Transcript Assessment Overview 4 Major Claims for ELA/Literacy Claim #1 – Reading “Students can read closely and analytically to comprehend a range of.

Assessment Overview
4 Major Claims for ELA/Literacy
Claim #1 – Reading
“Students can read closely and analytically to comprehend a range of increasingly complex
literary and informational texts.”
Claim #2 – Writing
“Students can produce effective and well-grounded writing for a range of purposes and
audiences.”
Claim #3 – Speaking and Listening
“Students can employ effective speaking and listening skills for a range of purposes and
audiences.”
Claim #4 – Research/Inquiry
“Students can engage in research and inquiry to investigate topics, and to analyze, integrate,
and present information.”
Overall Claim for Grades 3–8
“Students can demonstrate progress toward college and career readiness in English
language arts and literacy.”
Overall Claim for Grade 11
“Students can demonstrate college and career readiness in English language arts and
literacy.”
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Selected Response
Constructed Response
Extended Response
Performance Tasks
Technology-Enhanced
9
Benefits
– Answered quickly
– Assess a large range of
content on one test
– Inexpensive to score
– Results collected quickly
Limitations
– Limited ability to reveal
a student’s reasoning
process
– Difficult to assess higherorder thinking skills
ELA Middle School Selected Response Example Item
Grade: 6
Claim 2: Students can produce effective writing for a range of purpose and audiences.
Target 9. EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and
edit narrative, informational, and argumentative texts
DOK: 2
Uncle Sam
Have you seen pictures of Uncle Sam? He is a skinny man with a long white beard and a
top hat. He usually wears the colors of the American flag: red, white, and blue. He has
been a symbol of the United States for about two hundred years. Some people think
that there was actually a real Uncle Sam, named Samuel Wilson. He lived in Troy, New
York, in the early 1800s, he ran a business that delivered meat to the United States
Army. The meat was delivered in barrels stamped “U.S.” The “U.S.” stamp was to show
that it belonged to the United States government. The people delivering the meat
knew that it came from Sam Wilson. They joked to the soldiers that the “U.S.” on the
meat barrels stood for “Uncle Sam.” The joke spread. Soon, all over the country, “Uncle
Sam” became another way of saying “United States.”
CORRECT
READABILITY
Select the correct way to revise the highlighted sentence.
A. He lived in Troy, New York, in the early 1800s. There he had ran a business that
delivered meat to the United States Army.
B. He lived in Troy, New York, in the early 1800s he ran a business that delivers meat to
the United States Army.
C. He lived in Troy, New York in the early 1800s, and he ran a business that delivered
meat to the United States Army.
D. In the early 1800s, Sam Wilson lived in Troy, New York, and ran a business that
delivered meat to the United States Army.
CLEAR
WORDING
Purpose of Constructed Response Items
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Constructed Response Items
– Address assessment targets and claims that
are of greater complexity
– Require more analytical thinking and reasoning
Administration of
Constructed Response Items
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Administered during the computer-adaptive
component
Scored using artificial intelligence
Most constructed response items take between
1 and 5 minutes to complete
Some more complex items may take up to
10 minutes to complete
Constructed Response Item
The Shepherd’s Boy and the Wolf
A Shepherd's Boy was tending his flock near a village, and thought
it would be great fun to trick the villagers by pretending that a
Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!"
and when the people came running up he laughed at them
because they believed him. He did this more than once, and every
time the villagers found they had been tricked, for there was no
Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf!
Wolf!" as loud as he could: but the people were so used to hearing
him call that they took no notice of his cries for help. And so no
one came to help the boy, and the Wolf attacked the sheep.
In a few sentences, explain what lesson the reader can learn from
the shepherd’s boy. Use details from the story to support your
response.
STIMULUS
STEM
Rubric for Constructed Response Item
2-point Scoring Rubric
2
The response:
• gives evidence of the ability to explain inferences about theme
• includes specific inferences that make reference to the text
• supports the inferences with relevant details from the text
1
The response:
• gives limited evidence of the ability to explain inferences about theme
• includes inferences but they are not explicit or make only vague references to the text
• supports the inference with at least one detail but the relevance of that detail to the
text must be inferred
0
A response gets no credit if it provides no evidence of the ability to explain inferences
about theme and includes no relevant information from the text.
