4 TH GRADE DATES May 15 2017 Test Administration Schedule Day 1 May 1 ELA Session 1 Literary Analysis Task 1 passage set OR Research simulation task 90mins Mathematics ID: 596693
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Slide1
LEAP 2017
4
TH
GRADESlide2
DATES: May 1-5, 2017
Test
Administration Schedule:
Day 1 May 1-
ELA
Session 1: Literary Analysis Task + 1 passage set OR Research simulation task (90mins
)
Mathematics
Session 1: (75
mins
)
Day
2
May 2-
ELA Session 2
:
Research Simulation Task
or
Narrative Writing
Task + 1 reading set with one or two texts (90
mins
)
Mathematics
Session 2:
(75
mins
)
Day 3
May 3-
ELA Session
3: Reading Literary and Informational Texts
(45
mins
)
Mathematics
Session 3:
(75
mins
)
Day 4
May 4-
Social Studies Session
1:
Item sets (85
mins
)
Social Studies
Session 2:
Task set (45
mins
)
Social Studies Session 3: Item sets and Discrete items (85
mins
)
Day 5
May 5-
Science Session 1: Multiple Choice ( Suggested time 60
mins
)
Science Session 2: Short Answer (Suggested time 30
mins
)
Science Session 3: Task (Suggested time 30
mins
)Slide3
Math
The LEAP mathematics assessment
contains
a total of 62 points. The table below shows the breakdown of task types and point values.
Test
Session
Type
I-Conceptual understanding, Fluency, and application (points)
Type II-constructed
response
(arguments and critiques)
(points)
Type III- constructed
response (modeling and application)
(points)
Total
points
Session 1:
14
4
3
21
Session 2:
14
3
3
20
Session 3:
12
3
6
21Slide4
Question Formats:
Multiple choice
Multi-select
Answer Grids
Constructed responseSlide5
Type I-
tasks
assess concepts, skills and procedures.
Slide6
Type II-
tasks
assess
ability
to express mathematical
reasoning. Slide7
Type
III-
tasks assess modeling and applications.Slide8Slide9
ELASlide10
ELA Breakdown:
Test Session
Focus of Session
Number of Passages
Number/Type of Items
Assessable
ELA Student Standards
(by sub-claim)
Session 1
Literary Analysis Task (LAT) and a Reading Passage Set
3
5 SR and 1 PCR
4 SR
RL standards; vocabulary standards RL.4, L.4-5; writing standards W.1–2, 4, 9–10; language conventions standards L.1-2, plus language skills from previous grades
Session 2
Research Simulation Task (RST)
3
7 SR and 1 PCR
RI standards; vocabulary standards RI.4, L.4–5; writing standards W.1–2, 4, 7–10; language conventions standards L.1–2, plus language skills from previous grades
Session 3
Reading Literature and Informational Texts
2–3 10 SR RL and RI standards and vocabulary standards RL/RI.4, L.4, and L.5 OR Grade 4 ELA Test Design—Narrative Writing Task (NWT) Administered Test Session Focus of Session Number of Passages Number/Type of Items Assessable ELA Student Standards (by sub-claim) Session 1 Research Simulation Task (RST) 3 7 SR and 1 PCR RI standards; vocabulary standards RI.4, L.4–5; writing standards W.1–2, 4, 7–10; language conventions standards L.1–2, plus language skills from previous grades Session 2 Narrative Writing Task (NWT) and Reading Set with one text or a pair of texts 2–3 4 SR and 1 PCR 6 SR RL standards; vocabulary standards RL.4, L.4-5; writing standards W.3 and 4; language conventions standards L.1-2, plus language skills from previous grades Session 3 Reading Literature and Informational Texts 2–3 10 SR RL and RI standards and vocabulary standards RL/RI.4, L.4 and L.5 SR: Selected-Response Items—students select answers; includes two-part items (EBSR), multiple-select items, which require students to choose more than one correct answer, and technology-enhanced items (on computer-based test only) PCR: Prose Constructed Response—requires an extended written response RL: Reading Literature; W: Writing; L: Language; RI: Reading Informational Text Slide11
All students will take the Research Simulation Task. The other task will be
either
the Literary Analysis Task
or
the Narrative Writing Task. At grades 4 through 8, an additional passage set with one text or a pair of related texts will come after the Literary Analysis or Narrative Writing task. The additional set may be literary or informational and is included to balance the reading load across the test and to maintain consistent timing in sessions 1 and 2.
The tasks are described below.
•
Research Simulation Task
—mirrors the research process by presenting three texts on a given topic. Students answer a set of selected-response questions about the texts and then write an extended response about some aspect of the related texts (e.g., role of illustrations in the texts, comparison of firsthand and secondhand accounts, how author uses reasons and evidence to support ideas).
•
Literary Analysis Task
—provides students an opportunity to show their understanding of literature. It asks students to read two literary texts, answer a set of selected-response questions about the texts, and write an extended response that compares and/or explains key ideas or elements in the texts (e.g., theme; characterization, events, setting; point of view).
