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- New Jersey’s State Assessments
- A Summary of Core Test Design and Administrative Features for Grades 3 –
8
- NEW JERSEY DEPARTMENT OF EDUCATION
- DIVISION OF EDUCATIONAL STANDARDS AND PROGRAMS
- OFFICE OF STATE ASSESSMENTS
- December 19, 2008
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- To measure and promote student achievement of challenging state
curriculum standards
- To provide accurate and meaningful information about student performance
- To meet state and federal accountability requirements
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- What’s New for 2009?
- Starting in 2008-2009, the NJ ASK 3-4 assessments will reflect the new
test design features implemented last year in grades 5 through 8. These include:
- More Language Arts Literacy (LAL) reading passages
- Shorter LAL reading passages
- Two LAL writing prompts in grades 3-8
- New types of LAL writing prompts
- Elimination of the LAL picture prompt
- Two days of mathematics testing in grades 3-7
- New math item type: the short constructed-response item
- Spanish versions of tests at grades 3-8, all content areas
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- Grades 3 and 4
- May 4 – 8, 2009
- Day 1 – Monday, May 4, 2009 – Language Arts Literacy
- Day 2 – Tuesday, May 5, 2009 – Language Arts Literacy
- Day 3 – Wednesday, May 6, 2009 – Mathematics
- Day 4 – Thursday, May 7, 2009 – Mathematics
- Day 5 – Friday, May 8, 2009 – Grade 4 Science
- Make-Ups
- May 11 – 15, 2009
- (Flexible)
- See DOE web site for full
details: http://www.nj.gov/education/assessment/schedule.shtml
- Districts closed the week of April 27, 2009 have received approved
alternate schedule.
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- Grades 5 and 6
- May 11 – 14, 2009
- Day 1 – Monday, May 11, 2009 – Language Arts Literacy
- Day 2 – Tuesday, May 12, 2009 – Language Arts Literacy
- Day 3 – Wednesday, May 13, 2009 – Mathematics
- Day 4 – Thursday, May 14, 2009 – Mathematics
- Make-Ups
- May 18 – 21, 2009
- (flexible)
- See DOE web site for full details: http://www.nj.gov/education/assessment/schedule.shtml
- Districts closed the week of April 27, 2009 have received approved
alternate schedule.
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- Grades 7 and 8
- April 28 – May 1, 2009
- Day 1 – Tuesday April 28, 2009 – Language Arts Literacy
- Day 2 – Wednesday, April 29, 2009 – Language Arts Literacy
- Day 3 – Thursday, April 30, 2009 - Mathematics
- Day 4 – Friday, May 1, 2009 – Mathematics (Grade 7 only)
- Science (Grade 8 only)
- Make-Ups
- May 4 - May 8, 2009
- (flexible)
- See DOE web site for full
details: http://www.nj.gov/education/assessment/schedule.shtml
- Districts closed the week of April 27, 2009 have received approved alternate schedule.
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- NJ ASK 3-5 operational tests will
include three reading passages at each grade level;
- NJ ASK 6-8 will include four reading passages per grade level;
- Reading passages will include literature as well as informational or
“everyday” reading selections from a wide array of sources and genres;
- Additional field-test passages and items will be included.
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- LAL writing tasks will require students to respond in a variety of modes
and forms (e.g., narrative, expository, persuasive, speculative) and for
a variety of purposes, in keeping with standard 3.2 of the CCCS;
- These tasks may be labeled “Speculative” or “Explanatory” or
“Persuasive”; some, like the poem or persuasive prompt, will be
familiar; others will be newer types of tasks. All measure writing skills found in
the CCCS and the standards clarification documents;
- These reflect the NAEP 2011 Writing Frameworks: http://nagb.org/publications/frameworks.htm;
- No picture prompt at any grade level in 2009.
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- The format of the speculative writing prompt has changed. The picture prompt has been replaced
by a verbal speculative prompt presenting a brief scenario. Students will use that scenario as a
springboard for writing a story, drawing on stories they have read as
well as their own experiences to develop ideas for their stories.
- There are two formats for assessing explanatory/expository writing: one
will introduce a topic in a brief verbal prompt and ask students to
develop a composition about that topic; the second format begins with a
poem that introduces a topic.
That topic is elaborated further by a brief verbal prompt that
students will use as a basis for writing their composition.
- The explanatory prompts are based on topics familiar to students and
will ask them to describe, discuss, explain, or analyze some aspect of
the topic. Students will be able
to draw on their own experience and what they know to develop their
ideas for their composition.
- For each writing task, students will have 30 minutes to plan and develop
their story or composition.
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- The speculative prompt presents a brief scenario. Students will use that scenario as a
springboard for writing a story, drawing on stories they have read as
well as their own experiences to develop ideas for their own stories.
- Explanatory prompts will present students with an essay topic based on a
quotation or adage, or based on a familiar topic. Each is a springboard for the student
to write a composition.
Explanatory writing is used to share knowledge and to convey
ideas and experience.
- In responding to the topic or quotation presented, students will be
asked to explain their point of view and to create an original work.
Explanatory writing may be based on the writer’s personal knowledge and
experience or on information presented to the writer.
- Students are given 25 minutes (grades 6-8) to develop a composition
based on the prompt.
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- Most people have a special activity or hobby that they enjoy. Some people collect things while
others like to read or play games.
