Language Standards NOT assessed in isolation for CRT May be
assessed in isolation for NRT DO NOT TEACH GRAMMAR IN
ISOLATION!!!
Slide 9
Slide 10
Slide 11
http://learnoas.ctb.com/GA/
Slide 12
Slide 13
Slide 14
Slide 15
Selected Response Item Which point is agreed upon by all four
firsthand accounts of Trumans conversation with Stalin (Texts 36)?
A. Stalin made a very limited response to Trumans announcement. B.
At the time, Stalin did not fully comprehend what Truman was
telling him. C. Stalin urged Truman to use the new weapon against
the Japanese. D. Truman indicated that the United States planned to
use its new weapon.
Slide 16
Passage Departure Which statement below best describes how the
authors choices regarding time and structure help advance a theme
of the story? A. The author contrasts Georges sociable nature to
Winesburgs unfriendliness to suggest that George will be happier
elsewhere. B. The author highlights the tension between George and
his father by having George experience flashbacks about Winesburg
while he rests on the train. C. The author focuses on the many
pleasant things about Winesburg in order to emphasize Georges fear
about leaving his home. D. The author adopts a slow pace with few
notable events in order to illuminate how quiet life is for George
in a town like Winesburg.
Slide 17
Passage for Constructed Response Paired Passage #1: An
informational essay about a science teachers exploration of The
Great Barrier Reef off the coast of Australia. A detailed
description of the characteristics of coral reefs is given. Paired
Passage #2: A poem entitled The Aquarium which gives a detailed,
colorful description of the tanks inhabitants.
Slide 18
Constructed Response Task ELACC9RL.1; ELACC9RI.1; ELACC9RL.2;
ELACC9L.1; ELACC9L.1 This task has more than one (1) part. Read
each part carefully and respond. Part A Identify and list colors
mentioned in the article and poem. In your list, include the
phrases in which these colors are described. Part B Using the above
list, analyze how the authors use of color helps the reader imagine
marine life. Be sure to complete ALL parts of the task. Use details
from the text to support your answer. Answer with complete
sentences, and use correct punctuation and grammar.
Slide 19
Exemplar Response Part A scarlet reds amethyst purples emerald
greens sapphire blues yellow iridescence silver shiftings white
bubbles grey shadows straw-coloured shimmer smear of rose, black
gold lawn Part B The authors use of details that describe bright,
radiant colors helps the reader to imagine marine life by
illustrating its vividness and beauty. For example, the poet helps
the reader imagine a specific type of fish by describing them as
Blue brilliance cut by black bars/An oblong pane of straw-coloured
shimmer. In the article, the author helps the reader to imagine the
coral reefs scarlet reds, amethyst purples, emerald greens, and
sapphire blues. Just like a painter uses colors to bring her
canvass to life, the authors describe different colors to bring
their texts to life. The response completes Part A by listing many
colors from the text and gives the detail from Part B. Remember:
There can be more than one correct answer for constructed response
items.
Slide 20
Student Response Score 3 Part A: In the article the author
describes coral and algae with colors like scarlet red, amethyst
purple, emerald green, and sapphire blue. In the poem colors and
phrases are used to describe fish and the ocean with, green and
yellow iridescence, silver, gold, grey- green opaqueness, blue
shadows against silver saffron water, oblique grey shadows, green
man-eting eels, metallic blue, yellow fins like oriental fans,
brilliant blue, rose black, silver, mauve, purple, green, pearl,
amethyst, white jerks, and long blue waves. Part B: The author uses
many different colors and descriptions to help the reader visualize
marine life. with the use of bright colors and similes to objects
like metal, the sun, and gemstones gives the reader a clear picture
of the bright and beautiful colors residing in the fish, coral, and
algae. The student demonstrates a clear understanding of the
article and poem by correctly identifying the colors mentioned in
the texts. The student lists most of the phrases in which the
colors are described. The student also explains how the authors use
of color helps the reader to imagine marine life The response
includes a few relevant details from the text with the use of
bright colors and similes to objects. The response demonstrates a
command of the conventions of standard English.
Slide 21
Teacher Feedback for Score Point 3 The teacher commends the
student for identifying and listing the color phrases from both
passages. The teacher commends the student for being able to
explain how the authors describe marine life using the similes from
the color descriptions. The teacher advises the student that more
specific details are needed to make it a 4 paper.
