NYS ELA Regents Examination (Common Core) Scoring Training

NYS ELA Regents Examination (Common Core) Scoring Training
Introduce the presenters. Ensure each participant has a copy of the following materials: PowerPoint presentation (skeleton version) Teacher Packet 2 and Teacher Packet 3 Review the general purpose Site Training sessions: The purpose of this training is to give you a thorough understanding of the changes for scoring NYS CCLS ELA Regents that will be administered June 3. We will examine the new rubrics used to score Parts 2 and 3 of the exam and practice using these rubrics to score practice papers. We will post this presentation and a skeleton one you may use on scoring day to guide your training on the CI&A resource page. Print out sign-in sheet Make coffee—bring snacks Bring highlighters with sticky notes and tags. Bring copies of Teacher Packets Denise Pawlewicz Phyllis Litzenberger

Six Shifts in ELA Assessments
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. The six are found in all three parts of the exam. Shift 1: All three parts are consist of both literary texts and informational text Shift 2: MC questions and written responses do not require outside knowledge of a topic—all information needed can be found in the texts Shift 3: Each piece of text was carefully chosen using criteria to determine text complexity. Shifts 4 and 5: MC questions and writing prompts require students to dig into the text to support their answers Shift 6: Academic vocabulary is interwoven through the texts, writing prompts, MC questions, and directions.

Part 1 – Reading Comprehension Scorer Training
New York State Regents Examination in English Language Arts (Common Core) 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 There is not much we can do with this part of the exam. Hopefully students will take their time to read each text, read carefully all multiple-choice answers, and they look for the answers to the questions in the text before answering the question. This is tedious work but students cannot rush through this part.

Part 1: Reading Comprehension Multiple Choice Analysis
This is the break down for the standards the MC questions will assess. There are 24 questions worth 24 points total.

Part 2 – Writing From Sources: Argument Scorer Training
New York State Regents Examination in English Language Arts (Common Core) Part 2 – Writing From Sources: Argument Scorer Training

Training Protocol Analyze Task Analyze Rubric Read Texts
New York State Regents Examination in English Language Arts (Common Core) 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 The training protocol is the same as in years past.

Materials for Training
New York State Regents Examination in English Language Arts (Common Core) Materials for Training Part 2 Teacher’s Packet includes: Task Exam Texts Rubric Anchor Set Papers with Annotations Practice Set Papers with Annotations This information is the same as with the old Regents exam. You will be able to download this information after the test is given from Engageny or the NYSED.

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 This part of the exam is worth 24 points--it is the major writing piece to the test.

Part 2: Writing from Sources—Argument Task Analysis
Read the task for . . . Student tasks Topic Criteria Guidelines Texts What are the considerations for this part of the exam? What do scorers have to know and do? The guidelines are directly related to the rubric. Please refer to page 2 of your Teacher’s Packet.

Part 2: Writing from Sources—Argument Text Analysis
A Word About Social Networking Text 2 Impact of Social Media on Adolescent Behavioral Health in California Text 3 The Flight from Conversation Text 4 Solitude and Leadership 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. Note what might be used in an argument—maybe use a P and C or a B and an I. In the case of this particular argument you might use a B for beneficial or an H for harmful. You may want to supply your teachers with highlighters and sticky tags.

Holistic Scoring Overview
New York State Regents Examination in English Language Arts (Common Core) 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 Explain: : Look at the writing as a total piece of work, greater that the sum of its parts– A response may have some characteristics of adjacent score points, but you must assign the score that best describes the response as a whole – the “best fit” score. When scoring holistically: Read the entire response before determining a score, and then promptly assign a score – Students can often write themselves into or out of a score point, so it is important to read the whole response before assigning a score. Do not read and re-read a student response – by the third or fourth time reviewing a student response, it is no longer the same paper as when a reader reads it for the first time. Read supportively, looking for and rewarding those things done well in a response – When scoring holistically, you must weigh and balance what is done well in a response with areas that need improvement to find the best-fit score. Keep in mind that each response represents a first draft, written under timed conditions – These responses are not edited, polished pieces of student work. Even responses at the top score points will have errors.

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 There are six levels just as with the critical lens rubric, but only four criteria We will be looking at each of the four criteria separately—moving from left to right--noting how each level has subtle gradation Please refer to page 10 of your Teacher’s Packet.

Part 2: Writing from Sources—Argument Condition Codes
New York State Regents Examination in English Language Arts (Common Core) 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. Condition Codes: Essays that fall outside of the rubric—provides direct instruction for how to score the essay An essay that addresses fewer than required by the task can be scored no higher than a 3. Can references a text and not cite it formally and counted as a text. (This is why it is critical to know the texts well.)

