1. STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR TM ) Grade 4 Writing Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency

2. Writing Test Design Assessment split evenly over 2 days Day 1: First half of multiple-choice questions and first prompt Day 2: Second half of multiple-choice questions and second prompt Field-test questions: multiple choice embedded; there will be a “mini” stand-alone field test every three years to try out new writing prompts. For each day’s test session, students can work through the test in any order: composition first or multiple-choice questions first. 2

3. Writing Test Design 3 Revision and editing assessed separately, with increased focus on revision as students become more experienced and skilled writers Revision is focused on effectiveness, i.e., strengthening/improving various aspects of a piece of writing: the introduction and conclusion, organization/progression, development, word choice, and sentences Editing is focused on correctness (conventions): capitalization, punctuation, spelling, grammar, usage, and sentence boundaries (fragments and run-ons)

4. Writing Test Design Broader measure of writing at each grade by requiring students to write two compositions addressing different purposes Purposes for writing assessed−personal narrative and expository Essays weighted equally No “gatekeeper” (no automatic fail of the writing test for receiving a score of 1 on a composition) 4

5. STAAR Personal Narrative Personal narrative prompts contain a stimulus and are scaffolded, though less so than other prompts. Grade 4—SE 17(A) write about important personal experiences Grade 7—16(A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences Personal narratives must be realistic in nature. No obvious “fantasy” papers. (Literary writing: 16[A] at grade 4 and 15[A] at grade 7.) 5

6. STAAR Expository Writing Prompts focus on topics that don’t require students to bring particular background knowledge or facts to the table in order to write a good essay Task requires students to clearly explain what they think about something Students may use 1 st person; in fact, prompts are written to elicit an explanatory response that reflects students’ own thinking about their lives and the world 6

7. STAAR Expository Writing Expository prompts contain a stimulus and are scaffolded: Read, Think, Write, Be Sure to − Purpose: to help students “build” a concept of what they might write about and to provide students with important reminders that will help them be successful on the writing task 7

8. STAAR Expository Prompt Grade 4 8 READ the information in the box below. THINK about the people you care about. WRITE about one person who has been important to you. Explain what makes this person special. Be sure to− clearly state your central idea organize your writing develop your writing in detail choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences There are people in our lives who are special to us. Sometimes this person is a teacher or coach, a parent, a brother or sister, or even a friend.

9. STAAR Writing Rubric Score Point 1—VERY LIMITED Score Point 2—BASIC Score Point 3—SATISFACTORY Score Point 4—ACCOMPLISHED Teachers and students need to have an in-depth understanding of the writing rubric for each type of writing! 9

10. Scoring Model for STAAR TAKS compositions were scored using the “perfect agreement” model. Two readers read each paper, and if the scores did not agree, a third reader (and sometimes a fourth) read the paper to determine the final score. STAAR compositions will be scored using the “adjacent scoring” model. Perfect agreement does not have to be reached. With this method, districts will receive a more accurate description of each student’s writing performance. 10

11. Scoring Model for STAAR 11 SCORE 1SCORE 2 SUMMED SCORE CSR RATING 000Nonscorable Performance 112 Very Limited Performance 123Between Very Limited and Basic Performance 224 Basic Performance 235Between Basic and Satisfactory Performance 336Satisfactory Performance 347Between Satisfactory and Accomplished Performance 448Accomplished Performance

12. STAAR Summary Report Grade 4 Personal Narrative Rating#% 00 220 312 441 513 611 71 81 Total100 12 PERCENT RATING

13. STAAR Summary Report Grade 4 Expository Writing Rating#% 00 220 315 437 515 611 72 81 Total100 13 PERCENT RATING

14. In a Nutshell—Lower Score Range Typical Problems Wrong or weakly matched organizational structure/form for purpose personal narrative instead of expository fantasy instead of personal narrative expository instead of personal narrative Weak, evolving, or nonexistent central idea negatively affects focus and coherence; causes the writer to “jump” from idea or idea or exclude extraneous information 14

15. In a Nutshell—Lower Score Range Typical Problems Wasted space: repetition, wordiness, looping/ meandering, meaningless introductions and conclusions, development that does not contribute (e.g., the “bed-to-bed” approach) Inclusion of too many different ideas for one page (26 lines) General/vague/imprecise use of language Essay poorly crafted Weak written language conventions (errors evident in spelling, capitalization, punctuation, grammar, and usage; lack of sentence boundaries) 15

16. In a Nutshell—Higher Score Range Typical Strengths Strong match between structure/form and purpose Explicit central (controlling) idea and sustained focus “Narrow and deep” development with no wasted words or space Think Quality over Quantity Both planning and revision absolutely essential since students don’t have the space to “write their way into” a better piece. 16

17. In a Nutshell—Higher Score Range Typical Strengths Introduction and conclusion short but effective Specific use of language Essay well crafted Strong written language conventions Remember: “Strong” doesn’t mean “perfect”! 17

18. Grade 4 Weighting Multiple-choice portion of test based on 28 questions (9 revision questions and 19 editing questions) Composition portion of test based on two compositions—16 points (8 points for personal narrative and 8 points for expository writing) Writing test overall based on 44 points 18

19. Grade 4 Weighting Example Student A correctly answers 18 multiple-choice questions (5 of 9 revision questions and 13 of 19 editing questions). Student A’s personal narrative is given a 3 by reader one and a 4 by reader two. Student receives 7 points (of 8). Student A’s expository composition is given a 2 by reader one and a 2 by reader two. Student receives 4 points (of 8). Points received on multiple-choice portion of test: 18 of 29 Points received on composition portion of test: 11 of 16 Student A’s points on writing test: 29 of 44 19

20. CONTACT INFORMATION Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency 512-463-9536 victoria.young@tea.state.tx.us 20