Transcript Document

Language Standards
• NOT assessed in isolation for CRT
• May be assessed in isolation for NRT
• DO NOT TEACH GRAMMAR IN ISOLATION!!!
http://learnoas.ctb.com/GA/
Selected Response Item
Which point is agreed upon by all four firsthand
accounts of Truman’s conversation with Stalin
(Texts 3–6)?
A. Stalin made a very limited response to Truman’s
announcement.
B. At the time, Stalin did not fully comprehend what
Truman was telling him.
C. Stalin urged Truman to use the new weapon
against the Japanese.
D. Truman indicated that the United States planned
to use its new weapon.
Passage “Departure”
Which statement below best describes how the author’s choices
regarding time and structure help advance a theme of the story?
A. The author contrasts George’s sociable nature to Winesburg’s
unfriendliness to suggest that George will be happier elsewhere.
B. The author highlights the tension between George and his father
by having George experience flashbacks about Winesburg while he
rests on the train.
C. The author focuses on the many pleasant things about Winesburg
in order to emphasize George’s fear about leaving his home.
D. The author adopts a slow pace with few notable events in order
to illuminate how quiet life is for George in a town like Winesburg.
Passage for Constructed Response
Paired Passage #1: An informational essay
about a science teacher’s exploration of The
Great Barrier Reef off the coast of Australia. A
detailed description of the characteristics of
coral reefs is given.
Paired Passage #2: A poem entitled “The
Aquarium” which gives a detailed, colorful
description of the tank’s inhabitants.
Constructed Response Task
ELACC9RL.1; ELACC9RI.1; ELACC9RL.2; ELACC9L.1; ELACC9L.1
This task has more than one (1) part. Read each part carefully and respond.
Part A
Identify and list colors mentioned in the article and poem. In your list, include the phrases
in which these colors are described.
Part B
Using the above list, analyze how the authors’ use of color helps the reader imagine marine
life.
Be sure to complete ALL parts of the task.
Use details from the text to support your answer.
Answer with complete sentences, and use correct punctuation and grammar.
Exemplar Response
Part A
scarlet reds
amethyst purples
emerald greens
sapphire blues
yellow iridescence
silver shiftings
white bubbles
grey shadows
straw-coloured
shimmer
smear of rose, black
gold lawn
The response
completes
Part A by
listing many
colors from
the text and
gives the
detail from
Part B.
Remember:
There can be
more than
one correct
answer for
constructed
response
items.
Part B
The authors’ use of details that describe bright,
radiant colors helps the reader to imagine marine
life by illustrating its vividness and beauty. For
example, the poet helps the reader imagine a
specific type of fish by describing them as “Blue
brilliance cut by black bars/An oblong pane of
straw-coloured shimmer….”
In the article, the author helps the reader to
imagine the coral reef’s “scarlet reds, amethyst
purples, emerald greens, and sapphire blues….”
Just like a painter uses colors to bring her canvass
to life, the authors describe different colors to
bring their texts to life.
Student Response
Score 3
Part A: In the article the author describes coral and
algae with colors like scarlet red, amethyst purple,
emerald green, and sapphire blue. In the poem colors
and phrases are used to describe fish and the ocean
with, green and yellow iridescence, silver, gold, greygreen opaqueness, blue shadows against silver
saffron water, oblique grey shadows, green man-eting
eels, metallic blue, yellow fins like oriental fans,
brilliant blue, rose black, silver, mauve, purple, green,
pearl, amethyst, white jerks, and long blue waves.
The student demonstrates a
clear understanding of the
article and poem by correctly
identifying the colors
mentioned in the texts.
The student lists most of the
phrases in which the colors are
described. The student also
explains how the authors’ use of
color helps the reader to imagine
marine life
Part B: The author uses many different colors and
descriptions to help the reader visualize marine life.
The response includes a few relevant
with the use of bright colors and similes to objects
details from the text with the use of
like metal, the sun, and gemstones gives the reader a bright colors and similes to objects.
clear picture of the bright and beautiful colors
residing in the fish, coral, and algae.
The response demonstrates a command
of the conventions of standard English.
Teacher Feedback for Score Point 3
• The teacher commends the student for
identifying and listing the color phrases from
both passages.
• The teacher commends the student for being
able to explain how the authors describe marine
life using the similes from the color descriptions.
• The teacher advises the student that more
specific details are needed to make it a “4” paper.
Student Response
Score 2
Part A: In the article, the writer describes
the "bleached coral" which appears to be
"sucked dry" of all its colors. The writer
also explains that the pictures look as if
they were drawn by an artist "with a fistful
of crayons. In the poem the writer
describes the "streakes of green and
yellow iridescence" on the fish, "green
bead eyes", and also the "blue and gold
lawn" which they swim about.
