New Jersey Assessment of Skills and Knowledge

Grades 3-5Clara Barton Elementary Clara Barton Elementary

SchoolSchoolNJASK NightNJASK Night

April 18, 2012April 18, 2012

Jared Peltzman, 5th grade teacher

Violeta Katsikis, Reading Specialist

When will the NJASK take place?

Grade 3 will test on May 7th – 10thGrade 4 will test on May 7th – 11thGrade 5 will test on April 30th – May

3rd

Overview NJ ASK is not a diagnostic test but a test designed to

measure how well students are achieving New Jersey’s Core Curriculum Content Standards (NJCCCS).

Scores on this assessment do not equate with grades but determine instead whether students are achieving the knowledge and skills described in the NJCCCS.

Students’ raw score points are converted to scale scores that fall into one of three bands of performance: partially proficient, proficient, and advanced proficient.

The number of raw score points needed for proficient and advanced proficient scale scores may vary slightly from year to year depending on the level of test difficulty.

But Mr. Peltzman… Why?

NCLB- “No Child Left Behind” –2002

States Must:

Have an annual assessment in reading/language arts and math for grades 3-8 in place by the 2005-06 school year

Assess every student in science by 2007-08 at least once in each of these grade spans: 3-5, 6-9, 10-12

Align state assessments with standards

Have all students attain a level of proficiency by the 2013-2014 school year

Preparation includes:

Practice, format, familiarity, and confidence

How can you help your child prepare?

Get familiar with the test format Encourage, don’t pressure Give your child “brain food” Be sure your child gets enough sleep Be sure your child arrives to school

on time

How can you help your child prepare?

Help your child understand these important tips:

Pay attention Don’t rush Find the best answer Aim high Relax Be on time

Don’t forget the last tip… BE ON TIME!

AS PER STATE GUIDELINES, STUDENTS MAY NOT TAKE ANY TESTS ON THE DAY(S) THAT THEY ARE LATE TO SCHOOL.

MISSED TESTS WILL HAVE TO BE MADE UP DURING THE SCHEDULED GRADE SPECIFIC MAKE UP WEEKS.

Don’t forget the last tip… BE ON TIME!

STUDENTS WILL MISS INSTRUCTIONAL TIME WHILE MAKING UP TESTS.

IF STUDENTS ARE BROUGHT TO SCHOOL AFTER 9:00 AM, WE WILL RESPECTFULLY ASK YOU TO TAKE THEM HOME UNTIL TESTING IS COMPLETED.

Recent Success for students who attend Clara Barton

Spring 2011

Language Arts

Math Science

Grade 3 87% P or AP

93% P or AP

Grade 4 79% P or AP

89% P or AP

96% P or AP

Grade 5 76% P or AP

96% P or AP

LAL Tasks, Item Frequency & Scoring NJ ASK 3 - 5

TimeTime TaskTask ItemsItems

ReadingReading 30 30 mins mins eacheach

3 3 selections -selections -

Includes both Includes both literature and literature and informational, or informational, or “every day” text“every day” text

Grade 3 – 18 MC Grade 3 – 18 MC & 3 OE& 3 OE

Grade 4 – 27 MC Grade 4 – 27 MC & 3 OE& 3 OE

Grade 5 – 31 MC Grade 5 – 31 MC & 3 OE& 3 OE

WritingWriting 30 30 mins mins eacheach

2 prompts2 prompts(Speculative or (Speculative or Explanatory)Explanatory)

10 points 10 points eacheach(5 pt. rubric – (5 pt. rubric –

score is doubled)score is doubled)

ReadingWorking with Text:

Recognition of central idea or theme

Recognition of supporting details

Extrapolation of information/following

directions

Paraphrasing/retelling (Vocabulary)

Recognition of text organization

Recognition of a purpose for reading

Reading: Informational/Non-fiction Working With the TextSample Item Central Idea

After reading an article called Why Do Birds Sing?, students may answer questions similar to the one below:

Which sentence in the introduction best states the main idea of the article?