Slide 22
Student Response Score 2 Part A: In the article, the writer
describes the "bleached coral" which appears to be "sucked dry" of
all its colors. The writer also explains that the pictures look as
if they were drawn by an artist "with a fistful of crayons. In the
poem the writer describes the "streakes of green and yellow
iridescence" on the fish, "green bead eyes", and also the "blue and
gold lawn" which they swim about. Part B: When the author uses such
a variety of color to describe each and every detail in coral reef,
I can image it in my head. I can see the blue fish with the green
eyes swimming through the "long blue waves" with colorful coral
surrounding. The student demonstrates a basic understanding of the
article and poem by identifying a few of the colors mentioned in
the poem and includes the phrases in which the colors are
described. The student states how the authors use of color helps
the reader to imagine marine life. The response demonstrates a
command of the conventions of standard English. Though there are a
few minor errors in grammar and usage, meaning is clear.
Slide 23
Teacher Feedback for Score Point 2 The teacher tells the
student a few color phrases have been identified. The teacher
models how to find additional phrases and develop proper
explanations about their use. The teacher indicates that English
conventions need improvement.
Slide 24
Student Response Score 1 part A- the colors mentioned are
streaks of green and yellow,silver- gold,grey-green
opaqueness,sharp white bubbles,. part2- the author uses the colors
to help the reader visualize what the author is talking about. The
student demonstrates a little understanding of the article and poem
by correctly identifying a few colors and most of the phrases in
which these colors were described. Although the response includes
an attempt to analyze how the authors use of color helps the reader
to imagine marine life, it is not supported with details from the
texts. The response is too brief to demonstrate more than an
inconsistent command of the conventions of standard English.
Slide 25
Teacher Feedback for Score Point 1 The teacher commends the
student for correctly identifying some of the color phrases in the
passages. The teacher recommends working with one passage at a
time.
Slide 26
Demonstration lesson with active discussion Whole class
instruction/direct instruction Small, cooperative group activity
where students examine sample responses and their rubric components
Parent conferences Inclusion classes with multiple adult
supervisors/coaching Homework (only following extensive explanation
and experience with open-ended items provided by the teacher in the
classroom) Parent Night activity where parents and their children
work together No grades----rubric score accompanied by written
and/or oral feedback highly suggested because students are in the
process of learning the standards and improving based on feedback
Ways to Use Constructed Response Items
Slide 27
How Teachers Use Student Responses Determine students progress
towards mastery of standards and readiness to proceed to next level
Provide students with oral and written feedback specific to the
standard Design instructional next steps, which includes
re-teaching, remediation, and differentiation Self-assess
professional growth needs, such as additional professional
learning, collaboration, classroom materials and resources
Slide 28
Findings on Pilot Students in Georgia did not answer all parts
of the question If there is only one box, but two parts of a
question (Part A and Part B), students need to respond to both
parts in one cohesive answer.
Slide 29
Sample Open-Ended Item Extended Constructed Response English
Language Arts - Grade 6 Passage: The Tall Rock A story told by a
boy who is visiting his grandfathers house. He describes climbing
Mountain Rock with his younger brother and how the rock seems to
have gotten smaller as he has grown up.
Slide 30
Extended (Constructed) Response Item W.6.3; RL.6.6; W.6.3b;
W.6.4; L.6.1 4 points Write a conclusion to the story, told from
the narrators point of view twenty years later. Your narrative
should describe the narrators conclusions about the childhood
experiences with Mountain Rock, but now from the perspective of an
adult. Use details from the text to support your answer. Answer
with complete sentences, and use correct punctuation and
grammar.
Slide 31
Score Designation Description 4 Thoroughly Demonstrate d The
student demonstrates a thorough understanding by writing a
conclusion from the narrators point of view as an adult. The
conclusion describes the narrators conclusions in a way that
logically relates to events from the story, and that refers to many
specific details from the story. For example, the adult narrator
would logically have fond memories of Mountain Rock. The student
uses complete sentences, correct punctuation and grammar. 3 Clearly
Demonstrated The student demonstrates a clear understanding by
writing a conclusion from the narrators point of view. The
conclusion presents the narrators conclusions as an adult, and it
logically follows from events in the story. The conclusion includes
a few relevant details from the story; some details may be general.
The student uses mostly correct sentences, punctuation and grammar.
2 Basically Demonstrated The student demonstrates a basic
understanding by writing a conclusion about the narrators childhood
experiences with Mountain Rock. The conclusion deviates somewhat
from the scenario set up in the task, either by failing to
plausibly establish the narrator as an adult, or by creating
inconsistencies. The student uses minimal support from the story;
some support may be incorrect or irrelevant. The student uses some
correct sentences, punctuation and grammar. 1 Minimally
Demonstrated The student demonstrates a minimal understanding by
writing a conclusion that fails to address the topic of the
narrators childhood experiences, but rather continues where the
story leaves off, or presents the narrator as an adult in a way
that does not relate to childhood experiences. Examples could
include a conclusion in which the narrators family unpacks the car
and then enjoys a picnic by Mountain Rock, or a conclusion in which
the narrator describes his/her job or family as an adult. The
student includes no support from the story. The response has
significant errors in constructing complete sentences, and/or in
using correct punctuation and grammar. 0Incorrect or irrelevant The
response is incorrect or irrelevant.
