NYS ELA REGENTS EXAMINATION COMMON CORE SCORING TRAINING

NYS ELA REGENTS EXAMINATION (COMMON CORE) SCORING TRAINING Denise Pawlewicz Phyllis Litzenberger

Six Shifts in ELA Assessments Shift 1: Pre-K-5, Balancing Informational & Literary Texts Passages will be authentic, and will be balanced between informational and literary texts. Shift 2: 6 -12, Knowledge in the Disciplines Assessments will contain knowledge-based questions about the informational text; students will not need outside knowledge to respond. Shift 3: Staircase of Complexity Passage selection will be based on text complexity that is appropriate to grade level per Common Core. Shift 4: Text-based Answers Shift 5: Writing from Sources Questions will require students to marshal evidence from the text, including from paired passages. Shift 6: Academic Vocabulary Students will be tested directly on the meaning of pivotal, common terms, the definition of which can be discerned from the text. Academic vocabulary will also be tested indirectly through general comprehension of the text.

PART 1 – READING COMPREHENSION SCORER TRAINING

Part 1: Reading Comprehension Overview • 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

Part 1: Reading Comprehension Multiple Choice Analysis

PART 2 – WRITING FROM SOURCES: ARGUMENT SCORER TRAINING

Training Protocol 1. Analyze Task 2. Analyze Rubric 3. Read Texts 4. Read Anchor Papers Against the Rubric 5. Discuss the Annotations for Each Anchor Paper 6. Practice Scoring Sample Papers Using the Rubric 7. Discuss the Annotations for Each Practice Paper

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

Part 2: Writing from Sources—Argument Overview • 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

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

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. Text 1 Text 2 • A Word About Social Networking • Impact of Social Media on Adolescent Behavioral Health in California Text 3 • The Flight from Conversation Text 4 • Solitude and Leadership

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

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.

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.

Part 2: Content and Analysis: Rubric Levels Criteria 6 Essays at this Level: Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of the texts - introduce a precise and insightful claim, as directed by the task - demonstrate in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims 5 Essays at this Level: - introduce a precise and thoughtful claim, as directed by the task - demonstrate thorough analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims 4 Essays at this Level: - introduce a precise claim, as directed by the task - demonstrate appropriate and accurate analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims 3 Essays at this Level: - introduce a reasonable claim, as directed by the task - demonstrate some analysis of the texts, but insufficiently distinguish the claim from alternate or opposing claims 2 Essays at this Level: 1 Essays at this Level: - introduce a claim - do not introduce a claim - demonstrate confused or unclear analysis of the texts, failing to distinguish the claim from alternate or opposing claims - do not demonstrate analysis of the texts

Part 2: Command of Evidence: Rubric Levels Criteria Command of Evidence: the extent to which the essay presents evidence from the provided texts to support analysis 6 5 4 Essays at this Level: - present ideas fully and thoughtfully, making highly effective use of a wide range of specific and relevant evidence to support analysis - demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material - present ideas clearly and accurately, making effective use of specific and relevant evidence to support analysis - demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material 3 Essays at this Level: 2 Essays at this Level: 1 Essays at this Level: - present ideas sufficiently, making adequate use of specific and relevant evidence to support analysis - present ideas briefly, making use of some specific and relevant evidence to support analysis - present ideas inconsistently and/or inaccurately, in an attempt to support analysis, making use of some evidence that may be irrelevant - present little or no evidence from the texts - demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material - demonstrate inconsistent citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material - demonstrate - do not make little use of citations to avoid plagiarism when dealing with direct quotes and paraphrased material

Part 2: Coherence, Organization, and Style: Rubric Levels Criteria Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language 6 5 4 3 2 1 Essays at this Essays at this Level: Level: - exhibit skillful organization of ideas and information to create a cohesive and coherent essay - establish and maintain a formal style, using sophisticated language and structure - exhibit logical organization of ideas and information to create a cohesive and coherent essay - exhibit acceptable organization of ideas and information to create a coherent essay - establish and maintain a formal style, using fluent and precise language and sound structure - establish and maintain a formal style, using precise and appropriate language and structure - exhibit some organization of ideas and information to create a mostly coherent essay - exhibit inconsistent organization of ideas and information, failing to create a coherent essay - establish but - lack a formal fail to maintain style, using a formal style, some language using primarily that is basic language inappropriate and structure or imprecise - exhibit little organization of ideas and information - are minimal, making assessment unreliable - use language that is predominantly incoherent, inappropriate, or copied directly from the task or texts

Part 2: Control of Conventions: Rubric Levels Criteria Control of Conventions: the extent to which the essay demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling 6 5 Essays at this Level: - demonstrate control of conventions with essentially no errors, even with sophisticated language - demonstrate control of conventions, exhibiting occasional errors only when using sophisticated language 4 Essays at this Level: 3 Essays at this Level: - demonstrate partial control, exhibiting occasional errors that do not hinder comprehension - demonstrate emerging control, exhibiting occasional errors that hinder comprehension 2 Essays at this Level: - demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult 1 Essays at this Level: - are minimal, making assessment of conventions unreliable

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.

