1. Preparation for the Wisconsin Knowledge and Concepts Examination Criterion Referenced Test (WKCE) Parent-Child Workshop

2. Purpose of Testing Statewide accountability system designed to provide: –Information about students’ attainment for academic proficiency for students, parents, and teachers –Information to support curriculum and instructional planning –Measure of accountability for WIVA. –Measure of accountability for meeting the “No Child Left Behind” Act.

3. The 4th and 8th grade WKCE-CRT measures achievement in reading, language applications, mathematics, science, and social studies using multiple- choice and short-answer questions. Students also provide a rough draft writing sample The 3rd, 5th, 6th, and 7th grade WKCE-CRT measures achievement in reading and mathematics. State Standards – (Math shown) http://dpi.wi.gov/standards/matintro.html http://dpi.wi.gov/standards/matintro.html What is Being Testing?

4. Math 4 has Standards A through F. Standard C is shown as an example. Mathematics, Standard C: Geometry Performance Standards - Grade 4 By the end of grade four, students will: C.4.1 Describe two-and three-dimensional figures (e.g., circles, polygons, trapezoids, prisms, spheres) by naming them comparing, sorting, and classifying them drawing and constructing physical models to specifications identifying their properties (e.g., number of sides or faces, two- or three-dimensionality, equal sides, number of right angles) predicting the results of combining or subdividing two-dimensional figures explaining how these figures are related to objects in the environment C.4.2 Use physical materials and motion geometry (such as slides, flips, and turns) to identify properties and relationships, including but not limited to symmetry*, congruence*, similarity* C.4.3 Identify and use relationships among figures, including but not limited to location (e.g., between, adjacent to, interior of) position (e.g., parallel, perpendicular) intersection (of two-dimensional figures) C.4.4 Use simple two-dimensional coordinate systems to find locations on maps and to represent points and simple figures

5. Components of the WKCE Most questions are multiple-choice. –About 80% of the test is multiple-choice questions A few short constructed-response items, such as making a list, drawing a simple diagram, circling a place on a map, drawing a picture, creating a timeline, or writing a brief explanation –This is about 20% of the test. Constructed-response questions are open-ended, short answer questions that measure application-level cognitive skills as well as content knowledge. –The student supplies a response in the form of a few sentences, a graphic organizer, or a simple drawing/diagram with explanation.

6. The 4 th and 8 th students need to attend the third week to complete the history, science, and composition portion. 4th and 8th grade students plan, write, and edit a composition on a specific topic (prompt) within a specified time frame. Space is given for pre-writing planning. The writing prompts that may be used on the WKCE include the following purposes and modes: expressive writing (narrative or descriptive); informative or expository writing; persuasive writing. For more information on the specific content of the WKCE- CRT, please go to http://www.dpi.state.wi.us/oea/content.html http://www.dpi.state.wi.us/oea/content.html 4 th and 8 th Additional Testing

7. Let’s discuss: 1. Reading Passage – Multiple choice 2. Reading Passage – Constructed-Response 3. Math – Multiple choice 4. Math – Constructed-Response Additional Testing - 4 th and 8 th Grade 5. History 6. Science 7. Composition

8. Reading Passage - Multiple choice - A reading passage is a piece of writing, like a short story or a short set of instructions. Sometimes it is better to read the questions before you read the passage, even if the passage comes before the questions in the test. Reading the questions first may save you time because you will know what to look for as you read the passage. Follow these 4 steps when you read the questions first: Step 1: Read the questions first. Think about what each question asks you to find in the reading passage. Step 2: Read the passage. As you read, think about what you are looking for. Find the parts of the story that give you clues to the right answers. Make notes if that helps you. If you read something that you know will help you answer one of the questions, go ahead and answer that question. Then go back and finish reading the passage. Step 3: Answer the questions. You may have answered some of the questions as you read the passage. Now answer the questions you didn’t answer while you were reading. Remember, you can look back at the passage if you don’t know an answer. Step 4: Check your answers. If you have extra time, you can check your answers by looking back at the passage.

9. Reading Selection from 5 th Grade

10. 1 of 6

11. 2 of 6

12. 3 of 6

13. 4 of 6

14. 5 of 6

15. 6 of 6

16. Sample Multiple Choice Wt. 3 Wt. 1 Wt. 2

17. Sample Multiple Choice Wt. 2

18. Reading Passage Constructed-Response Sometimes you will answer a short-answer or essay question about something you read called a constructed response. You may need to write a few words, a sentence, or even a paragraph. You will be given space with lines to write your answer. It is a good idea to stop and think about what you want to write before you answer the question. As you write, try to stay focused. That means only write things that help you answer the question. Even if you write lots of sentences, if you don’t answer the question, you won’t get any points! Finally, double-check your answer. Your answer should be written in complete sentences. If the question has more than one part, be sure you’ve answered all the parts.