The student demonstrates a basic
understanding of the article and
poem by identifying a few of the
colors mentioned in the poem and
includes the phrases in which the
colors are described.
The student states how the authors’ use of
color helps the reader to imagine marine
life.
Part B: When the author uses such a
variety of color to describe each and every
detail in coral reef, I can image it in my
head. I can see the blue fish with the green The response demonstrates a command of
eyes swimming through the "long blue
the conventions of standard English. Though
waves" with colorful coral surrounding.
there are a few minor errors in grammar and
usage, meaning is clear.
Teacher Feedback for Score Point 2
• The teacher tells the student a few color
phrases have been identified.
• The teacher models how to find additional
phrases and develop proper explanations
about their use.
• The teacher indicates that English conventions
need improvement.
Student Response
Score 1
part A- the colors
mentioned are streaks of
green and yellow,silvergold,grey-green
opaqueness,sharp white
bubbles,.
part2- the author uses the
colors to help the reader
visualize what the author is
talking about.
The student demonstrates a
little understanding of the
article and poem by correctly
identifying a few colors and
most of the phrases in which
these colors were described.
Although the response includes an
attempt to analyze how the authors’
use of color helps the reader to
imagine marine life, it is not supported
with details from the texts.
The response is too brief to
demonstrate more than an
inconsistent command of the
conventions of standard
English.
Teacher Feedback for Score Point 1
• The teacher commends the student for
correctly identifying some of the color phrases
in the passages.
• The teacher recommends working with one
passage at a time.
Ways to Use
Constructed Response Items
• Demonstration lesson with active discussion
• Whole class instruction/direct instruction
• Small, cooperative group activity where students examine sample
responses and their rubric components
• Parent conferences
• Inclusion classes with multiple adult supervisors/coaching
• Homework (only following extensive explanation and experience with
open-ended items provided by the teacher in the classroom)
• Parent Night activity where parents and their children work together
• No grades----rubric score accompanied by written and/or oral feedback
highly suggested because students are in the process of learning the
standards and improving based on feedback
How Teachers Use Student Responses
• Determine students’ progress towards mastery of standards
and readiness to proceed to next level
• Provide students with oral and written feedback specific to
the standard
• Design instructional next steps, which includes re-teaching,
remediation, and differentiation
• Self-assess professional growth needs, such as additional
professional learning, collaboration, classroom materials and
resources
Findings on Pilot
• Students in Georgia did not answer all parts of
the question
• If there is only one box, but two parts of a
question (Part A and Part B), students need to
respond to both parts in one cohesive answer.
Sample Open-Ended Item
Extended Constructed Response
English Language Arts - Grade 6
Passage: The Tall Rock
– A story told by a boy who is visiting his
grandfather’s house. He describes climbing
“Mountain Rock” with his younger brother and
how the rock seems to have gotten smaller as he
has grown up.
Extended (Constructed) Response Item
W.6.3; RL.6.6; W.6.3b; W.6.4; L.6.1
4 points
Write a conclusion to the story, told from the narrator’s
point of view twenty years later. Your narrative should
describe the narrator’s conclusions about the
childhood experiences with Mountain Rock, but now
from the perspective of an adult.
Use details from the text to support your answer.
Answer with complete sentences, and use correct
punctuation and grammar.
Score
4
Description
Thoroughly The student demonstrates a thorough understanding by writing a
Demonstrat conclusion from the narrator’s point of view as an adult. The conclusion
ed
describes the narrator’s conclusions in a way that logically relates to
events from the story, and that refers to many specific details from the
story. For example, the adult narrator would logically have fond memories
of Mountain Rock. The student uses complete sentences, correct
punctuation and grammar.
Designation
3
Clearly
The student demonstrates a clear understanding by writing a conclusion from the
Demonstrated narrator’s point of view. The conclusion presents the narrator’s conclusions as an adult,
and it logically follows from events in the story. The conclusion includes a few relevant
details from the story; some details may be general. The student uses mostly correct
sentences, punctuation and grammar.
2
Basically
The student demonstrates a basic understanding by writing a conclusion about the
Demonstrated narrator’s childhood experiences with Mountain Rock. The conclusion deviates
somewhat from the scenario set up in the task, either by failing to plausibly establish
the narrator as an adult, or by creating inconsistencies. The student uses minimal
support from the story; some support may be incorrect or irrelevant. The student uses
some correct sentences, punctuation and grammar.
1
Minimally
The student demonstrates a minimal understanding by writing a conclusion that fails to
Demonstrated address the topic of the narrator’s childhood experiences, but rather continues where
the story leaves off, or presents the narrator as an adult in a way that does not relate
to childhood experiences. Examples could include a conclusion in which the narrator’s
family unpacks the car and then enjoys a picnic by Mountain Rock, or a conclusion in
which the narrator describes his/her job or family as an adult. The student includes no
support from the story. The response has significant errors in constructing complete
sentences, and/or in using correct punctuation and grammar.
