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ELA and Writing Assessment: Impact on Transitioning to CCSS . South Carolina Department of Education Office of Assessment. The Present. Where we are now Data (handouts) PASS EOCEP HSAP. PASS writing (grades 5 and 8 ONLY) March 20-21, 2012. March 20 – Extended-Response

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Ela and writing assessment impact on transitioning to ccss l.jpg

ELA and Writing Assessment: Impact on Transitioning to CCSS

South Carolina Department of Education

Office of Assessment


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The Present

  • Where we are now

  • Data (handouts)

  • PASS

  • EOCEP

  • HSAP


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PASS writing (grades 5 and 8 ONLY)March 20-21, 2012

  • March 20 – Extended-Response

  • Writing answer document contains

    • 15 pt. writing rubric

    • Time to Write directions

    • Two lined pages for final draft


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Day 2 - March 21

  • Multiple-Choice items based on

    - editing passages and a few stand

    alones

    - reading comprehension is NOT assessed on the writing test

    - 25 items total


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Writing Blueprint

The PASS writing tests measure the 2008 South Carolina Academic Standards for English Language Arts in writing for grades three through eight. Each grade level will have one extended-response item and 25 multiple-choice items which assess the writing domains of content and development, organization, voice, and conventions.

The table indicates the range of points and items for the four domains.

Domain ER (pts) MC (pts)

Content/Development 1-4 5-8

Organization 1-4 5-8

Voice 1-3 5-8

Conventions 1-4 5-8

  • The extended-response item is scored using the 15 point rubric. The score will be weighted x 2.


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Scoring Writing

E R + MC =Scale Score ____ → Exemplary

Met

Not Met

ER Score = _____ _____ _____ _____

C/D O V C

Content/Development = ER + MC → May Need Improvement

Needs Improvement

Organization = ER + MC → May Need Improvement

Needs Improvement

Voice = ER +MC → May Need Improvement

Needs Improvement

Conventions = ER +MC → May Need Improvement

Needs Improvement


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ATTENTION !

  • The PASS writing assessment will again be administered to grades 3-8 in 2012-13 and 2013-14.

  • 2012 – grades 5 and 8 ONLY


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Areas of concern

  • Content/development – support (details)

  • Organization – appropriate transitions

  • Voice – sentence formation (types)

    word choice (specificity)

  • Conventions – punctuation and capitalization


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Content and Development(possiblesample questions)

  • Which sentence would make the best supporting detail?

  • Which topic sentence would be best to begin the second paragraph?

  • Which sentence shifts focus by adding an irrelevant detail?


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Organization(possible sample questions)

  • Which transitional word would best introduce sentence 24?

  • What would be the best way to begin sentence 20?

  • Which sentence interrupts the logical progression of ideas?


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Voice(possible sample questions)

  • What would be a more precise word to replace ________?

  • Which revision of the sentence is the most vivid?

  • What is the best way to combine sentences 7 and 8?


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Conventions(possible sample questions)

  • Which sentence uses capital letters correctly?

  • Which sentence is punctuated correctly?

  • What is the correct way to combine sentences 15 and 16?

  • What correction should be made to sentence 21?


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PASS Reading and Research

  • No changes for 2012

  • No field test items


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ELA Blueprint

  • Grade Total Number of Items Standard Item Number Ranges per Standard

  • 3 36 1 8-12

  • 2 8-11

  • 3 8- 9

  • 6 8-10

  • 4 36 1 8-12

  • 2 8-11

  • 3 8- 9

  • 6 8-10

  • 5 38 1 8-14

  • 2 8-12

  • 3 8- 9

  • 6 8-10

  • 6 40 1 10-15

  • 2 9-12

  • 3 8-10

  • 6 8-10

  • 7 45 1 12-18

  • 2 9-14

  • 3 8-10

  • 6 8-12

  • 8 50 1 12-18

  • 2 10-16

  • 3 8-10

  • 6 10-14

    NOTE: Because of embedded field test items and/or vertical linking items, the tests for 2009 will contain 6 to 12 more total items than specified in the blueprint. These items are for test development and research purposes only and will NOT be included in the calculation of student scores.


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ELA Scoring

Scale Score → Exemplary

Met

Not Met

Standard 1 Literary Text→ May Need Improvement

Needs Improvement

Standard 2 Informational Text →May Need Improvement

Needs Improvement

Standard 3 Vocabulary → May Need Improvement

Needs Improvement

Standard 6 Research → May Need Improvement

Needs Improvement


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Area of Concern

  • Research – multiple choice items

    -based on mock Web pages (requires close reading)

    - based on re-created dictionary entries (resemble actual entries)

    - based mostly on hypothetical situations, not on actual research process


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Research – Possible Item Types

  • Use print resources to access information

    ~Which would be the best source to use to access information about …?

    ~Dictionary entry – Which definition of the word … is used in the text?


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Use the Internet as a source of information

~Which Web site would provide the most information about …?

- Which Web site would have the most accurate information about …?


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  • Organize information by classifying or sequencing (Grades 3-5)

  • Use appropriate organizational strategies

    (Grades 6-8)

    ~The boxes below are in the order of events in the story.

    Which event belongs in Box 3?

    ~Study the chart. Which phrase best completes the chart?

    ~The information in paragraph 1 best fits under which category?


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Paraphrase Research Information (Grades 3-8) 3-5)

~Which summary of the passage is best?

~A student is researching … for an oral report and locates this information on a Web site.

Which sentence best paraphrases the information?

_______________________________________________

Research is now assessed through multiple choice with the student choosing the best paraphrase or summary.

CCSS requires the student to actually paraphrase and summarize.


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The Future 3-5)

  • Transitioning to CCSS

    Preparing for richer texts and deeper questions will be key to success.


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Reading (CCSS) 3-5)

  • Complex text

  • Informational and literary non fiction

  • Responding to text

  • Academic vocabulary


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Complex text (CCSS) 3-5)

  • Longer sentences

  • Higher proportion of less frequent words

  • Greater number and variety of words with multiple meanings

  • Text involves higher level of abstraction and wider variety of writing styles (especially at higher grade levels)


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CCSS texts 3-5)

  • More focus on informational in K-5

  • More focus on literary nonfiction in

    6-12

    Significant change from focus on narrative (characters and story) to more in-depth engagement with informational and argumentation


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Responding to text (CCSS) 3-5)

  • Read text and respond in writing (similar to PACT and HSAP)

  • Responses require more analysis and direct evidence from the text for support


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“Academic” vocabulary (CCSS) 3-5)

  • Focus on words prevalent in more complex texts of different types in different disciplines

    (ex. relative, vary, formulate specificity, accumulate, significant)

  • These words may not have context clues and are needed for student’s understanding of a given text.


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Writing and Research (CCSS) 3-5)

  • Writing in CCSS is about “thinking” and expressing.

    - constructed responses ( PACT and HSAP )

    - extended responses


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Writing and Research (CCSS) 3-5)

  • Provide more short “focused” research projects to give students practice in the actual research PROCESS.


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CCSS writing 3-5)

  • Parallels NAEP

    • Argumentation

    • Explain/Inform

    • Narrative


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Questions 3-5)

?


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Jenny Howard 3-5)

Office of Assessment

South Carolina Department of Education

803- 734-0121

jyhoward@ed.sc.gov