Score Point 2 Sample:
The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy pretends that
a big wolf is attacking his sheep and yells, “Wolf! Wolf!” The people in the village run out to help him because
they believe he needs help. After he tricks the villagers more than once, they realize he is just pretending.
Score Point 1 Sample:
The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy cries wolf
when there is no wolf and the people come to help him.
Score Point 0 Sample:
Readers learn a good lesson about how to cry wolf.
Technology-Enhanced Items
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Specialized interaction
May have digital media for stimulus
Same requirements as selected and
constructed response items
Students manipulate information
Defined responses
Technology-Enhanced Items
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Digital Media
– Video
– Animation
– Sound
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Response Types
– Selected Response
– Constructed Response
Example:
Listen to President Kennedy’s 1961 inaugural address and then
write an essay analyzing metaphors used regarding foreign policy.
Example:
View video and write a summary explaining steps in a process.
Key Components of a Technology-Enhanced Item
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
The notes for a summary need to be arranged
correctly in the order in which the events occurred in
the passage. Click on each sentence and move it to
arrange the sentence into correct chronological order.
Summary of Events:
Maria laughs with the old women.
The guest and family eat dinner.
Maria’s mother asks the guests for a story.
Maria’s guests arrive.
Maria becomes sad.
The guests take turn telling stories.
INTERACTION
SPACE
Technology-Enhanced Item Types
Common English Language Arts TechnologyEnhanced item types
– Dropdowns
– Classification
– Reorder text
– Select and order
– Select text
Below is a poem, a sonnet, in which the speaker discusses her feelings
about a relationship.
Read the poem and answer the question that follows.
The notes for a summary need to be arranged
correctly in the order in which the events occurred in
Remember
Classify
each word
below
based
on and move it to
the passage.
Click
on
sentence
When you can
no more
holdeach
me by the
hand,
Nor I half turn toitgois
whether
aturning
verbstay.or ainto
noun.
arrange
theyetnosentence
correct chronological order.
Remember
me when
more day by day
You
tell
me
of
our
future
that
you
plann’d:
VerbsOnly remember me; you understand
Nouns
ItSummary
will be late to counsel
then
or
pray.
of Events:
Yet if you should forget me for a while
MariaAnd
laughs
with
thedoold
women.
afterwards
remember,
not grieve.
For if the darkness and corruption leave
The guest
and
eatonce
dinner.
A vestige*
of thefamily
thoughts that
I had
Better by far you should forget and smile
Maria’s
mother asks the guests for a story.
Than that you should remember and be sad.
Doll
Run
Dog
Swim Eat
Maria’s
guests
arrive.
*vestige: a mark, trace, or visible evidence of something that is no longer
Maria
becomes sad.
present
or evident.
The guests take turn telling stories.
In the sonnet “Remember,” which two lines reveals a change in the
speaker’s message to her subject?
Technology-Enhanced
Selected or Responses that include Multimedia Constructed
Brianna is running for class president. She needs to give a speech to the 4th grade class.
Listen to the draft of her speech and then answer the questions that follow.
(Test-takers listen to an audio version of the following speech.)
“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me.
You know many of my friends said they would. I am involved in many activities, including
track and theater. If I am elected, I will hold several fundraisers so that all students in the
4th grade can go on a trip at the end of the year. Also, we can donate a portion of the
money to a charity of our choice. If you want a class president who will work hard for you
and listen to your needs, please vote for me next week!”
This speech needs to be revised before the student presents it.
Which sentence should be omitted to improve the speech.
A. I am running for class president, and I hope you will vote for me.
B. You know many of my friends said they would.
C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on
a trip at the end of the year.
D. If you want a class president who will work hard for you and listen to your needs, please
vote for me next week!”
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Grade 8
Technology-Enhanced Example Item
Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship.
Read the poem and answer the question that follows.
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
*vestige: a mark, trace, or visible evidence of something that is no longer present or evident.
In the sonnet “Remember,” which two lines reveal a change in the speaker’s message to her
subject?
Let’s Practice!
http://sbac.portal.airast.org/Practice_Test
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