A. “Keep out or I’ll chase you out!”

B. We all hear it, and most of us do not pay any attention.

C. It is a long musical sound – a birdsong!

D. People who study bird sounds are learning their meanings.

NOTE: A question that includes the word best may have several answers that seem true. Select the best answer.

Reading

Analyzing/Critiquing Text: Questioning, Clarifying, Predicting

Predicting tentative meanings

Forming opinions about texts and Author’s Techniques

Making Judgments, Drawing Conclusions

Interpreting Literary Elements and Textual Conventions

Reading: Narrative/Fiction Analyzing TextSample Item Drawing Conclusions

In the story The Sighting, Mr. McKensie describes the sounds he heard and says that it has to be Bigfoot. Why does he think this?

a. He saw what the creature looked like and knows it’s Bigfoot.

b. He can’t think of anyone else that could make those sounds.

c. He took a picture of the thing that made the noise.

d. He knows that Bigfoot lives up by the dam.

NOTE: When drawing conclusions, reader need to read between the lines.

Reading: Narrative Open-Ended Sample Item

At the end of the story, Dad seems to know what the kids were doing outside.

• Do you think he knew that they had been searching for Bigfoot and were scared?

• What evidence from the story helps you draw that conclusion?

Use specific information from the story and any additional insight to support your response.

NOTE: Be sure to include specific details from the text to support your response.

Points Criteria

4 A 4-point response clearly demonstrates understanding of the task and provides an insightful explanation/opinion that links to or extends aspects of the text.

3 A 3-point response demonstrates an understanding of the task and provides some explanation/opinion using situations or ideas from the text as support.

2 A 2-point response demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

1 A 1-point response demonstrates minimal understanding of the task and provides only a vague reference to or no use of the text.

0 A 0-point response is irrelevant or off-topic.

Open-ended Questions Rubric

Reading: Everyday PassageReading: Everyday Passage

Reading: Everyday Working with Text Sample Item ExtrapolationWhich of these objects would be a good source of hidden fingerprints?

A. hairB. milk carton

C. door knobD. leather gloves

Reading: Everyday Analyzing TextSample Item Drawing Conclusions

You left your glass of juice in the classroom with Juan and Jenny. One of them drank your juice. What steps would you take to determine which classmate drank the juice? Use information from the article to support your explanation.

Observations about Reading

Many test questions identify a page number as reference to encourage students to turn back to the text and examine the context before responding to the test question.

For multiple-choice questions, students should read all four answer options carefully before responding to the question.

Observations about Reading For open-ended items, students should make

certain they focus on the question asked, respond to all parts of the question, give a complete explanation, and use specific information from the reading to support their explanation.

Open-ended questions provide students with an opportunity to convey their response to the reading. Strong responses include analyses and explanations that are anchored to the text the students have read.

Sample Writing Items

The Horn I Scornby Jill Esbaum

My brother has a slide trombone-

He plays it every day.

I’d like to dig a great big hole

And hide the thing away!

His blasts assault my brain cells

Until they’re black and blue!

My Eardrums cry in agony

Long after he is through!

As if the horn weren’t bad enough,

More racket fills my head –

The constant whimpers from our dog

Who trembles ‘neath my bed!

Someday I’ll play a tune myself;

Just wait till my turn comes!

I hope that we still share a room

WHEN I TAKE UP THE DRUMS!

Poem Prompt Explanatory type 1

In “the Horn I Scorn,“ the poet Jill Esbaum writes about a problem that comes from having to share. At one time or another, most of us have to share something with someone else. Write a composition about the difficulties of having to share something you value.

In your composition, be sure to:

Describe what it is you have to share Discuss the problems that come from having to share it Explain how you solved the problems

Poem PromptExplanatory type 1

Explanatory Prompt - Type 2

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.

Note: The explanatory prompt, which may draw its topic Note: The explanatory prompt, which may draw its topic from a poem, is designed to elicit a sustained piece of from a poem, is designed to elicit a sustained piece of

writing and therefore asks students to write a writing and therefore asks students to write a composition. This composition should be formatted to composition. This composition should be formatted to

include short vivid scenes to illustrate a point.include short vivid scenes to illustrate a point.

Speculative Prompt

A girl has just gotten an email from her pen-pal, who is worried about a problem he is

having.

