HSPA

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HSPA

• HSPA (High School Proficiency Assessment)
• Assesses knowledge and skills of NJCCCS
• Every class must teach those standards
• Must pass to graduate high school

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Schedule - Testers

• Tuesday, March 3 Thursday, March 5
• Tuesday Test completed _at_ 1105 am
• Wednesday Test completed _at_ 1015 am
• Thursday Test completed _at_1025 am

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Scoring

• Scores in Language Arts Mathematics
• Advanced Proficient 250
• Proficient 200 - 249
• Partially Proficient 200 -
• Scores received in June

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Questions

• Multiple Choice A D
• Open - Ended
• Written text
• Draw a diagram
• Construct a numerical response
• Answers MUST be written in answer folder

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HSPA Schedule

• DAY ONE Tuesday, March 3, 2009
• Mathematics 3 hours, 16 minutes
• DAY TWO Wednesday, March 4, 2009
• Language Arts 2 ½ to 3 hours
• DAY THREE Thursday, March 5, 2009
• Language Arts 2 ½ to 3 hours

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HSPA Mathematics

• Tuesday, March 3, 2009
• 3 Hours and 16 minutes

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HSPA Math Section- Overview

• The HSPA assesses 4 Core Curriculum Content
  Standards in Mathematics
• - Number and Numerical Operations
• - Geometry and Measurement
• - Patterns and Algebra
• - Data Analysis, Probability, and Discrete
• Mathematics

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HSPA Mathematics Standards

• Standard 1 Number and Numerical Operations
• Number Sense
• Numerical Operations
• Estimation

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HSPA Mathematics Standards

• Standard 2 Geometry Measurement
• Geometric Properties
• Transforming Shapes
• Coordinates of Geometry
• Units of Measurement
• Measuring Geometric Objects

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HSPA Mathematics Standards

• Standard 3 Patterns and Algebra
• Patterns and Relationships
• Functions
• Modeling
• Procedures

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HSPA Mathematics Standards

• Standard 4 Data Analysis, Probability, and
  Discrete Mathematics
• Data Analysis (Statistics)
• Probability
• Discrete Mathematics systematic listing and
  counting
• Discrete Mathematics vertex-edge graphs and
  algorithms

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HSPA Mathematics Standards

• Standard 5 Mathematical Processes
• Problem Solving
• Communication
• Connections
• Reasoning
• Representations
• Technology

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Math Assessment Question Type

• The HSPA has two major types of questions.
• Multiple choice the students are asked to
  choose one correct answer from among four
  choices.
• Multiple choice questions add much to the
  reliability and consistency of the test because
  many good questions that focus on a broad range
  of skills can be answered in a short span of
  time.
• MC questions are objective and do not require
  scoring by trained professionals.

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Math Assessment Question Type

• The second type of question is the open-ended
  question.
• Students will answer these questions with short
  or long written responses.
• The advantage of this type of question is that it
  allows the children to express what they know
  about each question in their own words.
• Students may also present their response using
  diagrams, graphics, and/or pictures.
• New Jersey has many years of experience in
  developing and scoring this type of question.

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Math AssessmentOverview contd

• HSPA contains a total of 48 items
• 40 multiple choice items (includes FT items)
• 8 open-ended items (includes FT items)
• Each multiple choice item is worth 1 point.
• Each open-ended item is worth 3 points.
• Total points possible 48 points

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Math AssessmentOverview contd

• 15 (7) of the points on the HSPA assess Number
  and Numerical Operations
• 25 (12) of the points on the HSPA assess
  Geometry and Measurement
• 30 (14) of the points on the HSPA assess
  Patterns and Algebra
• 30 (15) of the points on the HSPA assess Data
  Analysis, Probability, and Discrete Mathematics

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Math AssessmentOverview contd

• It is the number of raw points necessary to
  achieve a proficient score that determines how
  well a student achieves the NJ CCCS
• On the March 2004 HSPA the raw points necessary
  to achieve proficient was 20/47. The number of
  raw points to achieve advanced proficient was
  35/47.
• Depending on the difficulty level and equating of
  the test, these raw point cut offs may vary from
  year to year.

