatiencePatience CourageCourage

EqualityEquality CommunicationCommunication

ConflictConflict

FreedomFreedom

WAIT!!!WAIT!!!

If I require them to respond to short-

answer questions, I HAVE TO SCORE

THEM!!!

Using ExemplarsUsing Exemplars

Stotsky (1983) suggested that one problem in Stotsky (1983) suggested that one problem in writing is the lack of consistent structures and writing is the lack of consistent structures and exemplars for students.exemplars for students.

Fortunately for us, TEA took this to heart and has Fortunately for us, TEA took this to heart and has put all the exemplars you could possibly want on put all the exemplars you could possibly want on their websitetheir website

http://www.tea.state.tx.ushttp://www.tea.state.tx.usThe short answer exemplars are included in the The short answer exemplars are included in the

answer key and essay exemplars are in the answer key and essay exemplars are in the scoring guide. scoring guide.

Using ExemplarsUsing Exemplars

When using exemplars with the students, When using exemplars with the students, ALWAYS use 3’s and 4’s for the essayALWAYS use 3’s and 4’s for the essay

andand

Use 2’s and 3’s for the open-ended answersUse 2’s and 3’s for the open-ended answers

TEA’s VersionTEA’s Version

Let’s practice…

“The Blanket”

• Beginning with the end in mind…

In “The Blanket,” how does the reader know that Petey is upset with Dad for planning to send Granddad away?

Support your answer with evidence from the selection.

“Granny Down the Hall”

Question:In “Granny down the Hall,”

why is the author’s friendship with his neighbors so important to him? Support your answer with evidence from the selection.

Crossover Question

What do Glenn Plaskin and Petey do to show that family relationships are important to them? Explain your answer and support it with evidence from both selections.

……and that goes in my gradebook how???and that goes in my gradebook how???

CWS’s version for the classroomCWS’s version for the classroom

30 points = Good Thesis Statement Opening30 points = Good Thesis Statement Opening

30 points = Good evidence from the passage/story30 points = Good evidence from the passage/story

10 points = Good ending with analysis that goes beyond10 points = Good ending with analysis that goes beyond

what is stated in the text and links to what is stated in the text and links to the thesis statement the thesis statement

30 points = Content of the answer30 points = Content of the answer

ModificationsModifications

If children do not learn the way we teach If children do not learn the way we teach them, then we must teach them the way them, then we must teach them the way

they learn.they learn.

Only then can we ensure that ALL children Only then can we ensure that ALL children can and will learn.can and will learn.

THE BIG CHANGE2003 - 2004 SDAA II Field Tested

2004 – 2005 SDAA II Benchmark Year

2005 – 2006 SDAA II becomes a part of the TEA Accountability System

In other words, SDAA II COUNTS when determining whether or not your high school is an Exemplary school!!

OK, you have my attention now.So what’s the difference between a TAKS question and an SDAA II Question?

ENGLISH LANGAUGE ARTS (ELA)

TAKS VS SDAA II

2005 was the benchmark year for SDAA II at the high school level. The reading portion of the ELA test mirrored the TAKS in that triplets were utilized. Generally speaking, multiple choice questions had fewer choices. Students taking the SDAA II were required to answer open-ended answer questions similar to TAKS but at a slightly lower thinking level – scoring was based on 0, 1, 2.

Remember, next year, 2005-2006, the SDAA results will be incorporated in the overall high school accountability.

Advanced Placement and Pre AP

modifications

Do your students know what is required to make commended performance status?

Have your advanced students write TAKS style high-level questions for various genre they are reading.

ReferencesReferences

Applebee, A. (1978). Applebee, A. (1978). The child’s concept of story: Ages two to The child’s concept of story: Ages two to seventeen. Chicago, Illinois: The University of Chicago Press.seventeen. Chicago, Illinois: The University of Chicago Press.

Covey, S. (2004). Covey, S. (2004). The 7 Habits of Highly Effective People. The 7 Habits of Highly Effective People. The Free The Free Press.Press.

Kilgo, M. (2004). Kilgo, M. (2004). Reading/Language Arts. Teaching and Assessing Reading/Language Arts. Teaching and Assessing the TEKS/SE to the Depth and complexity of TAKSthe TEKS/SE to the Depth and complexity of TAKS. Overview and . Overview and Research, Section 1. Oasisedu.com Research, Section 1. Oasisedu.com

Payne, R. (1996…revised 2003). Payne, R. (1996…revised 2003). A Framework for Understanding A Framework for Understanding Poverty. Poverty. Aha!Aha!Process, Inc.Process, Inc.

Stotsky, S. (1983). Types of Lexical cohesion in expository writing: Stotsky, S. (1983). Types of Lexical cohesion in expository writing: implications for developing the vocabulary of academic discourse.implications for developing the vocabulary of academic discourse. College Composition and CommunicationCollege Composition and Communication..