19. Sample Constructed-Response Item Wt. 3

20. Reading Rubric for Constructed-Response Items 3 points The response demonstrates thorough understanding of the reading concept embodied in the task. The response is accurate, complete, insightful, and fulfills all the requirements of the task. Necessary support and/or examples are included. Information is clearly text-based. 2 points The response demonstrates partial understanding of the reading concept embodied in the task. The response is accurate and fulfills most of the requirements of the task. Necessary support and/or examples may not be complete or clearly text- based. 1 point The response demonstrates an incomplete understanding of the reading concept embodied in the task. The response provides some information that is text-based, but does not fulfill the requirements of the task. Information provided is too general or too simplistic. Necessary support and/or examples may be incomplete or omitted. 0 points The response demonstrates no understanding of the reading concept embodied in the task. The response is inaccurate, confused, or irrelevant. The student has failed to respond to the task.

21. Let’s look at the four examples. Attempt to score these and put in order from lowest to highest.

22. Sample A

23. Sample B

24. Sample C

25. Sample D

26. Let’s look at the scoring. (Lowest scoring to highest)

27. Sample C

28. Sample A

29. A Sample D

30. Sample B

31. Let’s look at Math.

32. Math – Multiple choice Try Each Answer Choice What if there is a problem on the test that you don’t know how to solve? If the question is multiple-choice, you’re in luck! The right answer is there; you just have to find it. One way to find the right answer, even when you’re not sure how to solve the problem, is to try each answer choice.

33. Let’s Try It! Look at the question below. Try each answer choice to learn this strategy. If you are not sure how to do this, use the example under the question.

34. Sample Multiple Choice - No Calculator Allowed - Wt. 2

35. Sample Multiple Choice - Calculator Allowed -

36. Sample Multiple Choice Wt. 2

37. Sample Multiple Choice Wt. 1

38. Math: Constructed-Response Short-answer math questions don’t have answer choices listed. You must come up with an answer on your own. You will have to solve the problem on paper and show all your work. Sometimes you will also be asked to explain your answer. This means you write in your own words what you did to solve the problem and why you solved it that way. When answering short-answer questions, keep these things in mind: –Read the problem and the directions carefully. –Solve the problem and show your work. –If the problem has more than one step, show your work for each step. –Write a short description of what you did to solve the problem and why. –Check your answer.

39. Wt. 3

40. Mathematics Rubric for Constructed-Response Items 2 points The student demonstrates a thorough understanding of the mathematical concepts and/or procedures represented in the problem. The student uses appropriate mathematical procedures and/or concepts to explain or justify the response to Step A, and provides clear and complete explanations and interpretations containing words, calculations, or symbols, unless otherwise specified in the item stem. The response may contain minor flaws that do not detract from the demonstration of a thorough understanding of the problem. 1 point The student demonstrates only a partial understanding of the mathematical concepts and/or procedures represented in the problem. The response lacks an essential understanding of the underlying mathematical concepts used to provide the response to Step A. The response contains errors related to the misinterpretation of important aspects of the problem, misuse of mathematical procedures and/or concepts, or misinterpretation of results. 0 points The student provides a completely incorrect explanation or justification, or one that cannot be interpreted, or no response at all.

41. Student Friendly Rubric Mathematics Rubric-Example 2 PointsI used the correct numbers to solve the problem. I used the correct operation (addition, subtraction, multiplication, division). I found the correct answer. I completely and correctly explained how I got the answer. There may be minor flaws that do not affect my explanation. If I drew a diagram, it correctly helped to explain my answer. I used the correct math language. Someone else could use my explanation to solve a problem just like this one. 1 pointMy answer or explanation is only partly correct. My answer is correct, but I did not show my work, or I wrote an answer like, “I used my calculator.” I understood the problem and explained my answer correctly, but my answer was incorrect. 0 pointsMy answer is completely wrong. Someone else could not understand my explanation. I did not explain how I got the answer. I did not write anything.