0
Incorrect or
irrelevant
The response is incorrect or irrelevant.
Exemplar Response
It was a long time ago the last time I visited Mountain Rock. My
grandparents sold their house about ten years ago and moved to an
apartment. Even though I am now an adult, I still like to think about
the fun I had on Mountain Rock. Of course I got taller and taller until
finally I could just step on top of the rock without any help. It was
cool to think that when I was just a little kid I needed Grandpa to help
me climb the rock. Even when the rock didn’t seem like a big
mountain, Grandpa still had to lift me to the top for a long time. One
summer when I was a teenager we took our five-year-old cousin
Tracy with us to visit my grandparents. On the way there I shouted “I
get to climb first.” Nick thought that was hilarious and said, “You kids
and your rock!” just like our mom used to say. I’ll always have happy
memories of Mountain Rock.
Student Response
Score 4
Twenty Years later,I still remember those olden days we
used to vist my grandparent's big white house right up the
hill on summer days. when i was little he'd swing me up
through the air.the whole hill spun me around the sky was
blue and bright.and, the tree's everywhere looked green
and enormus.I used to climb the mountain rock.Oh how we
loved mountain rock.everytime my brother said" I get to
climb first. my mother would say "you kids and your
rock.When we reached their house my brother would run
and start to climb the rock my arents would just smile put
their hands around each other and watch.And i'd just
watch looking down.after my grandpa welcolmed us for a
second i thought the rock got smaller but it was just that i
was getting taller.But all at once i had a though no matter
how big,tall or the older i got this would always be the
tallest place.I sure do love those memories and i will always
keep them!!
The response presents the
narrator’s conclusion in a way
that logically relates to events
from the story and that refers
to many specific details from
the story. While on the surface
this response may appear to
summarize the story, the way
in which the student handles
the language and retelling
makes it clear that the narrator
truly is reliving fond childhood
events twenty years later. The
student demonstrates a
thorough command of the
conventions of standard
English. Though there are a
few minor errors, primarily
typographical, meaning is
clear throughout the response.
Student Response
Score 3
20 years later, I had grown into a full grown, mature
adult. When we would visit my grandparents i would
travel with my mom, dad, and brother. Now that I am
an adult I travel with my wife and two girls. I still
climb on the "Mountain Rock" just mot as much as I
did when I was a kid. Now that I am grown I help my
kids climb the wall. They love climbing the wall even
more than I did when I was their age. They are always
arguing on the trip to my grandparent's house. The
main argument is "Who is going to get to clim bthe
wall first." Maybe, I will be a grandparent someday
and have a "Mountain Rock" for my grandkids to
climb on.
The response includes a
few relevant details from
the story. In order to
achieve a higher score,
the student needs one or
two additional specific
details from the story. The
student demonstrates
command of the
conventions of standard
English. There are a few
distracting errors in
grammar and usage but
meaning is clear.
Student Response
Score 2
I used to enjoy the climb on the boulder at grandpa's house and how tall
i used to feel , and i would anticapate all six hours of the ride there. The
rock used to be like a mouantian to me, but now when I revisit I can tell
that I have grown alot throughout the years. But I will always remember
the thrill of being so high, and to this day it is still the tallest place in the
world to me.
The student does not plausibly establish the narrator as an adult. While the
student appears to show the narrator reflecting on the past, it is difficult to
determine whether or not he or she places the narrator twenty years later or
merely summarizes the narrator’s feelings in the story provided. The
student uses a few details from the story, but, in order to achieve a higher
score, he or she needs to more clearly show that the setting is twenty years
later. The student demonstrates an inconsistent command of the
conventions of standard English. There are a few distracting errors in
grammar and usage, but they do not impede understanding.
Student Response
Score 1
I realized it was the rock that made it worth while,even thought the rock
was not big to my eyes it was big to my mind,which made the whole trip
alot more memorible,and i couldnt wait to come back next year.
The student demonstrates a minimal understanding by writing a conclusion
that does not address the narrator’s childhood experiences but rather
continues where the story leaves off. While the student does include
support from the story, his or her approach is not acceptable for a higher
score. The student demonstrates an inconsistent command of the
conventions of standard English. There are a few errors in grammar and
usage, but they do not impede understanding.
Observations from Scoring
• Some students wrote a non-narrative:
– 20 years later, the narrator could bring his on children to Mountain Rock and
remember the good times he had on Mountain rock himself.
• Some students wrote in third person:
– the kids really loved that rock,and they will all ways remeber it as if it was
there home.When they have kids they will show them the rock too so they can
climb it too.
• Some responses were too brief to adequately
address the prompt:
– I may have gotten older, but it`s times like these that make me still feel how I
felt when I was little.
