1 / 48

New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring Site Training

New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring Site Training. Scorers must know…. You will need to plan to work until the job is done (estimated time is 5pm). Coaching, child care issues and appointments should be previously addressed to be able to accommodate the task.

santos
Download Presentation

New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring Site Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring Site Training

  2. Scorers must know… • You will need to plan to work until the job is done (estimated time is 5pm). • Coaching, child care issues and appointments should be previously addressed to be able to accommodate the task.

  3. In the past… • In the past students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text. • Understand basic, non-consequential vocabulary. • Answer without a deep analysis of text. • Look beyond text for stimuli. • Answer by recalling text details. • Answer without complete sentences required.

  4. Now • Now, students are going to be asked to: • Comprehend complex, grade-level texts. (What should be noted is comprehension of text is assumed, it is not the focus of measurement.) • Identify central themes and key text elements. • Consider entire text. • Place aspects of the text in context of the entire text. • Move beyond basic recall of details within text in ways such as making an inference as to how specific portions of text relate to the structure of the whole text or wrestle with meaningful, real-world questions. • In terms of analysis, make and support text-based analyses, to support their text-based analyses with key details, and carry an analysis beyond one text, relating details to overarching messages of both entire texts.

  5. What we know… • There are no graphic organizers or short response questions to scaffold the extended response questions. • No listening section • Grade 3 has no paired text • Grade 4-8 MAY have paired text • 2 pt. rubrics about reading comprehension and 4 pt. rubrics seem to focus on written expression of comprehension. • Rubrics are only scoring Expository Writing…no narrative rubrics exist “at this time” (According to Pearson and NYSED) • No Condition Code A

  6. The New ELA 2- and 4-point Rubrics 6

  7. Our Goals • Define holistic scoring and how it differs from typical grading. • Review each ELA rubric in detail: • Short-response (2-point) Rubric/Constructed-response • Extended-response (4-point) Rubric/Constructed-response

  8. Holistic Scoring 8

  9. Holistic Scoring • When scoring holistically: • Read thoroughly, yet quickly, to gain an impression of the entire response. • Read the entire response before determining a score, and then promptly assign a score. • Read supportively, looking for and rewarding those things done well in a response. • Keep in mind that each response represents a first draft, written under timed conditions.

  10. Scoring versus Grading • Scoring a state test is quite different from grading classroom papers. • There is no single “correct” answer to the test questions. • Students come to the test without knowledge of the passages or prompts. • On-demand writing does not provide time to plan, edit, and revise work as does writing compositions for a class.

  11. Guard Against Scoring Biases • Appearance of response • The quality of the handwriting, the use of cursive or printing, margins, editing marks, cross-outs, and overall neatness are not part of the scoring criteria. • Offensive or Disturbing Content • If a student uses inappropriate language, adopts an offensive point of view, or perhaps takes a naïve or narrow approach to a topic, readers should not let the student’s point of view affect the score. Likewise, readers should not let a student’s lifestyle or maturity level influence them either positively or negatively regarding their writing.

  12. Guard Against Scoring Biases (Continued) • Reactions to Style • A reader’s own grammatical biases should not play a part in assigning a score if the student has not violated standard writing conventions. In other words, beginning a sentence with “and,” the absence of a formal thesis sentence, the use of first or second person, or an informal tone are not necessarily wrong in this type of assessment. • Writer Personality • Writers may come across as brash, sassy, cute, self-aware, shy, surly, flat, honest, or naïve. Readers are scoring the written passage, not the writer’s personality.

  13. Guard Against Scoring Biases (Continued) • Reactions to Performance Assessments • Some readers may approach writing assessments with their own biases in favor of one type of assessment over another. Or, they may believe it is impossible to fairly score writing. Or, they may feel as though the standards used in an assessment violate their own sense of what constitutes good writing. It is important for each reader to set aside his/her own biases in order to keep the scoring as standardized and as fair to each student as possible.

  14. Keep in Mind… • Remember: You are scoring, not grading. • Set aside your own grading practices while scoring. • Determine scores based only on the work in the student booklet, using state standards—not classroom standards—to score responses accurately, fairly, and consistently.