Write a story about the boy’s problem and what the girl can do to help him solve it.

Note: The speculative prompt gives students a scenario which contains a problem. The students are expected to write a story where the problem

is dealt with or solved in a realistic way.

NEW JERSEY REGISTERED HOLISTIC SCORING RUBRICScore points 3-5

Partial Command Adequate Command

Strong Command

Score 3 4 5Content &

Organization- may lack opening and/or closing

- may lack opening and/or closing

- has opening and closing

- usually has a single focus - single focus- sense of unity & coherence- key ideas developed

- single focus- unified & coherent- well developed

- some flaws in organization- may lack transitions between ideas

- ideas loosely connected- transitions evident

- logical progression- fluent- attempts compositional risks

- repetitious details- unelaborated

- uneven development of details

- details appropriate & varied

Usage - errors/patterns of errors evident

- some errors; don’t interfere with meaning

- few errors

Sentence Construction

- little variety in syntax- some errors

- some errors; don’t interfere with meaning

- few errors

Mechanics - patterns of errors evident - some errors; don’t detract from meaning

- few errors

Observations about Writing

The prewriting/planning space for each writing task is designed solely for students’ brainstorming and is not scored.

Due to time constraints, students do not have enough time to prepare a first draft and then rewrite or copy over their drafts.

Let’s Try it!

You be the Judge!

1. Four boys are in a tree house. Suddenly, the rope ladder for the tree house tumbles to the ground. Write a story about how the boys solve this problem.

2. Is there anything that you do very well? Whenever you do this thing is seems easy for you, but to others it might seem hard. Write an essay describing something that you do well. Explain what it is, and why it is special to you.What is it that you do well and why did it

come easy to you?Does any one watch?Explain why it is special to you and give

examples

You be the Judge!

You be the Judge!

3. People enjoy playing games. Some take games they know and change the rules while others invent their own board games, ball games, or other games. Write an essay about a new game you created or might like to create, or an old game for which you changed the rules. Be sure to explain your game by using details and examples to support your explanation.

You be the Judge!4. 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.

5. A girl has just gotten an email from her pen-pal, who is worried about a problem he is having. Write a story about the boy’s problem and what the girl can do to help him solve it.

You be the Judge!

Plan your writing PROMPT: A girl has just gotten an

email from her pen-pal, who is worried about a problem he is having. Write a story about the boy’s problem and what the girl can do to help him solve it.

Use the paper on your tables to plan out your story. Be prepared to share a line.

Mathematics

Multiple choice computation without calculator problem solving without calculator problem solving with calculator

Calculator Use

Grades 3 & 4 = 25%

Grade 5 = 50%

Math Clusters Assessed

Number Sense and Numerical Operations Geometry and Measurement Patterns and Algebra Data Analysis, Probability, and Discrete

Math Problem Solving and Reasoning

Sample Math Tasks

What is the value of the 8 in 68,435?

A. eighty B. eight hundredC. eight thousandD. eighty thousand

MathematicsGrade 3 Multiple Choice

Number Sense

The thermometer shows that the temperature outside is -3°C. What would the temperature be if it were 5 degrees warmer?A. -8°CB. 0°CC. 2°CD. 5°C

MathematicsGrade 4 Multiple Choice

Number Sense

MathematicsGrade 5 Multiple Choice

Number SenseA restaurant has seating for 165 people. The restaurant offers a $15.00 buffet. If the restaurant is full and everyone orders the buffet, how much money will the restaurant earn? A. $990 B. $2,475C. $2,525D. $2,575

Find the exact value of 21 x 9.

A. 30B. 126C. 189D. 198

MathematicsGrade 3 Multiple Choice

Number Operation

Julia and her mother were makingred velvet cupcakes. The recipe calledfor 4 1/5 cups of flour. Which of thefollowing decimals is equivalent to 4

1/5?A. 4.25B. 4.4C. 4.2D. 4.75

MathematicsGrade 5 Multiple Choice

Number Operation

Estimate 49 x 12. The product is between what numbers?A. 50 and 100B. 150 and 250C. 500 and 900D. 1000 and 1500

Mathematics: Grade 4 Multiple Choice

Estimation

What is the missing number in this pattern?

