Boston Collegiate Charter SchoolTeacher:___________________________Final Exam Assessment Audit8th HistoryCourse: ____________________________Objectives:I. Alignment: to determine what and how often standards are being assessed on our summative exams/experiences and get a quick snapshot on distribution of item difficulty.1- Remember, recall, list, identify, etc.2- Describe, explain, analyze, compare, contrast, etc.3- Evaluate, create, synthesize, justify, etc.

II. Needs Assessment: a. To identify content gaps in the content being covered on the final exam with short term changes and long terms changes in mind (recognizing that a huge adjustment in final may not reflect the course taught this calendar year)b. To determine if the assessment is doing what you want it to do - Does it provide a meaningful snapshot of what students should know and be able to do? Is this how you want them to show their learning?

III. PARCC considerations: To reflect on the rigor and mode of delivery of items on the exam (grades 5-8) in light of PARCC with short term changes and long terms changes in mind. Part I: AlignmentRead through the exam and complete the checklists below related to the standards, the assessments format and rigor.A. What standards are being assessed?

Test items that do not align to grade level standards:

Test Item NumberItem Difficulty(1, 2, 3)StandardsStrand

RH 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.KEY IDEAS AND DETAILS

RH 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

RH 6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.CRAFT AND STRUCTURE

RH 6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH 6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.INTEGRATION OF KNOWLEDGE AND IDEAS

RH 6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

RH 6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

RH 6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

Test Item NumberItem Difficulty(1, 2, 3)Writing

W 8.1 Write arguments to support claims with clear reasons and relevant evidence W 8.1A: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W 8.1B: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W 8.1C: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W 8.1D: Establish and maintain a formal style. W 8.1E: Provide a concluding statement or section that follows from and supports the argument presented.TEXT TYPES AND PURPOSES

Part II: Needs Assessment

What strand are you assessing most frequently? _________________________________________________

What standards am I not assessing on this final exam?StandardOops! I teach this and I need to put it in my finalUh-oh! I didnt teach this standard, so I need to put it in my curriculum next year

Part III: PARCC Alignment and Mode of DeliveryHow are students expected to show what they know?Test Format

TotalItem TypeTotalItem Type

Text Dependent questions (non-EBSR)Writing prompt with multiple texts

EBSR (Evidence-Based Selected Responses) with single answerITSO/Short Answer/Cause and Effect

EBSR (Evidence-Based Selected Responses) with multiple answersShort answer (text based)

Multiple ChoiceTimeline

Analysis of Text and Inclusion of Writing Text: Author:

Year: Length:

Text: Author:

Year: Length:

Text: Author:

Year: Length:

Text: Author:

Year: Length:

Text: Author:

Year: Length:

DBQ Prompt:

Number of sources required: ___________Number of quotes required: ___________Rubric Components: _________________________________________________________________________Writing Demands:

Part IV: Reflection on Final Exam

Strongest Component of AssessmentAreas for Improvement

What next?