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HSPA Language Arts

• Wednesday and Thursday, March 4 - 5, 2009
• 2 ½ to 3 hours each day

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HSPA LA Section OverviewDay One and Two

• 1 Reading Text (Narrative or Persuasive)
• -10 Multiple Choice
• - 2 Open-Ended Responses
• 1 Writing Task
• - Either a Picture Prompt or Persuasive Essay
• Field Test Component (s)

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Reading Passages

• Narrative Passage (50 minutes)
• - 10 Multiple-Choice Questions
• - 2 Open-Ended Responses
• Persuasive Passage (45 minutes)
• - 10 Multiple-Choice Questions
• - 2 Open-Ended Responses

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Open-Ended Questions - SAMPLE

• Mr. Helmholtz is known for never losing his
  temper when students play badly. We are told that
  when some students in the C Band played very
  badly, his "expression did not change."
• -Identify a possible reason why he does not
  become irritated. Explain how this helps you to
  understand his behavior toward students later in
  the story.
• -Provide specific information from the story to
  support your response.

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Open-Ended Questions SCORING RUBRIC

• 4 Clearly demonstrates understanding of task,
  competes all requirements, and provides an
  insightful explanation/opinion that links to or
  extends aspects of the text.
• 3 Demonstrates an understanding of the text,
  completes all requirements, and provides some
  explanation/opinion using situations or ideas
  from the text as support.
• 2 May address all of the requirements,
  demonstrates partial understanding of the task,
  and uses text incorrectly or with limited success
  resulting in an inconsistent or flawed
  explanation.
• 1 Demonstrates minimal understanding of the
  task, does not complete the requirements, and
  provides only a vague reference to or no use of
  the text.
• 0 Irrelevant or off-topic.
• (For more specific scoring pointers, your handout
  contains a rubric that coincides with SAMPLE
  question on Mr. Hemholtz)

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Open-Ended Questions - TIPS

• When answering an open-ended question, keep the
  following in mind
• Did you read ALL parts of the question?
• Did you focus your answer on the question asked?
  (It is often helpful to restate the question in
  your answer)
• Did you respond to BOTH bullets?
• Did you fully explain/develop your answer?
  (Pretend that your reader has never read the
  passage)
• Did you cite specific quotes or text from the
  passage to help support your answer?
• Did you provide additional insight to
  explain/develop your answer? (Make connections
  beyond the text)

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Writing Prompts

• Picture Prompt (30 minutes)
• - View a picture and speculate about what has
  happened, what is happening, or what will happen.
  Create a story with a setting, characters, plot,
  etc. to tell about the picture.
• Persuasive Prompt (60 minutes)
• - A Writing Situation is proposed students
  must follow the prompt and write a cohesive
  response. Pre-writing will NOT be scored.

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Picture Prompt - SAMPLE

• An ancient proverb says, A picture is worth a
  thousand words. Regardless of the artists
  original intent, what we see in the picture can
  be very different from what others see. What
  story does this picture tell you? Use your
  imagination and experience to speculate about
  what is happening. Then write your story.

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Picture Prompt - TIPS

• Does your story have all the elements of a plot?
  (Setting, Introduction of Characters, Rising
  Action, Climax, Falling Action, Resolution)
• Are the characters in the story well-developed?
  (Think about internal conflict, dialogue,
  mannerisms, character flaws, thoughts, actions,
  behaviors, style of dress, etc.)
• Does your story have a definitive beginning,
  middle, and end?
• Does your story stay on topic? (Always relate to
  the picture REMEMBER the picture can begin or
  end your story)
• Always refer to the Writers Checklist to revise
  and edit.

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Persuasive Writing - SAMPLE

• Writing Situation
• Beginning in September, cameras will be used in
  classrooms in your school. The cameras will allow
  principals to monitor any classroom during the
  day. Cameras will also allow parents and students
  to connect to the Internet and view classroom
  activities from home. The use of cameras in
  classrooms has created a controversy in your
  community.
• You decide to write a letter to the Board of
  Education expressing your opinion on the use of
  cameras in classrooms.
• Directions for Writing
• Write a letter to the Board of Education either
  supporting or opposing the use of cameras in
  classrooms. Use reasons, facts, examples, and
  other evidence to support your position.

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Persuasive Writing - TIPS

• Pay close attention to the Writing Situation
  and Directions for Writing. Is the task asking
  you to
• a) Write an Essay
• b) Write a Letter
• Do you have a minimum of 5 paragraphs in your
  writing? (Introduction, 3 body paragraphs with
  reasons, Conclusion)
• Does your introduction restate the question,
  captivate the readers interest, and contain a
  thesis?
• Do your 3 body paragraphs stay focused? (All
  paragraphs MUST remain on one side of the
  argument supporting or opposing the writing
  cannot contain both sides of the argument)
• Does each of the 3 body paragraphs contain
  details and evidence that support your argument?
• Does your conclusion summarize your argument and
  leave the reader with something to ponder?