Strategies for Taking NJASK and HSPA

Reducing Test Anxiety• Go to bed early.• Be well prepared for the

test, pay attention in class.• Maintain a positive attitude.• Don’t worry about the pace

of others.• Don’t let your mind wander,

stay focused.

The Morning of Testing

• Eat a good breakfast.

• Get to school on time.

• Think Positive!

Pace Yourself

• Don’t spend too much time on any one question. Do your best and then move on.

• Answer the easiest questions first, but be sure to go back to those questions you skipped.

Multiple Choice Questions• Read the question and all answer choices

before marking anything.

• Find key words or phrases in the question that will help you choose the correct answer.

• Do not change your answers unless you are very uncertain about your first answer choice.

• Answer every question. Make the most intelligent guess you can.

The Process of Elimination

• If you can eliminate two wrong answers, your chance of choosing the right answer is greater.

I know C and D aren’t the

answer!

Skip, Return, Check

• If you finish early, check to make sure you have answered all questions.

Language Arts

Literacy

Tips

Reading Passages

• If the test requires you to read passages and then answer questions about what you read, read the question first.

• By doing this, you will know what you are looking for as you read. This also helps you go faster on the test.

Reading Passages• When there are several questions

about a reading passage or chart, look for clues in other questions that will help you with those items about which you are unsure.

Open-Ended ResponsesRestate the question and write

your answer.

Provide evidence from the text to support your answer.

Refer to the question again in the concluding statement.

**Make sure you answer all

parts of the question(s).**

• Setting• Character’s names• Important dialogue• Text which provides clues to a character’s

traits / words that describe a character• Vocabulary words• Literary devices• Theme• Resolution• Turning point / Climax

While reading a passage, you should mark up the text in the following ways:

Writing

Think about the prompt.

Take a few minutes to plan.

Keep a single focus.

Elaborate on your ideas.

Math

Tips

Short Constructed Response

• Make sure you understand and respond to the question being asked.

• Label your answer. • Use Fact families to check your

answer.• Remember there are no answer

choices.

Extended Constructed Response

• After reading the problem carefully, write down the information you know.

• If the question asks you to explain, write clearly in an organized fashion.

•Decide if you can draw a picture or make a chart.

Math Computation• Line up place value correctly on your

scratch paper (thousands, hundreds, tens, ones) or the answer will be incorrect.

Math Computation• When using scratch paper on a math

test, double check to make sure that you have copied the problem correctly from the test booklet!

• If your answer does not match one of the choices, reread the problem, recopy the numbers, and try solving it again.

Science

Tips

“Assessments have become more sophisticated and varied as they have focused on higher-order skills. Rather than simply checking whether students have memorized certain items of information, new assessments probe for students’ understanding, reasoning, and use of that knowledge—the skills that are developed through inquiry.”

National Research Council, National Science Education Standards.(Washington, DC: National Academy Press, 1996, p. 6.

Knowledge level questions account for 10% and Application level questions account for 90% of the NJ ASK test.

Steps to Prepare Our Students for the NJ ASK and End-of-Course Biology Assessment

• Step 1 – Understand the NJ Standards for Science and the Test Specifications.– Explore the NJ DOE resources

http://www.state.nj.us/education/njpep/assessment/index.html– Examine sample tests (NPS science e-board 2- Test bank/ H.S.

Prompts)

• Step 2 – Teach to the Standards– Know our district's curriculum and its gaps (notebook pacing

template eboard 2- LST/RTC resource)– Locate quality resources (module materials, books, multimedia

resources) to enhance learning– Plan engaging, hands-on inquiry based learning experiences

aligned to the NJCCCS

Steps to Prepare Our Students for the NJ ASK and End-of-Course Biology Assessment cont..

• Step 3 – Use Assessment to Drive Instruction http://www.state.nj.us/education/njpep/classroom/assessment/index.html Assess - Conduct pre-assessments to determine your staring

point and identify student misconceptions (NPS science e-board 2 – Test bank – Sample questions by Standard)

Teach – Provide varied learning experiences (investigations, direct instruction, videos, text-based assignments, research projects, technology based activities, etc.) (NPS science e-board 1- Teachers’ domain, virtual lab)

Assess – Use formative assessments to guide instruction Teach – Re-teach, Extend, and Reinforce learning Assess – Conduct a summative assessment of learning that

mirrors the state assessments and includes multiple-choice, constructed response, and performance-based tasks

• Step 4 – Incorporate FUN Science Review Activities whenever possible. Play fun games and conduct engaging activities that review

science concepts during any extra time that you may have. (NPS science e-board 2 – Test bank – games)

A Matter of Time

• If any time remains, spend it on those questions about which you know nothing or almost nothing.

• As you go back through, do not change all answers.

• Remember: Your first guess is usually right.

It’s About Time

• Don’t spend too much time rewriting or obsessing about neatness. However, your writing needs to be legible.

Final Tips

• Fill in bubbles fully, write neatly, and erase stray marks.

• Double-check the question number in your test booklet against the answer sheet every few questions to be sure you are on the correct number.