2, ___, 18, 54, 162, 486A. 4B. 6C. 7D. 8

MathematicsGrade 4 Multiple Choice

Patterns

Brayden collects box tops for his school. He wants to collect 150 box tops this year. He made a table showing how many he collected each month for the first 3 months.

Mathematics: Grade 5 Multiple Choice: Patterns

If the pattern shown in the table continues, in which month will he collect his 150th box top?

Month Number of Box Tops

September 46

October 39

November 32

Tessa and Audrey each had $8.00 to spend at the bookstore. Tessa bought a book that cost $4.50 and Audrey bought a book that cost $5.25. Which of the following correctly compares the amount of money each girl has left?

A. $8.00 - $4.50 < $8.00 - $5.25B. $8.00 - $5.25 > $8.00 - $4.50C. $8.00 - $4.50 > $8.00 - $5.25D. $8.00 - $5.25 = $8.00 - $4.50

Mathematics: Grade 4 Multiple Choice - Procedures

Riley has $30. She wants to buy an ebook for her Kindle that costs d dollars. Which expression shows how much money Riley will have left if she buys the ebook?

A. d – 30B. d + 30C. 30 – dD. 30 ÷ d

Mathematics: Grade 5 Multiple Choice - Modeling

Grade 5 43 multiple choice questions 5 extended constructed response items

Several tasks to complete Must show and explain all work

10 short constructed response items Similar to multiple choice, but no answer options provided.

Grade 3-4 43 multiple choice questions 4 extended constructed response items

Several tasks to complete Must show and explain all work

8 short constructed response items Similar to multiple choice, but no answer options provided.

Mathematics

Holistic Scoring Guide for Mathematics Open-Ended Items

(Generic Rubric)

3 Point Response Shows complete understanding of the problem’s

essential mathematical concepts. Student executes procedures completely and gives

relevant responses to all parts of the task. The response contains few minor errors, if any. The response contains a clear, effective explanation

detailing how the problem was solved so that the reader does not need to infer how and why decisions were made.

2 Point ResponseShows nearly complete

understanding of the problem’s essential mathematical concepts.

The student executes nearly all procedures and gives relevant responses to most parts of the task.

The response may have minor errors. The explanation detailing how the

problem was solved may not be clear, causing the reader to make some inferences.

1 Point ResponseShows limited understanding. May be incomplete and/or contain major

errors. Incomplete explanation of how problem

was solved.

0 Point Response Shows insufficient understanding. Contains major errors. Explanation is missing or not clear enough to understand

Mathematics: Open-ended question Grade 3

Look at the two input-output tables below.Each table has a different rule to change the input numbers to get

the output numbers.

Table A Table B

• What is the rule for Table A?• What is the rule for Table B?• If the number 10 was the input, which table would you use the

get the greatest output? Explain your answer.

Input Output

5 10

7 14

8 16

Input Output

5 13

7 15

8 16

Mathematics

Open-ended question Grade 4

Francesca earns $2.00 the first time she walks her neighbor’s dog. The walk lasts 5 minutes. On the second day the walk lasts 10 minutes. She earns $4.00 on the second day.

If the dog walk increases 5 minutes each day on what day will Francesca walk the dog for ½ hour?

If Francesca’s earnings increase according to this pattern, how much will Francesca earn on the day she walks the dog for 30 minutes?

Mathematics: Open-ended question Grade 5

Lexi is training for a 10-kilometer race. The table below shows how many kilometers Lexi has run over the last 4 weeks.

• What is the rule for this table?• If the pattern continues, how many kilometers

will Lexi have run after 5 weeks?• In what week will Lexi have run 300 kilometers?

Explain your answer.

Kilometers Lexi Ran

Week 1 2 3 4 5

Total Kilometers

Run

42.5 85 127.5 170

For More Information

• Office of State Assessmentswww.nj.gov/education/assessment/

• New Jersey Core Curriculum Content Standardswww.state.nj.us/education/cccs/

THANK YOUfor attending

the Clara Barton 2012NJ ASK Night!