[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-481754-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-481754-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","staar-redesign-overview-slides","STAAR Redesign Overview - Slides","","STAAR Redesign Improving the Alignment of STAAR with Effective Classroom Instruction outlines why Texas state summative assessments must better reflect strong classroom practice while still accurately measuring student mastery. It contrasts validity and reliability with the need for instructional influence, summarizes evidence reviews completed in 2016 and 2019 under Texas legislation, and clarifies how diagnostic, formative, interim, and summative assessments serve distinct purposes. Educator feedback guides redesign components that strengthen alignment with TEKS and classroom experience.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/staar-redesign-overview-slides/481754/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/staar-redesign-overview-slides/481754.png","ImageObject",300,407,{"name":42,"@type":43},"Marglet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main goal of the STAAR redesign described here?","Question",{"text":63,"@type":64},"Improve alignment between STAAR and effective classroom instruction while maintaining accurate measurement of student mastery.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the document distinguish measuring learning from teaching it?",{"text":68,"@type":64},"Measuring whether students learned a concept well is not the same as teaching it well; STAAR can be designed to better influence instructional practices while remaining accurate.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of assessment purposes are outlined for diagnostic, formative, interim, and summative?",{"text":72,"@type":64},"Diagnostic informs initial instructional planning for individual needs; formative supports ongoing instructional choices; interim monitors progress and predicts summative performance; summative measures mastery at the end of an instructional cycle.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},481754,1792876143,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","STAAR Redesign Improving the Alignment of STAAR with Effective Classroom Instruction  \nThank you for joining!  \nJordan Runge  \nDirector of Strategy and Operations, Student Assessment Division Texas Education Agency  \nAccelerating learning continues to be as important as ever and educators are doing incredible and difficult work  \n􀂃 Students have unprecedented needs  \n􀂃 The daily work of operations is consuming an outsized share of time and energy  \n􀂃 Efforts to improve alignment will help improve our ability to accelerate learning  \nHB 3906 was intended to improve instructional alignment  \n􀂃 The question isn’t whether STAAR is designed to accurately measure student knowledge and skills . We know the answer, and it is yes .  \n􀂃 The question is whether STAAR can be designed differently in order to more positively influence instructional practices .  \nMeasuring whether students have learned a concept well isn’t the same as teaching it well  \nIt is possible for the state summative assessment to be designed so that it better aligns with strong instructional practices, while still accurately measuring student mastery.  \nSTAAR has been proven valid, reliable, aligned to the Texas Essential Knowledge and Skills (TEKS), with passage readability on grade-level  \nHouse Bill 743, Rep. Huberty/Sen . Seliger 84th Texas Legislature  \n“The assessment instrument must, on the basis of empirical evidence, be determined to be valid and reliable by an entity that is independent of the agency and of any other entity that developed the assessment instrument.”  \nAnalysis Completed in 2016  \nFindings: STAAR was found to be valid. The evaluation confirmed the “test bears a strong association with on-grade curriculum requirements.”  \nHouse Bill 3, Rep. Huberty/Sen. Taylor 86th Texas Legislature  \nRequired an institution of higher education to conduct a study on the state assessment instruments to independently evaluate the readability and alignment.  \nAnalysis Completed in 2019  \nFindings: Across grade levels and subjects, all tests included in the study were aligned with the TEKS for the grade level tested.  \n• 91% of passages met the criterion for readability as defined in the study in terms of text complexity  \nSTAAR is a state \"summative\" assessment  \nAssessments provide educators and parents with helpful information to support strong teaching and guide students to their full potential.  \nState summative assessments serve several primary purposes:  \n􀂃 To determine mastery of a breadth of knowledge & skills for students  \n􀂃 To determine the effectiveness of curriculum and instruction programs after delivery (atthe end of a unit or course)  \n􀂃 To help determine which individual students should receive additional holistic supports  \n􀂃 To serve as a bar for rigor and standards alignment in planning  \nDifferent types of assessment serve different purposes  \n1. Diagnostic  \nWhat: A test measuring student knowledge and skills on any variety of student expectations  \nWhen: Prior to new instructional cycle or school year  \nWhy: To inform instructional plans and curriculum to meet the needs of individual students  \nExample: Beginning of Year (BOY) assessments  \nDiagnostic Start of  \nSchool Year  \n2. Formative  \nWhat: Ongoing process of measuring student performance on specific  \nstudent expectations  \nWhen: Often, throughout the year  \nWhy: To inform instructional choices, student supports, and updates to planning within existing curricular structures  \nExample: Curricular-embedded tests administered via TFAR, and unit assessments included within high quality instructional materials  \n Interim  \n3. Interim  \nWhat: Measure student performance and understanding against grade-level standards  \nWhen: At check-points a few of times a year  \nWhy: To monitor progress, predict summative performance, and identify students for intervention  \nExample: STAAR Interim Assessments  \nInterim  \n4. Summative  \nWhat: Measure student mastery of abroad span of student expectation","cbCailK1HIKsViEC","https://ap.wps.com/l/cbCailK1HIKsViEC","pdf",6301329,67,"English","# STAAR Redesign: Alignment Goals\n## Evidence Supporting Validity and Readability\n## Purposes of State Summative Assessments\n## Assessment Types: Diagnostic, Formative, Interim, Summative\n## Educator Feedback and Redesign Components","[{\"question\":\"What is the main goal of the STAAR redesign described here?\",\"answer\":\"Improve alignment between STAAR and effective classroom instruction while maintaining accurate measurement of student mastery.\"},{\"question\":\"How does the document distinguish measuring learning from teaching it?\",\"answer\":\"Measuring whether students learned a concept well is not the same as teaching it well; STAAR can be designed to better influence instructional practices while remaining accurate.\"},{\"question\":\"What kinds of assessment purposes are outlined for diagnostic, formative, interim, and summative?\",\"answer\":\"Diagnostic informs initial instructional planning for individual needs; formative supports ongoing instructional choices; interim monitors progress and predicts summative performance; summative measures mastery at the end of an instructional cycle.\"}]","STAAR Redesign Overview - Slides | PDF",1790797356,169]