•
Narrative Writing Task
—asks students to read a literary text, answer a set of selected-response questions about the text, and then create a narrative related to the text (e.g., finish the story; retell the story in another narrative form, such as a journal entry). Students should make sure that they create narrative, not expository, responses.
Session 1
consists of
either
the Literary Analysis Task and an additional passage set
or
the Research Simulation Task, administered by itself. Session 2 consists of either the Research Simulation Task, administered by itself, or the Narrative Writing Task and an additional passage set with one text or a pair of related texts. Session 3, Reading Literary and Informational Texts, asks students to read texts and answer questions to show their understanding of each text. The reading selections may include fiction (e.g., short stories, novel excerpts, poems) and non-fiction (e.g., informational texts from across the disciplines of science, history, and the arts). Students will answer only selected-response questions about each text. No writing is included in this session. The table on the next page outlines the two possible designs of the Grade 4 ELA Assessment. The first part of the table shows the test design when the Literary Analysis Task is administered, while the second part of the table shows the test design when the Narrative Writing Task is administeredSlide12
Research Simulation TaskSlide13
Literary Analysis TaskSlide14
Narrative TaskSlide15
Writing task for Narrative Slide16
Informational Text SetSlide17
Structure of Science Test
The test items reflect the benchmarks and focus on both the
why
and the implications of phenomena in science, rather than the focus on the
what
and specific facts or details. Slide18
Percentage of PointsSlide19
The Task
The task promotes
science literacy
through the use of discipline-specific practices to collect, apply, and communicate content knowledge. The task
reflects the rigor
of Louisiana’s content standards and
applies English language arts standards
for
reading informational text
(includes science and technical texts) and
writing
to a science context. Slide20
reading
and comprehending grade-level complex text, including science and technical texts, independently and proficiently
determining
the main idea of a text and explaining how it is supported by key details
describing
the relationship between a series of scientific ideas, concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, cause and effect
determining
the meaning of domain-specific words and phrases in a text
using
information gained from illustrations (e.g., maps, charts, graphs) and the words in a text to demonstrate understanding of the text
comparing
and contrasting the most important points and key details presented in two texts on the same topic
providing
a concluding statement or section Slide21
Structure of the Task
four
multiple-choice items
one
extended-response item.
based
on one or two stimulus materials
.
Requires
students to provide a written response that will be scored using a 0-4 point rubric.
asks
students to incorporate science content knowledge with evidence from the stimulus materials. Slide22
Description of Stimulus Material
The
grade 4 test may incorporate the following types of stimulus material:
• an excerpt from a text-based source
• data tables or graphs presenting data to be read or interpreted
• charts, illustrations, or graphic organizers
• descriptions and details of science investigations
• maps showing geographical features Slide23
Task
:
Compare how electricity is generated using hydropower to how it is generated using coal. Slide24Slide25Slide26Slide27Slide28
Sample Student Exemplar Response
Electrical power generation through hydropower begins with the kinetic energy of falling water while coal energy generation begins with the chemical energy found in coal. An intermediate stage in hydropower generation is floodgates opening to release the kinetic energy of falling water, but in coal energy generation the intermediate stage requires the coal being burned in a boiler to produce heat energy. In hydropower generation, turbine blades spin to convert kinetic energy to mechanical energy. In coal energy generation, steam from the heated water spins the turbine to convert heat energy to mechanical energy.
The final step in both processes is similar. In the last step of both hydropower energy generation and coal energy generation, the generator uses a magnetic field to convert mechanical energy into electrical energy.
The two types of energy production are also different in other ways. Hydropower generation is a clean energy production process with no by-products that have to be treated, but coal energy transformation creates by- products that need to be treated. Hydropower generation also includes the ability to store energy in the form of dammed water, but the coal energy generation does not have that ability. More coal must be stored and added to the process. In conclusion, these two types of energy transformation are very different. Slide29
Structure of Social Studies Test
Test Design:Slide30
Test Design Information
**The LEAP 2025 Social Studies assessments have a
set-based
design**
One to four related source documents anchor sets of four to six questions.
Questions ask students to use prior content knowledge and the source documents to show an understanding of social studies content and concepts.
Item sets include selected-response (i.e., multiple-choice and/or multiple-select) questions and some sets culminate with a short constructed response.
The task set contains selected-response questions and an extended response. The extended-response item is worth up to 8 points and scored using a two-dimensional rubric measuring content and claims.Slide31
Source Documents
An excerpt from a text-based primary or secondary source
An authentic or historical map
A chart, table, or graph
A timeline or series of events
Graphic organizer or diagram
An illustration, painting, or photograph
A historical poster or political cartoon
Sets include a variety of source documents, such as:Slide32
Percentage of PointsSlide33
Sample Item(s)Slide34
Continued…Slide35
Continued…Slide36
Continued…Slide37
Continued…Slide38
Resources:
Study Island
Moby Max
Louisiana Department of Education