Test Coordinator Reminders

• Maintain test security.• Meet the calculator requirements.• Chief examiners and proctors should actively

proctor. They should not stand anywhere for long periods of time

• Display the countdown of testing time remaining in classrooms (Start / Stop).

• Proctors may not touch test booklets- only scrap paper, pencils, calculators.

Test Coordinator Reminders

Please have a folder available for visitors from OPET and South Region with the following items:

• Dates, agendas and sign in sheets for examiner and proctor training

• Location for secure storage of tests• Name of back up test coordinator• Plans for sick, disruptive and late students• Fire drill procedures• Room numbers• Names of examiners and proctors• Class rosters• Testing arrangements for Special Education students• Et Cetera

NJ ASK UpdateLanguage Arts Literacy

Math

Science

NJ ASK 4 and 8 2009-2010 Science

Science assessment includes four parts –

• Each multiple choice item is worth one point; each open-ended item is worth up to three points.

• Each open-ended item is scored using an item-specific rubric.

• Life Science - 40% of the test

• Physical Science - 30% of the test

• Earth Science -30% of the test

Item count by Type

(does not include field test

content)

Grade 4

Grade 8

MCQ 33 48

OEQ 2 2

Total raw score points possible

39 54

Approximate total testing time (includes field test content)

60 min. 120 min

End of Course Biology Assessment

• Science assessment includes

NJ CCCS 5.5 (Biology/Life Science) and 5.10 (Environmental Science)

• Scientific Processes – 70%;• Science and Society/Technology – 10%• Mathematical Applications – 10%• Knowledge/Factual Recall – 10%• Includes multiple choice and open ended

questions scored using a three point item-specific rubric.

Best PracticesLanguage Arts Literacy

Math

Science

• In the item selection process, we tried to insure that the items correlated to both the old and the new standards. Most of the major concepts from 2004 remain in the 2009 document. The big difference is the organization and specificity.

~Michael Heinz, Science Coordinator

MSP Program Officer, Office of Math and Science NJDOE

Revised Standards and Assessment

Grade 4 Standard

Content Living organisms: • Interact with and cause changes in their environment. • Exchange materials (such as gases, nutrients, water, and waste) with the environment. • Reproduce. • Grow and develop in a predictable manner.

CPI 5.3.4.A.1 Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.

MULTIPLE CHOICE QUESTIONS

KnowledgeAn example of a living thing from the following list is … a. Cloudb. Firec. Grassd. Car

ComprehensionA crab is a living thing because …a. it has legs.b. it has an exoskeleton.c. it can reproduce.d. it lives in the ocean.

Application/Analysis

John and his friend found an empty sea shell as they were walking down the shore. They brought the sea shell to school the next day. John said that it was once a living organism, while his friend said that it was never alive. Which of the following statements would the teacher use to best resolve the differences of opinion.

a. The empty seashell is not living now, but at one point was part of a living organism.b. The empty seashell is still a living thing because it is found in the sea.c. The empty seashell is a living thing because it moves from place to place by the action of waves in the ocean.d. The empty seashell is a living thing because it continues to grow.

A LOOK AT OPEN-ENDED QUESTIONSGrade 4 Life Science

Janna’s class is on a field trip at the seashore. The students are classifying some of the animals they find into one of the three groups shown below.

Janna looked into a tide pool and observed the animals shown below.

a. Classify the animals that Janna observed in the tide pool into one of the three groups. b. Describe the main characteristic used to classify the animals from the tide pool into the groupyou identified in part (a). c. Describe two differences between the animals from the tide pool and the animals in the other groups.

TASK CARD• Using the generic rubric provided to you, score the student

samples in pairs.• Using the item-specific rubric provided to you, score the same

student samples in pairs.• What did you notice about the scores in the two scenarios?

Discuss in your group.

STUDENT SAMPLE

SCORE

A 3

B 3

C 2

D 2

E 1

F 0

BEST PRACTICES IN TEACHING SCIENCE

Sound Instruction Is the Most Effective Test Preparation.

Standard based instruction

Teaching methods

Assessment methods

Student engagement

“Five E” Learning Cycle

•  

Engagement Object, event or question used to engage students.Connections facilitated between what students know and can do.

Exploration Objects and phenomena are explored.Hands-on activities, with guidance.

Explanation Students explain their understanding of concepts and processes.New concepts and skills are introduced as conceptual clarity and cohesion are sought.

Elaboration Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.

Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness

• Engaged by scientifically-oriented questions

• Prioritize evidence• Formulate explanations• Evaluate their explanations• Communicate and justify their

proposed explanations

Using a Student-Centered Approach

Formative Assessment CycleGoals

for student learning (such as science content, process skills, or attitudes)

Teacher collects evidence of student thinking

related to goals

STUDENTS

Teacher decides how to help students take the

next

Teacher determines the appropriate next steps for the students to work on

Teacher interprets evidence of student thinking resulting in a judgment of achievement related to goals

Activity A

Activity B

FORMATIVE ASSESSMENT- Learnia

Results can be used to hone in on:• 1. Standards that require attention• 2. Question types that require practice• 3. Students who need remediation• 4. Effectiveness of instruction• 5. Progress being made over time.• 6. Predictions for NJ ASK performance