NYS ELA Regents Examination (Common Core) Scoring Training

1. NYS ELA Regents Examination (Common Core) Scoring Training Denise Pawlewicz Phyllis Litzenberger

2. Six Shifts in ELA Assessments

3. Part 1– Reading ComprehensionScorer Training

4. Part 1: Reading ComprehensionOverview • Suggested completion time is 1 hour • Students will . . . • close read three texts—one from literature, one poem, and one informational text—totaling approximately 2,600 words • answer 24 multiple-choice questions

5. Part 1: Reading ComprehensionMultiple Choice Analysis

6. Part 2 – Writing From Sources: ArgumentScorer Training

7. Training Protocol • Analyze Task • Analyze Rubric • Read Texts • Read Anchor Papers Against the Rubric • Discuss the Annotations for Each Anchor Paper • Practice Scoring Sample Papers Using the Rubric • Discuss the Annotations for Each Practice Paper

8. Materials for Training • Part 2 Teacher’s Packet includes: • Task • Exam Texts • Rubric • Anchor Set Papers with Annotations • Practice Set Papers with Annotations

9. Part 2: Writing from Sources—ArgumentOverview • Suggested completion time is 90 minutes • Student will . . . • close read four informational texts, which may include graphics, totaling approximately 2,600 words • write a source-based argument

10. Part 2: Writing from Sources—ArgumentTask Analysis • Read the task for . . . • Student tasks • Topic • Criteria • Guidelines • Texts Please refer to page 2 of your Teacher’s Packet.

11. Part 2: Writing from Sources—Argument Text Analysis • Read the four texts closely for . . . • evidence to support a for or against argument based on the given topic Please refer to pages 3-9 of your Teacher’s Packet.

12. Holistic Scoring Overview • evaluate the paper based on its overall quality as specified by the rubric criteria • consider the paper as a total work where the whole is greater than the sum of its parts • do not consider one criteria contributing more weight to the score than another • 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 the paper • do not focus on identification of weakness or errors in the paper but rather focus on overall quality

13. Part 2: Writing from Sources—Argument Rubric Analysis • Rate argument essays holistically using the six-point scale and the following criteria: • Content and Analysis • Command of Evidence • Coherence, Organization, and Style • Control of Conventions Please refer to page 10 of your Teacher’s Packet.

14. Part 2: Writing from Sources—Argument Condition Codes • An essay that addresses fewer texts than required by the task can be scored no higher than a 3. • An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1. • An essay that is totally copied from the task and/or texts with no original student writing must be scored a 0. • An essay that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.

15. Part 2: Content and Analysis: Rubric Levels

16. Part 2: Command of Evidence: Rubric Levels

17. Part 2: Coherence, Organization, and Style: Rubric Levels

18. Part 2: Control of Conventions: Rubric Levels

19. Part 2: Writing from Sources—Argument Anchor and Practice Papers • Review each Anchor Paper, one at a time along with its accompanying annotation • When review of the Anchor Papers is completed, score each of the 5 Practice Papers • Compare your scores with the Practice Paper annotations • Anchor papers are examples of student essays at particular score points. • Practice papers are used to confirm that scorers understand the rubric and scoring rationale. • Annotations are commentaries that explain the holistically assigned score point.

20. Part 2:Anchor Papers

21. Anchor Paper – Part 2 – Level 6 – A Please refer to pages 11-13 of your Teacher’s Packet

22. Anchor Paper – Part 2 – Level 6 – AAnnotation Please refer to page 14 of your Teacher’s Packet.

23. Anchor Paper – Part 2 – Level 6 – B Please refer to pages 15-17 of your Teacher’s Packet

24. Anchor Paper – Part 2 – Level 6 – BAnnotation Please refer to page 18 of your Teacher’s Packet.

25. Anchor Paper – Part 2 – Level 5 – A Please refer to pages 19-20 of your Teacher’s Packet

26. Anchor Paper – Part 2 – Level 5 – AAnnotation Please refer to page 22 of your Teacher’s Packet.

27. Anchor Paper – Part 2 – Level 5 – B Please refer to pages 23-25 of your Teacher’s Packet

28. Anchor Paper – Part 2 – Level 5 – BAnnotation Please refer to page 26 of your Teacher’s Packet.

29. Anchor Paper – Part 2 – Level 5 – C Please refer to pages 27-28 of your Teacher’s Packet

30. Anchor Paper – Part 2 – Level 5 – CAnnotation Please refer to page 29 of your Teacher’s Packet.

31. Anchor Paper – Part 2 – Level 4 – A Please refer to pages 30-31 of your Teacher’s Packet

32. Anchor Paper – Part 2 – Level 4 – AAnnotation Please refer to page 32 of your Teacher’s Packet.

33. Anchor Paper – Part 2 – Level 4 – B Please refer to pages 33-34 of your Teacher’s Packet

34. Anchor Paper – Part 2 – Level 4 – BAnnotation Please refer to page 35 of your Teacher’s Packet.

35. Anchor Paper – Part 2 – Level 4 – C Please refer to pages 36-37 of your Teacher’s Packet

36. Anchor Paper – Part 2 – Level 4 – CAnnotation Please refer to page 38 of your Teacher’s Packet.

37. Anchor Paper – Part 2 – Level 3 – A Please refer to pages 39-40 of your Teacher’s Packet

38. Anchor Paper – Part 2 – Level 3 – AAnnotation Please refer to page 41 of your Teacher’s Packet.

39. Anchor Paper – Part 2 – Level 3 – B Please refer to page 42 of your Teacher’s Packet

40. Anchor Paper – Part 2 – Level 3 – BAnnotation Please refer to page 43 of your Teacher’s Packet.

41. Anchor Paper – Part 2 – Level 3 – C Please refer to pages 44-45 of your Teacher’s Packet

42. Anchor Paper – Part 2 – Level 3 – CAnnotation Please refer to page 46 of your Teacher’s Packet.

43. Anchor Paper – Part 2 – Level 2 – A Please refer to page 47 of your Teacher’s Packet

44. Anchor Paper – Part 2 – Level 2 – AAnnotation Please refer to page 48 of your Teacher’s Packet.

45. Anchor Paper – Part 2 – Level 2 – B Please refer to page 49 of your Teacher’s Packet

46. Anchor Paper – Part 2 – Level 2 – BAnnotation Please refer to page 50 of your Teacher’s Packet.

47. Anchor Paper – Part 2 – Level 2 – C Please refer to pages 51-52 of your Teacher’s Packet

48. Anchor Paper – Part 2 – Level 2 – CAnnotation Please refer to page 53 of your Teacher’s Packet.

49. Part 2:Practice Papers and annotations

50. Part 2: Writing from Sources—Argument Scoring Considerations • Spend time analyzing the task criteria and guidelines • Spend time close reading texts and discussions of the evidence for both sides of the argument • Double score each argument • Note the differences between a 5-4 and a 4-3 on the rubric • Reiterate holistic grading • Reinforce what the state accepts as quality work is different from what we might expect in our classroom