What activity do you like to do?
- Write a composition describing what you enjoy doing. Explain why that activity is special
to you.
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- (Students first listen to and read the Shel Silverstein poem
“Moon-Catchin’ Net”)
- Has there ever been something you wanted very much that you may or may
not have been able to get? Write about what you wanted. Include the following:
- What did you want to have and why did you want this?
- If you got it, explain how it happened and why you were successful.
- If you didn’t get it, explain why not.
- Explain how you might be successful in getting it in the future.
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- When the school bell
rang, Katie and Pablo grabbed their books and raced out of the
classroom. They had been looking
forward to this afternoon all week long.
Today they were going to go on an adventure.
- Write a story about the adventure Katie and Pablo had after they left
school.
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- Many students enjoy doing
something special for their family and friends. For example, they may take care of
their younger sibling or help to cook a favorite meal.
- Write an essay that describes
something special that you would like to do for your family or friends.
Explain why this would be something special and how your family or
friends might react. Be sure to include details and facts to support
your explanation.
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- As part of a language arts
class assignment, you have been asked to consider how the following
quotation is related to you.
- “If you find a path with no obstacles, it probably doesn’t lead anywhere.”
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--Anonymous
- Write an essay explaining what
this quotation means to you. Use details and examples in your essay.
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- Life can be full of pleasant
surprises. Identify a time when you experienced a pleasant surprise.
- Write an essay about a time
when you experienced a pleasant
surprise. Explain why this
surprise was unexpected and how it affected your life in a positive way.
Be sure to explain your choice by using details and examples.
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- Consider how the following
quotation is related to you.
- “It is not enough to have a good mind.
The main thing is to use it well.”
- René Descartes (1596 –
1650)
- Write an essay explaining what
this quotation means to you. Use details and examples in your essay.
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- Two days of testing for Grades
3-7
- (One day for Grade 8)
- More items overall in grades
3-4
- Greater emphasis on number
& numerical operations in early grades
- Short constructed-response
items (1 point each) in grades 3-4 as well as 5-8
- More score points overall in
grades 3-4
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- Grades 3-4
- Standard 1 – 20
- Standard 2 – 11
- Standard 3 – 11
- Standard 4 – 8
- Grade 5
- Standard 1 – 14
- Standard 2 – 12
- Standard 3 – 12
- Standard 4 – 12
- Grades 6-8
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- Grade 5
- Standard to be assessed 4.1.5 B.3 “Use an efficient and accurate paper-and
pencil procedure for division of a 3-digit number by a 2-digit number.”
- Item: A gallon contains 128 ounces. Paul wants to divide 3 gallons of
apple cider equally among the 2 dozen friends at his party. How many
ounces of apple cider will each friend receive? (answer: 16)
- This standard cannot be assessed with a calculator active item. Nor
could this standard be assessed with a multiple-choice item as students
could multiply the answer choices by 24 until they get 384.
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- Grade 6
- Standard to be assessed 4.4.6 B.2 “Determine probability using
intuitive, experimental, and theoretical methods (e.g., using model of
picking items of different colors from a bag).”
- Item: A bag contains 5 red marbles, 8 blue marbles, and 7 green
marbles. Arturo reaches into the bag and removes one marble. What is the
probability that marble is red? (correct answers: .25, ¼, 5/20, or 25%)
- Note: SCR item allows students to express the probability in the form
with which they are most familiar.
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- Grade 7
- Standard to be assessed 4.3.7 D.2 “Solve simple linear equations
informally and graphically. Multi-step, integer coefficients only
(although answers may not be integers). Using paper-and-pencil,
calculators, graphing calculators, spreadsheets, and other technology.”
- Item: What is the value of x, if 3x=x+7. (Correct answer: 3.5)
- Note: Correct solving procedures cannot be assessed using a
multiple-choice format as the test taker can merely substitute the
answer choices into the given equation until he/she creates a correct
mathematical sentence.
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- Grade 8
- Standard to be assessed 4.2.8B.1 “Understand and apply
transformations. Finding the
image, given the pre-image and vice-versa.”
- Item: Point P has the
coordinates (-1,2). What are the
coordinates of its image if it is translated 4 units to the left and
then reflected over the x-axis?
Correct answer: (-5,-2).
- Note: Without having answer
choices from which to choose, this item tests a higher level of understanding and cognitive
development for this CPI.
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- 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
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- Spanish version of the NJ ASK 3-8 2008 will be available in all content
areas – Language Arts Literacy, Mathematics, and Science (Grade 4 and
8).
- Participation/Eligibility guidelines are currently on the DOE web site –
review them carefully!
- Districts will decide who takes Spanish version, not NJDOE.
- Spanish versions will be ordered by districts through the usual Online
Materials Survey process.
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- Score reporting timelines
- Standard setting
- Professional development opportunities
- High school assessment initiatives
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- New Jersey Department of Education
- www.state.nj.us/education/
- Office of State Assessments
- www.nj.gov/education/assessment/
- Office of Academic Standards
- www.nj.gov/education/aps
- New Jersey Core Curriculum Content Standards
- www.state.nj.us/education/cccs/
- Measurement, Inc.
- www.measinc.com/njask
- National Assessment of Educational Progress (NAEP) Writing Frameworks
- http://nagb.org/publications/frameworks.htm
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Notes