new york state 2013 grades 3-8 common core ela rubric and scoring turnkey training

New York State 2013 Grades 3-8 Common Core ELA

Rubric and Scoring Turnkey Training

Housekeeping and Logistics

• 9:00-3:00• Morning and afternoon break• Lunch• Restrooms• Emergency exit locations• “Parking Lot” and Resources

2

Getting Started

3

Instructional Shifts

4

Shift 1Balancing Informational

& Literary Text

Shift 2


5


& Literary Text

Knowledge in the Disciplines

Shift 3

Shift 2


6


& Literary Text


Staircase of Complexity

Shift 4 & 5

Shift 3

Shift 2


7


& Literary Text



Text-based Answers and Writing from Sources

Shift 6

Shift 4 & 5

Shift 3

Shift 2


8


& Literary Text

Academic Vocabulary



Text-based Answers and Writing from Sources

In the past…

In the past students were asked to do things like:• Characterize the text.• Exhibit a cursory understanding of the lead character.• Comprehend one sentence from the entire text.• Understand basic, non-consequential vocabulary.• Answer without a deep analysis of text.• Look beyond text for stimuli.• Answer by recalling text details.• Answer without complete sentences required.

9

10

Now

Now, students are going to be asked to:• Comprehend complex, grade-level texts. (What should be noted is

comprehension of text is assumed, it is not the focus of measurement.)

• Identify central themes and key text elements.• Consider entire text.• Place aspects of the text in context of the entire text.• Move beyond basic recall of details within text in ways such as

making an inference as to how specific portions of text relate to the structure of the whole text or wrestle with meaningful, real-world questions.

• In terms of analysis, make and support text-based analyses, to support their text-based analyses with key details, and carry an analysis beyond one text, relating details to overarching messages of both entire texts.

The New ELA 2- and 4-point Rubrics

11

12

Our Goals

• Define holistic scoring and how it differs from typical grading.

• Review each ELA rubric in detail:– Short-response (2-point) Rubric/Constructed-

response – Extended-response (4-point)

Rubric/Constructed-response • Practice scoring some student examples.

Holistic Scoring

13

14

Holistic Scoring

When scoring holistically:• Read thoroughly, yet quickly, to gain an

impression of the entire response.• 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 a response.• Keep in mind that each response represents a first

draft, written under timed conditions.

Scoring versus Grading

• Scoring a state test is quite different from grading classroom papers.

• There is no single “correct” answer to the test questions.

• Students come to the test without knowledge of the passages or prompts.

• On-demand writing does not provide time to plan, edit, and revise work as does writing compositions for a class.

15

16

Guard Against Scoring Biases

Appearance of response• The quality of the handwriting,

the use of cursive or printing, margins, editing marks, cross-outs, and overall neatness are not part of the scoring criteria.

Offensive or Disturbing Content• If a student uses inappropriate language, adopts an offensive point of

view, or perhaps takes a naïve or narrow approach to a topic, readers should not let the student’s point of view affect the score. Likewise, readers should not let a student’s lifestyle or maturity level influence them either positively or negatively regarding their writing.

Guard Against Scoring Biases (Continued)

Reactions to Style• A reader’s own grammatical biases should not play a part in

assigning a score if the student has not violated standard writing conventions. In other words, beginning a sentence with “and,” the absence of a formal thesis sentence, the use of first or second person, or an informal tone are not necessarily wrong in this type of assessment.

Writer Personality• Writers may come across as brash, sassy, cute, self-aware, shy,

surly, flat, honest, or naïve. Readers are scoring the written passage, not the writer’s personality.

17

Guard Against Scoring Biases (Continued)

Reactions to Performance Assessments• Some readers may approach writing assessments with their own

biases in favor of one type of assessment over another. Or, they may believe it is impossible to fairly score writing. Or, they may feel as though the standards used in an assessment violate their own sense of what constitutes good writing. It is important for each reader to set aside his/her own biases in order to keep the scoring as standardized and as fair to each student as possible.