PART 2: ANCHOR PAPERS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

PART 2: PRACTICE PAPERS AND ANNOTATIONS

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

PART 3 – TEXT ANALYSIS: EXPOSITION SCORER TRAINING

Training Protocol 1. Analyze Task 2. Analyze Rubric 3. Read Texts 4. Read Anchor Papers Against the Rubric 5. Discuss the Annotations for Each Anchor Paper 6. Practice Scoring Sample Papers Using the Rubric 7. Discuss the Annotations for Each Practice Paper

Materials for Training Part 3 Teacher’s Packet includes: • • • Task Exam Texts Rubric Anchor Set Papers with Annotations Practice Set Papers with Annotations

Part 3: Text Analysis—Exposition Overview • Suggested completion time is 30 minutes • Student will. . . • Close read a text, it may be literary or information, totaling approximately 1, 000 • Write a two- to three- paragraph response

Part 3: Text Analysis—Exposition Task Analysis • Read the task for. . . • Student tasks • Topic • Criteria • Guidelines • Texts • Note a response is not an essay—it does not require introduction or conclusion paragraphs Please refer to page 2 of your Teacher’s Packet.

Part 3: Text Analysis—Exposition Text Analysis • Read the text John F. Kennedy Inaugural Address independently • As you read, note possible central ideas and writing strategies Please refer to pages 3 -6 of your Teacher’s Packet.

Part 3: Text Analysis—Exposition Rubric Analysis • Rate responses holistically using the four-point scale and the following criteria: • Content and Analysis • Command of Evidence • Coherence, Organization, and Style • Control of Conventions • . Please refer to page 7 of your Teacher’s Packet.

Part 3 - Rubric Condition Codes • A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1. • A response that is totally copied from the text with no original writing must me given a 0. • A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.

Part 3 - Text Analysis: Exposition Rubric Levels: Content and Analysis Criteria Content and Analysis: the extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text 4 3 2 1 Responses at this Level: -introduce a wellreasoned central idea and a writing strategy that clearly establish the criteria for analysis -introduce a clear central idea and a writing strategy that establish the criteria for analysis -introduce a central idea and/or a writing strategy -introduce a confused or incomplete central idea or writing strategy and/or -demonstrate a thoughtful analysis of the author’s use of the writing strategy to develop the central idea -demonstrate an appropriate analysis of the author’s use of the writing strategy to develop the central idea -demonstrate a superficial analysis of the author’s use of the writing strategy to develop the central idea -demonstrate a minimal analysis of the author’s use of the writing strategy to develop the central idea

Part 3 - Text Analysis: Exposition Rubric Levels: Command of Evidence Criteria Command of Evidence: the extend to which the response presents evidence from the provided text to support analysis 4 3 2 1 Responses at this Level: -present ideas clearly and consistently, making effective use of specific and relevant evidence to support analysis -present ideas sufficiently, making adequate use of relevant evidence to support analysis -present ideas inconsistently, inadequately, and/or inaccurately in an attempt to support analysis, making use of some evidence that may be irrelevant -present little or no evidence from the text

Part 3 - Text Analysis: Exposition Rubric Levels: Coherence, Organization, and Style Criteria Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language 4 3 2 1 Responses at this Level: -exhibit logical organization of ideas and information to create a cohesive and coherent response -exhibit acceptable organization of ideas and information to create a coherent response -establish and maintain a formal style, using appropriate language precise language and structure sound structure -exhibit inconsistent organization of ideas and information, failing to create a coherent response -exhibit little organization of ideas and information -lack a formal style, using language that is basic, inappropriate, or imprecise -use language that is predominantly incoherent, inappropriate, or copied directly from the task or text -are minimal, making assessment unreliable

Part 3 - Text Analysis: Exposition Rubric Levels: Control of Conventions Criteria Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling 4 3 2 1 Responses at this Level: -demonstrate control of the conventions with infrequent errors -demonstrate partial control of conventions with occasional errors that do not hinder comprehension -demonstrate emerging control of conventions with some errors that hinder comprehension -demonstrate a lack of control of conventions with frequent errors that make comprehension difficult -are minimal, making assessment of conventions unreliable

Directions for Reviewing 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 responses 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.

PART 3: ANCHOR PAPERS Please refer to page 8 of your Teacher’s Packet

PART 3: PRACTICE PAPERS AND ANNOTATIONS

Weighting of Test Parts • Each part has a raw score, which is converted into a weighted score credit using weighting factors • These weighting factors are based on anticipated time on task, content coverage, and psychometric properties of the test and given a weighting factor. Test Part Maximum Raw Weighting Weighted Score Credits Factor Credits 1 24 2 6 4 24 3 4 2 8 TOTA L 56