Slide 32
Exemplar Response It was a long time ago the last time I
visited Mountain Rock. My grandparents sold their house about ten
years ago and moved to an apartment. Even though I am now an adult,
I still like to think about the fun I had on Mountain Rock. Of
course I got taller and taller until finally I could just step on
top of the rock without any help. It was cool to think that when I
was just a little kid I needed Grandpa to help me climb the rock.
Even when the rock didnt seem like a big mountain, Grandpa still
had to lift me to the top for a long time. One summer when I was a
teenager we took our five-year-old cousin Tracy with us to visit my
grandparents. On the way there I shouted I get to climb first. Nick
thought that was hilarious and said, You kids and your rock! just
like our mom used to say. Ill always have happy memories of
Mountain Rock.
Slide 33
Student Response Score 4 Twenty Years later,I still remember
those olden days we used to vist my grandparent's big white house
right up the hill on summer days. when i was little he'd swing me
up through the air.the whole hill spun me around the sky was blue
and bright.and, the tree's everywhere looked green and enormus.I
used to climb the mountain rock.Oh how we loved mountain
rock.everytime my brother said" I get to climb first. my mother
would say "you kids and your rock.When we reached their house my
brother would run and start to climb the rock my arents would just
smile put their hands around each other and watch.And i'd just
watch looking down.after my grandpa welcolmed us for a second i
thought the rock got smaller but it was just that i was getting
taller.But all at once i had a though no matter how big,tall or the
older i got this would always be the tallest place.I sure do love
those memories and i will always keep them!! The response presents
the narrators conclusion in a way that logically relates to events
from the story and that refers to many specific details from the
story. While on the surface this response may appear to summarize
the story, the way in which the student handles the language and
retelling makes it clear that the narrator truly is reliving fond
childhood events twenty years later. The student demonstrates a
thorough command of the conventions of standard English. Though
there are a few minor errors, primarily typographical, meaning is
clear throughout the response.
Slide 34
Student Response Score 3 20 years later, I had grown into a
full grown, mature adult. When we would visit my grandparents i
would travel with my mom, dad, and brother. Now that I am an adult
I travel with my wife and two girls. I still climb on the "Mountain
Rock" just mot as much as I did when I was a kid. Now that I am
grown I help my kids climb the wall. They love climbing the wall
even more than I did when I was their age. They are always arguing
on the trip to my grandparent's house. The main argument is "Who is
going to get to clim bthe wall first." Maybe, I will be a
grandparent someday and have a "Mountain Rock" for my grandkids to
climb on. The response includes a few relevant details from the
story. In order to achieve a higher score, the student needs one or
two additional specific details from the story. The student
demonstrates command of the conventions of standard English. There
are a few distracting errors in grammar and usage but meaning is
clear.
Slide 35
Student Response Score 2 I used to enjoy the climb on the
boulder at grandpa's house and how tall i used to feel, and i would
anticapate all six hours of the ride there. The rock used to be
like a mouantian to me, but now when I revisit I can tell that I
have grown alot throughout the years. But I will always remember
the thrill of being so high, and to this day it is still the
tallest place in the world to me. The student does not plausibly
establish the narrator as an adult. While the student appears to
show the narrator reflecting on the past, it is difficult to
determine whether or not he or she places the narrator twenty years
later or merely summarizes the narrators feelings in the story
provided. The student uses a few details from the story, but, in
order to achieve a higher score, he or she needs to more clearly
show that the setting is twenty years later. The student
demonstrates an inconsistent command of the conventions of standard
English. There are a few distracting errors in grammar and usage,
but they do not impede understanding.
Slide 36
Student Response Score 1 I realized it was the rock that made
it worth while,even thought the rock was not big to my eyes it was
big to my mind,which made the whole trip alot more memorible,and i
couldnt wait to come back next year. The student demonstrates a
minimal understanding by writing a conclusion that does not address
the narrators childhood experiences but rather continues where the
story leaves off. While the student does include support from the
story, his or her approach is not acceptable for a higher score.
The student demonstrates an inconsistent command of the conventions
of standard English. There are a few errors in grammar and usage,
but they do not impede understanding.