18

19

Keep in Mind…

• Remember: You are scoring, not grading.• Set aside your own grading practices while

scoring.• Determine scores based only on the work in the

student booklet, using state standards—not classroom standards—to score responses accurately, fairly, and consistently.

20

Grade 4 ELA Short-response (2-point) Rubric/Constructed-response

2-point Rubric: Short-response

21

Score Response Features2 Point The features of a 2-point response are

• Valid inferences and/or claims from the text where required by the prompt• Evidence of analysis of the text where required by the prompt• Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt

• Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt

• Complete sentences where errors do not impact readability

1 Point

The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt• Some relevant facts, definitions, concrete details, and/or other information from the text

to develop response according to the requirements of the prompt• Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is totally

inaccurate• No response (blank answer)• A response that is not written in English• A response that is unintelligible or indecipherable

If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.


22


• Valid inferences and/or claims from the text where required by the prompt

• Evidence of analysis of the text where required by the prompt• Relevant facts, definitions, concrete details, and/or other

information from the text to develop response according to the requirements of the prompt

• Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt

• Complete sentences where errors do not impact readability



23

Score Response Features1 Point

The features of a 1-point response are• A mostly literal recounting of events or details from the text as

required by the prompt• Some relevant facts, definitions, concrete details, and/or other

information from the text to develop response according to the requirements of the prompt

• Incomplete sentences or bullets



24


• A response that does not address any of the requirements of the prompt or is totally inaccurate

• No response (blank answer)• A response that is not written in English• A response that is unintelligible or indecipherable


25

Grade 8 ELA Extended-response (4-point) Rubric/Constructed-response

26

Grades 6-8 Expository Writing Evaluation Rubric

27

CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays 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 topics or texts

W.2 R.1–9

—clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose —demonstrate insightful analysis of the text(s)

— clearly introduce a topic in a manner that follows from the task and purpose —demonstrate grade-appropriate analysis of the text(s)

—introduce a topic in a manner that follows generally from the task and purpose —demonstrate a literal comprehension of the text(s)

—introduce a topic in a manner that does not logically follow from the task and purpose —demonstrate little understanding of the text(s)

—demonstrate a lack of comprehension of the text(s) or task

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.• A response totally copied from the text(s) with no original student writing should be scored a 0.

Grades 6-8 Expository Writing Evaluation Rubric (Continued)

28

CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this

level: COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection

W.9R.1–9

—develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) —sustain the use of varied, relevant evidence

—develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety

—partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —use relevant evidence with inconsistency

—demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

—provide no evidence or provide evidence that is completely irrelevant




29

CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this

level: COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

W.2L.3L.6

—exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning —establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice

—provide a concluding statement or section that is compelling and follows clearly from the topic and information presented

—exhibit clear organization, with the use of appropriate transitions to create a unified whole —establish and maintain a formal style using precise language and domain-specific vocabulary —provide a concluding statement or section that follows from the topic and information presented

—exhibit some attempt at organization, with inconsistent use of transitions —establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary —provide a concluding statement or section that follows generally from the topic and information presented

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task —lack a formal style, using language that is imprecise or inappropriate for the text(s) and task —provide a concluding statement or section that is illogical or unrelated to the topic and information presented

—exhibit no evidence of organization —use language that is predominantly incoherent or copied directly from the text(s) —do not provide a concluding statement or section



30

CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this

level: CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

W.2L.1L.2

—demonstrate grade-appropriate command of conventions, with few errors

—demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension

—demonstrate emerging command of conventions, with some errors that may hinder comprehension

—demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

—are minimal, making assessment of conventions unreliable


new york state 2013 grades 3-8 common core ela rubric and scoring turnkey training

Documents

common core ela rubric

training materials

todays training

turnkey training sessions

nys common core ela

ela rubrics

common core frame of

sample test questions