1. UPS: Unpacking the Standards for Quality Assessment Writing
-based on Margaret Kilgo’s Research Model

2. UPS goals When I leave this training…
I will have a better understanding of the depth and complexity of my content standards.
I will be able to better evaluate my students with assessments that are aligned to the TEKS.

3. Student Expectations tell you the…
Content
Context
Cognitive Rigor
The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard
Situations in which the content is
applicable and transferable
The level at which students are expected to perform in order to adequately meet the standard

4. Drill Down
Not only will you have a better understanding of the depth and complexity of your grade level standards.
But by drilling down to what the SE verb is saying we’ll have better
assessments that evaluate the learning.

5. Definitions and Terms OER TEKS STAAR EOC Open-ended responses
Texas Essential Knowledge and Skills/Student Expectations (Curriculum Standards)
State of Texas Assessment of Academic Readiness
End of Course

6. Definitions and Terms Readiness Standards Supporting Standards
TEKS considered critical for success in the current grade or subject and important for preparedness in the grade or subject that follows
TEKS that are emphasized in a previous or subsequent grade; they play a role in preparedness for the next grade

7. Definitions
TEKS consist of KS (Knowledge Statement) and SE (Student Expectation)
Example:
KS: E1.1: Students understand new vocabulary and use it when reading and writing. The student is expected to:
SE: (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

8. What’s the Definition?
What is the dictionary definition for the verbs in the TEKS?
ANALYZE – break down into components or essential features, to examine carefully and in detail so as to identify causes, key factors possible results
INFER – to derive by reasoning; conclude or judge from premises or evidence
CONCLUDE – to determine by reasoning ; deduce
PROVIDE – to make available; furnish
SUPPORT – to maintain or advocate (a theory, principle, etc.); to furnish corroborating evidence for
Time: 2 minutes
Hand out the list of dictionary definitions.
Be sure to emphasis that this list is to be used with the model – it is NOT a list to be copied and handed out to students.
Elementary note: Teachers will need to collaborate with other campus teachers to access all 4 content definitions.
All lists within a content are the same regardless of grade level. If a campus is not represented at a content training by any grade level, then that content consultant can be contacted for a copy of the definitions.

9. Definitions one more time
Rigor:
determined by the verb of the SE
“what” will be assessed
“how” the content will be assessed
Content:
Context:

10. rigor Cognition rigor comes from the VERB in the TEKS
Rigor is not based on Bloom’s Taxonomy, but on definition of the verbs in the TEKS.
Example KS:
Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to:
13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

11. Content This is the WHAT we are teaching.
Content knowledge and concepts tested are tied to the
exact wording of the TEKS.
Requires students to have prior knowledge of the content
and concept.
KS: Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to:
13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

12. context
This is the HOW the content should be assessed, such as “with text evidence” or “provide evidence”
Example
3.13B draw conclusions from the facts presented in text and support those assertions with textual evidence.
Time: 5 minutes
Be sure they understand the difference between content (the WHAT we are teaching) and the context – HOW it is taught.
Ask: What is the context in this SE?
Ask: Does the KS give us any other information that we need for the context?

13. Unpacking the standards
Choose the SE
Read KS
Identify and define the verb(s)
Identify the content
Identify the context
Identify academic vocabulary

14. Definitions one more time
Rigor:
determined by the verb of the SE
“what” will be assessed
“how” the content will be assessed
Content:
Context:
SE: 3.13.B draw conclusions from the facts presented in text and support those assertions with textual evidence

15. DOES THE QUESTION TEST THE SE?
KS: Student analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students expected to:
13B draw conclusions from the facts presented in text and support those assertions with textual evidence.

16. Focusing on open-ended responses (OER’s)
removes false assumptions about test-taking strategies (highlighting, predicting, eliminating answer choices, etc.)
promotes higher-level thinking and reasoning
cultivates deeper and more authentic problem solving

17. Practice Time
Try it with a genre, a grade level SE and by dipping back to the KS statement.

18. Stop Listen Think ELA TEKS are assessed through reading passages
Writing common assessment items requires us to know what the student expectation for our grade level is asking
We need to know how to write test items that assess the student expectation if BISD students are to be successful
We are all going to practice doing this by using reading passages.

19. Let’s try it for ELA Get your UPS (Unpacking the Standards) form
What’s first? SE
What’s the verb to be assessed?
What’s the content to be assessed?
What’s the context to be assessed?
Choose a selection
Read and identify all text evidence that supports that TEKS
Now what?

20. ELA grade 3
Theme and Genre 5A paraphrase the themes and supporting details of fables, legends, myths or stories 5B compare and contrast the settings in myths and traditional folktales Poetry 6A describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

21. ELA grade 3 What is the _________mostly about?
Theme and Genre (Supporting: RC 2 Literary Text)
What is the _________mostly about?
The them of this story is_____________
What is the overall theme in this __________?
Which of the following is the best theme of this fairytale?
Poetry (Supporting : RC 2 Literary Text)
What images in your mind were created by reading this poem? Which line created this image for you?
What can you tell about this poem?
You can tell from this poem that ____
Which type of poetry is the following poem?
What are the differences in these two poems?

22. ELA Grade 4
Drama 5A describe the structural elements particular to dramatic literature (structural elements particular to dramatic literature would be plot, setting/scenes, acts, cast of characters, and stage directions) Poetry 4A explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

23. ELA Grade 4
Drama Supporting: RC 2 Literary Text
Describe why this play is an outstanding example of dramatic literature.
This play is an outstanding example of dramatic literature because ____
Which element of dramatic literature is missing from this play?
Poetry Supporting: RC 2 Literary Text
You can tell from this poem that the element of ___ relates to ___ (form of the poem).
Which type of poetry is the following poem?
How do you know that this is a ___ poem?

24. ELA grade 5
Drama
5A analyze the similarities and differences between an original text and its dramatic adaptation.
Poetry
4A analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

25. ELA Grade 5
Drama (Supporting: RC 2 Literary Text)
Describe why this play is an outstanding example of dramatic literature.
This play is an outstanding example of dramatic literature because ____
Which element of dramatic literature is missing from this play?
Poetry ( Supporting: RC 2 Literary Text)
How is the poet’s message in this poem enhanced by the repetition of a phrase over and over?
The rhyme in this poem improves understanding of the poem’s message by---
What sound effects does the poet use in this poem to focus on the poem’s message?

26. Pulling it all together
Traveling Heads Together

27. bisdups.elak-1@blogger.com bisdups.ela2-3@blogger.com
Elementary ELA
Take a picture of your assessment Items
OR type into body of an and send to:

28. Elementary ELA
View The Posts Here: K

29. Starting with the End in Mind
Now that we have the assessment items, what about the instruction?

30. Implications for STAAR
Teach and assess TEKS to the extreme of the TEKS/SE. Go to the farthest depth (thinking - cognitive alignment) and complexity (concept, context, & vocabulary alignment)

31. Final Thoughts What did you gain from this?
I will have a better understanding of the depth and complexity of my content standards.
I will be able to better evaluate my students with assessments that are aligned to the TEKS.
Exit ticket
Dots on exit poster