42. Let’s look at the four examples. Attempt to score these and put in order from lowest to highest.

43. Sample A

44. Sample B

45. Sample C

46. Sample D

47. Let’s look at the math constructed-response scoring.

48. Sample B

49. Sample D

50. Sample A

51. Sample C

52. Release Tests with Scoring http://dpi.wi.gov/oea/releaseitems.html

53. Keep these things in mind as you take the test: 1-3 Be neat when writing answers or filling in answer bubbles. Stray marks may be counted as wrong answers. If you need to erase an answer, erase it completely. Don’t spend too much time on one question. If you have trouble answering a question, skip it and go on. If you have time later, return to the questions you skipped and try to answer them. Try to answer all the questions. If you don’t know the answer to a question, make a guess. You might guess the right answer.

54. Don’t rush through the test. If others finish while you are still working, don’t worry. Focus on doing your best. It doesn’t matter who finishes first. You will be told how much time you have to take the test. Use all the time you are given. If you finish before the time is up, use the extra time to look over your answers. – Make sure you answered all the questions. – Check for careless mistakes, such as marking the wrong bubble. – Review the problems you thought were the hardest. Keep these things in mind as you take the test: 2-3

55. Stay calm. Don’t worry if you can’t answer some of the questions. Students aren’t expected to get every answer right on tests. 3-3 Keep these things in mind as you take the test: 1-3

56. History, Science, and Composition. Tested at 4 th and 8 th

57. Science – 4 th Grade Example

58. Science – 8 th Grade Example Which process of the water cycle is the same as the process that causes dew to form in the morning?

59. Social Studies – 4 th Grade Example

60. Social Studies – 8 th Grade Example

61. Composition http://dpi.wi.gov/oea/pdf/wrtexem07.pdf Prewriting Planning Area

63. Pre-writing Example Taste Smell Chill on face Number the ideas on the web in the order you will write about them! Cold fingers in gloves Crunch of snow with each step

64. Composition Wisconsin Writing Rubrics The writing prompts that may be used on the WKCE include the following purposes and modes: expressive writing (narrative or descriptive); informative or expository writing; persuasive writing. Each student's writing sample at grades 4 and 8 is scored using two holistic rubrics: a 6-point composing rubric that measures students ability to write purposeful, focused, organized prose directed clearly and effectively to an audience, and a 3-point conventions rubric that measures students ability to control the conventions of standard written English appropriate to grade level. The maximum number of score points that can be earned on the WKCE writing prompt administered at grades 4 and 8 is nine (six points for composition and three points for conventions.)

65. Sample Essay Scoring Composting: 6 - 6 Conventions: 2 - 3 Total Score: 8 - 9

66. Sample Essay Scoring Composting: 3 - 6 Conventions: 2 - 3 Total Score: 5 - 9 Sample Essay Scoring Composting: 2 - 6 Conventions: 1 - 3 Total Score: 3 - 9 http://dpi.wi.gov/oea/pdf/wrtexem07.pdf

67. : Persuasive

68. Continues Sample Essay Scoring Composting: 6 - 6 Conventions: 3 - 3 Total Score: 9 - 9

70. Sample Essay Scoring Composting: 3 - 6 Conventions: 2 - 3 Total Score: 5 - 9 Sample Essay Scoring Composting: 1 - 6 Conventions: 1 - 3 Total Score: 2 - 9

71. Writing to a Prompt Strategies Use the prewriting area – make a plan using a web. Stay focused on what the prompt is. Grab your readers attention! Focus on strong vocabulary. Vocabulary is worth more points than correct spelling. Be sure that your paragraphs tie back to what the prompt is. Support your answer with details. Be descriptive. Help the reader visualize what you’re describing. Make sure your writing makes sense. Is it logical? Do the paragraphs relate to each other? Leave the reader with something to remember. End Strong

72. Strategies to Minimize Test Anxiety Help your child understand that this is NOT a test they can study for. Help them understand that it’s ok if they don’t know all of the answers. If they don’t know an answer they should take they besst guess. Praise them and let them know you feel confident in their abilities. Don’t place too much emphasis on this test. Too much pressure can have a negative impact on their success. Emphasize that we just want them to do the best they can. Also be sure that your child is well-rested and fed breakfast on the day of the test. Please arrive 15 minutes to before start of test. Show a excited and positive attitude. Online Resources - Dealing with test anxiety www.petersons.com/testprepchannel/dealing_with_test_anxiety.asp www.ed.gov/pubs/parents/TestTaking/index.html

73. Preparing for the WKCE 1)Complete Strategies for Success course on the OLS if you are a new family. 2)Complete the Test Ready Booklets included with your LA 3-5 materials. 3)Study Island 4)Jump to Writing to a Prompt in the OLS.

74. Thank You