DR. PHINNIZE J. FISHER MIDDLE SCHOOL DR. PHINNIZE J. FISHER MIDDLE - PowerPoint PPT Presentation

DR. PHINNIZE J. FISHER MIDDLE SCHOOL

DR. PHINNIZE J. FISHER MIDDLE SCHOOL South Carolina Standardized Testing 2015 ACT Aspire SC PASS

DR. PHINNIZE J. FISHER MIDDLE SCHOOL  Fisher Middle School for the 2015 testing cycle will administer all as paper tests.  Students in 6 th grade will take a new test, the ACT Aspire. Students will take ELA (English, reading and writing) and math tests.  Additionally, all students in 6 th grade will take the SCPASS science and social studies tests.

DR. PHINNIZE J.FISHER MIDDLE SCHOOL  ACT Aspire, which is a timed test, will require students to answer multiple choice questions and complete a writing sample.  SCPASS, which is an untimed test, will require students to answer multiple choice questions.  Both tests are aligned to the state standards that are being taught in your child’s classroom.

DR. PHINNIZE J. FISHER MIDDLE SCHOOL • WRITING 30 MIN TUESDAY, APRIL 28 • ENGLISH 35 MIN TUESDAY, APRIL 28 ACT ASPIRE • READING 60 MIN WEDNESDAY, APRIL 29 • MATH 55 MIN THURSDAY, APRIL 30 ACT ASPIRE • SCIENCE UNTIMED THURSDAY, MAY 7 • SOC STU UNTIMED FRIDAY, MAY 8 SCPASS

DR. PHINNIZE J. FISHER MIDDLE SCHOOL Math Department Head Mrs. Kim Skipper

ACT Aspire Math  Multiple Choice and Constructed Response  Heavy Emphasis on Geometry

ACT Aspire Math Continued  Questions requiring Formulas will provide them  DOK Breakdown:  Level 1 - 7-15%  Level 2 – 39-41%  Level 3 – 48-57%  Justification: Explain correct/incorrect  Can use Calculator for simple operations  +, -, ÷, X

Depth of Knowledge Samples Level 1 Level 2 Level 3 • Can you • Can you explain • How is ____ identify____? how ____ related to___? • What is ____? • What conclusions affected _____? • How would you • How are _____ can you draw? • What would write? alike and • What is the different? happen if____? • How can you • Can you formulate formula for_____? classify_____? a theory for ____? • How would you estimate____?

How to Prepare  In class:  Time limits on bell ringers/starters  Time awareness/limits  At home:  Complete unit review as test  Watch time on homework completion Most importantly: DO NOT STRESS

DR. PHINNIZE J. FISHER MIDDLE SCHOOL ELA Department Head Mr. Gage McAngus

Tools and paper  No tools allowed (dictionaries, thesaurus)  Scratch paper for planning is allowed  Pages for final draft contained in test booklet  Grade 6: 3 pages of wide-ruled paper

How is writing assessed? Competent student writing entails: ● Generating ideas ● Developing ideas ● Sustaining ideas ● Organizing ideas ● Communicating ideas (includes grammar conventions, style and tone )

Writing rubric domains 1. Development (scored 1-6) 2. Organization (scored 1-6) 3. Language Usage (scored 1-6) 4. Ideas and Analysis (Mode Specific criteria for Narrative, Informational, or Argument) (scored 1-6) Each domain has a six point scale - 4 is considered “adequate”

Supporting timed writing 1. Provide sufficient explicit instruction in writing 2. Begin experimenting with timed writing only after explicit instruction has been given 3. Offer oral prompting strategies for managing time 4. Wean them off the oral prompting several weeks before the exam.

Timed Writing Plan  Start timed writing practice in mid-March  Weekly  Structure the time for them in the beginning and give oral prompts to move process along (i.e., 5 minutes for brainstorming, 5 minutes to organize, 15 minutes to draft, five minutes to edit)  Wean them off the oral prompting by mid- April  Emphasize that timed writing is scored differently from untimed writing and that small errors are overlooked.

English test Three main areas for assessment through evaluation of passages: ● Conventions of Standard English ● Production of writing ● Rhetorical purpose

Conventions ● Punctuation conventions ● Usage conventions ● Sentence structure and formation (understanding of the relationships between and among clauses , placement of modifiers , and shifts in construction)

Production/Rhetorical Purpose Test-takers will apply their understanding of : • Topic development (purpose and audience) • Organization, unity, and cohesion • Knowledge of language (precise, concise, and stylistically consistent)

Reading test The ACT Aspire reading assessments measure students’ ability to derive meaning from, and reason logically about, text passages. Assessed through MC and CR. ● Key ideas and details ● Craft and Structure ● Integration of knowledge

Constructed Response (CR) Constructed-response tasks in the ACT Aspire reading assessments include: • Formulate a conclusion by making connections within a passage and provide support using specific details from the text. • Formulate a conclusion by making connections between a pair of passages and provide support using specific details from both texts. • Identify cause and effect relationships within a passage and provide support using specific details from the text. • Identify similarities and differences between the key ideas of paired passages and provide support using specific details from both texts.

Sample CR question The passage states that the gray cub “had early discovered that one wall of his world was different from the rest” (line 20). Explain how the gray cub feels about this discovery. Use two details from the passage to support your answer.

CR Scoring Constructed-response tasks are scored ● according to rubrics that give students varying amounts of credit for responses that are correct or partially correct, enabling differentiation between multiple skill levels. Each rubric is unique to the question ● stem

DR. PHINNIZE J. FISHER MIDDLE SCHOOL  TEST TAKING TIPS  Students should pay close attention to directions and should note and highlight words that may assist in answering the questions.  In the reading comprehension section, test- takers should start by previewing the questions prior to reading the passage to help know what to look for.

DR. PHINNIZE J. FISHER MIDDLE SCHOOL  In multiple choice questions, test-takers should rule out answers they know are incorrect. It will then be easier to figure out the correct answer.  Pay attention to the time. Introduce your child to the concept of time management .

DR. PHINNIZE J. FISHER MIDDLE SCHOOL  Minimize Anxiety!  Encourage your child to relax and to view the test as a chance to show what they know. Reassure them it is natural to feel nervous and the most important thing is to try their BEST!

DR. PHINNIZE J. FISHER MIDDLE SCHOOL

DR. PHINNIZE J. FISHER MIDDLE SCHOOL  THE DAY BEFORE: Make sure your child gets a good night’s sleep. Test scores can be greatly affected when a child has not gotten enough rest.  TEST Day: A good breakfast the morning of the test is a terrific brain booster. Nutrients help stimulate the brain!