  15. Q&A

  16. 2-point Rubric: Short-response If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

  17. 2-point Rubric: Short-response If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

  18. 2-point Rubric: Short-response If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

  19. 2-point Rubric: Short-response If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

  20. Points to remember… • Writing is to be considered the first draft. • These are not expected to be perfect papers, this is on-demand writing. • Look for the “best fit” score-don’t over analyze. • The 2-point rubric is the same for grades 3-8

  21. Q&A

  22. Grade 3 ELA Extended-response (4-point) Rubric/Constructed-response

  23. Grade 3 Expository Writing Evaluation Rubric

  24. Grade 3 Expository Writing Evaluation Rubric (Continued) • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  25. Grade 3 Expository Writing Evaluation Rubric (Continued) • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  26. Grade 3 Expository Writing Evaluation Rubric (Continued) • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  27. Grade 3 Expository Writing Evaluation Rubric (Continued) • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  28. Grade 3 Things to Consider… • CCLS are noted on the rubric…know what they are. • A 4-point paper means that they can express themselves, in writing, what they understand from the text. • 4-Point key terms for holistic scoring: skillfully developed, logical comprehension and analysis • Conclusion for a 4 paper can be “the end” based on Pearson representative. • Conventions are only a piece to the 4 point, use the “best fit” concept…no mention of paragraphing, but clear organization.

  29. Grade 3 Things to Consider… continued • 3-Point key terms for holistic scoring: grade-level relevant • 2-Point key terms for holistic scoring: general, emerging thinking • 1-Point key terms for holistic scoring: No comprehension, lack of understanding, lack of evidence • Rubrics tell us; Guide papers show us!

  30. Q&A

  31. Grades 4-5 Extended-response (4-point) Rubric/Constructed-response

  32. Grades 4-5 Expository Writing Evaluation Rubric

  33. Grades 4-5 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  34. Grades 4-5 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  35. Grades 4-5 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  36. Grades 4-5 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  37. Grades 4+5 Things to Consider… • CCLS standard W.9 appears in addition to gr. 3 rubric standards. • Language and domain-specific vocabulary are now introduced to the rubric • 4-point terms to think about: insightful, purposeful • 3-point terms to think about: grade appropriate, clear organization, relevant evidence • 2-point terms to think about: general, literal, some attempt, partial • 1-point terms to think about: minimal evidence, little understanding, not developed • 0-point: No comprehension, lack of understanding, incoherent or copied directly from text. • Conventions are only a piece to the 4 point, use the “best fit” concept…no mention of paragraphing, but clear organization.

  38. Grade 8 ELA Extended-response (4-point) Rubric/Constructed-response

  39. Grades 6-8 Expository Writing Evaluation Rubric

  40. Grades 6-8 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  41. Grades 6-8 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  42. Grades 6-8 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  43. Grades 6-8 Expository Writing Evaluation Rubric (Continued) • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0.

  44. Grades 6-8 Things to Consider… • To score a 4: compelling, insightful analysis, varied transitions, formal style, and notable sense of voice are all terms used to define a 4-pt. paper. • To score a 3: grade-appropriate analysis, sustain the use of relevant evidence, with some lack of variety, appropriate transitions, language domain-specific vocabulary are phrases that all describe a 3-pt. paper. • To score a 2: generally demonstrates, literal comprehension, inconsistent, fails to maintain formal style, emerging are all phrase to describe a 2-pt. paper.

  45. Grades 6-8 Things to Consider… continued • To score a 1: not logical, little understanding, lack, little attempt, lack of command are all terms used to define a 1-pt. paper. • To score a 0: lack of comprehension, no evidence, incoherent are phrases that all describe a 0-pt. paper.

  46. Q&A

  47. Presentation Title Summary • Define holistic scoring and how scoring differs from grading. • Review of the new ELA constructed-response rubrics (2-point for all grades, 4-point rubrics for grade 3, grades 4-5, grades 6-8). • Apply the new rubrics in guide and practice papers.

  48. Resources • For questions related to assessment: • Email your question to: emscassessinfo@mail.nysed.gov • Check for additional information at the following website http://www.p12.nysed.gov/assessment/ • For questions related to APPR • Email your question to: educatoreval@mail.nysed.gov • Additional information regarding the common core shifts can be found at the following website: • http://engageny.org/resource/common-core-shifts/

More Related