Slide 37
Observations from Scoring Some students wrote a non-narrative:
20 years later, the narrator could bring his on children to
Mountain Rock and remember the good times he had on Mountain rock
himself. Some students wrote in third person: the kids really loved
that rock,and they will all ways remeber it as if it was there
home.When they have kids they will show them the rock too so they
can climb it too. Some responses were too brief to adequately
address the prompt: I may have gotten older, but it`s times like
these that make me still feel how I felt when I was little. It has
been more than 20years since I have climbed the mountions. He
Rerember Those Experiences Because They Where Fun
Slide 38
Writing Logistics Part 3 is Extended Writing No other
assessment will be given on this day according to the GA DOE 70
minutes 7 points for the extended response (essay) Based on 2
paired passages (max. 800 words) Informational OR Argumentative Not
a published piece Strong Rough draft
Slide 39
Writing Logistics Part 3 Warm-up to the writing After reading
the paired passages students will Answer three selected response
items (3 points) Complete 1 Constructed Response item (2 points)
Write 1 Extended Response Informational or Argumentative Essay (7
points)
Slide 40
Scoring Information Writing will be hand-scored 2 raters per
paper Teachers will participate in calibration this summer to
establish scoring models Models will be used much like the old
writing assessment for the 4, 3, 2, 1 papers Delay in scores For
total assessment, Lexiles will still be correlated
Slide 41
Slide 42
Rubrics Constructed Response 0-2 scale rubric (RACE training)
and 0-4 general rubric 0-4 Item-specific rubric on assessment
Extended Constructed Response (Narrative) 0-4 scale rubric ; item
specific Extended Response (Informational/Argumentative) Analytical
Rubric to be released soon 2 Features:
Ideas/Development/Organization/Coherence Language
Usage/Conventions
Slide 43
Short Constructed Response Rubric 2 Points Gives sufficient
evidence of the ability to justify interpretations of information
Includes specific examples that make clear reference to the text
Adequately explains the use of these examples with clearly relevant
information from the text 1 Point Gives limited evidence of the
ability to justify interpretations of information Includes some
examples that make clear reference to the text Little to no
explanation of the examples with limited information from the text
0 Points Provides no evidence of the ability to justify
interpretations of information Includes no relevant information
from the text (May be on topic but information is not in connection
to the text provided) OR is vague
Slide 44
Rubric ScoreDesignationDescription 4Thoroughly Demonstrated The
student demonstrates a thorough understanding of the article and
poem by correctly identifying and listing colors mentioned in the
texts. The student lists the phrases in which the colors are
described. The student also explains how the authors use of color
helps the reader to imagine marine life. The response includes many
specific details from the texts and correct sentence, punctuation
and grammar. 3Clearly Demonstrated The student demonstrates a clear
understanding of the article and poem by correctly identifying and
listing colors mentioned in the texts. The student lists most of
the phrases in which the colors are described. The student states
how the authors use of color helps the reader to imagine marine
life. The response includes a few relevant details from the texts;
some details may be general. The student uses mostly correct
sentences, punctuation and grammar. 2Basically Demonstrated The
student demonstrates a basic understanding of the article and poem
by identifying a few of the colors mentioned in the texts. The
student includes a few of the phrases in which the colors are
described. The student states how the authors use of color helps
the reader to imagine marine life. The response includes minimal
support; some support may be incorrect or irrelevant. The student
uses some correct sentences, punctuation and grammar. 1Minimally
Demonstrated The student demonstrates little understanding of the
article and poem by correctly identifying one color, phrase
mentioned in the texts, but does not state how the authors use of
color helps the reader to imagine marine life. The response
includes no support from the texts and has significant errors in
sentence construction and/or in using correct punctuation and
grammar. 0Incorrect or Irrelevant The response is incorrect or
irrelevant.
Slide 45
Slide 46
Content Weights Not to be used to inform instructional time
Describes the break-down of the test only Knowledge and skills are
no longer discrete Reading and Vocabulary 53% Writing and Language
47%
Slide 47
Slide 48
Slide 49
Resources DO NOT WAIT ON GOFAR! STILL IN PROGRAMMING STAGES
(per GA DOE) GA OAS For teachers constructed response module
Released test items PARCC mini-assessments Kentucky writing
prompt
Slide 50
Waiver This year the assessment will not count as 20% of
students grades. As of today (this could change), it WILL somehow
factor into the Teacher Effectiveness Measure next year (data one
year behind) No re-tests Data will not arrive until next school
year
Slide 51
The Plan- Start week of 9/29 8 weeks of text-based constructed
response practice (from OAS formative bank) Saved by week
Concretely break down the prompt whole class Discuss the two parts
of the question Read the passage whole group/small
group/independently Students respond to one of the items each
practice time (Part A and B if the item has both) Have students
self-assess or peer assess Share a model with the class Review
student work/provide verbal or written feedback
Slide 52
The Plan Selected response mini-assessments 2 per grade (9 th
and 11 th ) The whole mini-assessment does not need to be
administered at one time Read the passage
together/partners/independently Break down the question and discuss
Have students respond to one or a few at a time Practice over
time!