– It has been more than 20years since I have climbed the mountions.
– He Rerember Those Experiences Because They Where Fun
Writing Logistics
• Part 3 is Extended Writing
• No other assessment will be given on this day
according to the GA DOE
• 70 minutes
• 7 points for the extended response (essay)
• Based on 2 paired passages (max. 800 words)
• Informational OR Argumentative
• Not a published piece
• Strong Rough draft
Writing Logistics – Part 3
• Warm-up to the writing
– After reading the paired passages students will…
• Answer three selected response items (3 points)
• Complete 1 Constructed Response item (2 points)
• Write 1 Extended Response Informational or
Argumentative Essay (7 points)
Scoring Information
• Writing will be hand-scored
• 2 raters per paper
• Teachers will participate in calibration this
summer to establish scoring models
• Models will be used much like the old writing
assessment for the “4,” “3,” “2,” “1” papers…
• Delay in scores
• For total assessment, Lexiles will still be
correlated
Rubrics
• Constructed Response
– 0-2 scale rubric (RACE training) and 0-4 general rubric
– 0-4 Item-specific rubric on assessment
• Extended Constructed Response (Narrative)
– 0-4 scale rubric ; item specific
• Extended Response
(Informational/Argumentative)
– Analytical Rubric to be released soon
– 2 Features:
Ideas/Development/Organization/Coherence
Language Usage/Conventions
Short Constructed Response Rubric
2
 Gives sufficient evidence of the ability to justify interpretations
Points
of information
 Includes specific examples that make clear reference to the text
 Adequately explains the use of these examples with clearly
relevant information from the text
1
 Gives limited evidence of the ability to justify interpretations of
Point
information
 Includes some examples that make clear reference to the text
 Little to no explanation of the examples with limited information
from the text
0
 Provides no evidence of the ability to justify interpretations of
Points
information
 Includes no relevant information from the text (May be on topic
but information is not in connection to the text provided)
 OR is vague
Rubric
Score
4
Designation
Thoroughly
Demonstrated
3
Clearly
Demonstrated
2
Basically
Demonstrated
1
Minimally
Demonstrated
Description
The student demonstrates a thorough understanding of the article
and poem by correctly identifying and listing colors mentioned in the
texts. The student lists the phrases in which the colors are described.
The student also explains how the authors’ use of color helps the
reader to imagine marine life. The response includes many specific
details from the texts and correct sentence, punctuation and
grammar.
The student demonstrates a clear understanding of the article and
poem by correctly identifying and listing colors mentioned in the
texts. The student lists most of the phrases in which the colors are
described. The student states how the authors’ use of color helps the
reader to imagine marine life. The response includes a few relevant
details from the texts; some details may be general. The student uses
mostly correct sentences, punctuation and grammar.
The student demonstrates a basic understanding of the article and
poem by identifying a few of the colors mentioned in the texts. The
student includes a few of the phrases in which the colors are
described. The student states how the authors’ use of color helps the
reader to imagine marine life. The response includes minimal support;
some support may be incorrect or irrelevant. The student uses some
correct sentences, punctuation and grammar.
The student demonstrates little understanding of the article and
poem by correctly identifying one color, phrase mentioned in the
texts, but does not state how the authors’ use of color helps the
reader to imagine marine life. The response includes no support from
the texts and has significant errors in sentence construction and/or in
using correct punctuation and grammar.
Content Weights
• Not to be used to inform instructional time
• Describes the break-down of the test only
• Knowledge and skills are no longer discrete
– Reading and Vocabulary 53%
– Writing and Language 47%
Resources
• DO NOT WAIT ON GOFAR!
– STILL IN PROGRAMMING STAGES (per GA DOE)
• GA OAS
• For teachers – constructed response module
• Released test items
– PARCC mini-assessments
– Kentucky writing prompt
Waiver
• This year the assessment will not count as
20% of students’ grades.
• As of today (this could change), it WILL
somehow factor into the Teacher Effectiveness
Measure next year (data one year behind)
• No re-tests
• Data will not arrive until next school year
The Plan- Start week of 9/29
• 8 weeks of text-based constructed response
practice (from OAS formative bank)
–
–
–
–
–
–
–
–
Saved by week
Concretely break down the prompt whole class
Discuss the two parts of the question
Read the passage whole group/small
group/independently
Students respond to one of the items each practice
time (Part A and B if the item has both)
Have students self-assess or peer assess
Share a model with the class
Review student work/provide verbal or written
feedback
The Plan
• Selected response mini-assessments
– 2 per grade (9th and 11th)
– The whole mini-assessment does not need to be
administered at one time
– Read the passage
together/partners/independently
– Break down the question and discuss
– Have students respond to one or a few at a time
– Practice over time!