Part 2: Content and Analysis: Rubric Levels
New York State Regents Examination in English Language Arts (Common Core) Part 2: Content and Analysis: Rubric Levels Criteria 6 Essays at this Level: 5 4 3 2 1 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 - 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 - 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 - 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 - introduce a claim - demonstrate confused or unclear analysis of the texts, failing to distinguish the claim from alternate or opposing claims - do not introduce a claim - do not demonstrate analysis of the texts Content and analysis: Content: Level 6: precise and insightful claim Level 5: precise and thoughtful claim Level 4: precise claim Level 3: reasonable claim Level 2: introduces a claim Level 1: no claim Analysis: Level 6: in-depth and insightful analysis--distinguishes the claim from alternate or opposing claims Level 5: thorough analysis--distinguishes the claim from alternate or opposing claims Level 4: appropriate and accurate analysis--distinguishes the claim from alternate or opposing claims Level 3: some analysis--insufficiently distinguishes the claim from alternate or opposing claims Level 2: confused, unclear analysis—fails to distinguish the claim from alternate or opposing claims Level 1: no analysis

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

Part 2: Coherence, Organization, and Style: Rubric Levels
New York State Regents Examination in English Language Arts (Common Core) Part 2: Coherence, Organization, and Style: Rubric Levels Criteria 6 Essays at this Level: 5 4 3 2 1 Coherence, Organization, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language - 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 - establish and maintain a formal style, using fluent and precise language and sound structure - exhibit acceptable organization of ideas and information to create a coherent essay - 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 - establish but fail to maintain a formal style, using primarily basic language and structure - exhibit inconsistent organization of ideas and information, failing to create a coherent essay - lack a formal style, using some language that is inappropriate 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 Coherence, Organization, and Style: Coherence, Organization: Level 6: skillful organization of ideas—cohesive and coherent essay Level 5: logical organization of ideas—cohesive and coherent essay Level 4: acceptable organization of ideas—coherent essay Level 3: some organization—mostly coherent essay Level 2: inconsistent organization—fails to create a coherent essay Level 1: little organization—minimal and unreliable coherency Style: Level 6: establish and maintain a formal style—sophisticated language and structure Level 5: establish and maintain a formal style—fluent and precise language and sound structure Level 4: establish and maintain a formal style—precise and appropriate language and structure Level 3: establish but fails to maintain a formal style—primarily basic language and structure Level 2: lacks a formal style—inappropriate or imprecise Level 1: predominately incoherent, inappropriate or copied directly from the task or texts

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

Part 2: Writing from Sources—Argument Anchor and Practice Papers
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. 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 It is worth the time to really understand how the texts can be used to develop an argument. Part 2 is the only part of the test where scorers have the opportunity to find points for students.

New York State Regents Examination in English Language Arts (Common Core)
Part 2: Anchor Papers Take the time with Part 2 to REVIEW the anchor papers against the rubric and the annotations. The use of highlighters will help with noting the claim, counterclaims, and texts used.

Anchor Paper – Part 2 – Level 6 – A
New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 6 – A Please refer to pages of your Teacher’s Packet

Anchor Paper – Part 2 – Level 6 – A Annotation
New York State Regents Examination in English Language Arts (Common Core) 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
New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 6 – B Please refer to pages of your Teacher’s Packet

Anchor Paper – Part 2 – Level 6 – B Annotation
New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 6 – B Annotation Please refer to page 18 of your Teacher’s Packet.

Anchor Paper – Part 2 – Level 5 – C
New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 5 – C Please refer to pages of your Teacher’s Packet

Anchor Paper – Part 2 – Level 5 – C Annotation
New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 5 – C Annotation Please refer to page 29 of your Teacher’s Packet.

New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 3 – B Please refer to page 42 of your Teacher’s Packet

New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 2 – A Please refer to page 47 of your Teacher’s Packet

New York State Regents Examination in English Language Arts (Common Core) Anchor Paper – Part 2 – Level 2 – B Please refer to page 49 of your Teacher’s Packet

Part 2: Practice Papers and annotations
New York State Regents Examination in English Language Arts (Common Core) 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
New York State Regents Examination in English Language Arts (Common Core) Part 3 – Text Analysis: Exposition Scorer Training

Training Protocol Analyze Task Analyze Rubric Read Texts
New York State Regents Examination in English Language Arts (Common Core) 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

Materials for Training
New York State Regents Examination in English Language Arts (Common Core) 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 Read, plan, and write.

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 What are the considerations for this part of the exam? What do scorers have to know and do? The guidelines are directly related to the rubric. 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 . Rubric overview: 4 levels and 4 criteria Close read the rubric from left to right for each criteria noting the subtle gradations Note the condition codes at the bottom Please refer to page 7 of your Teacher’s Packet.

Part 3- Rubric Condition Codes
New York State Regents Examination in English Language Arts (Common Core) 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
New York State Regents Examination in English Language Arts (Common Core) Part 3- Text Analysis: Exposition Rubric Levels: Content and Analysis Criteria 4 Responses at this Level: 3 2 1 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 -introduce a well-reasoned central idea and a writing strategy that clearly establish the criteria for analysis -demonstrate a thoughtful analysis of the author’s use of the writing strategy to develop the central idea -introduce a clear central idea and a writing strategy that establish the criteria for analysis -demonstrate an appropriate analysis of the author’s use of the writing strategy to develop the central idea -introduce a central idea and/or a writing strategy -demonstrate a superficial analysis of the author’s use of the writing strategy to develop the central idea -introduce a confused or incomplete central idea or writing strategy and/or -demonstrate a minimal analysis of the author’s use of the writing strategy to develop the central idea Content and analysis: Content: Level 4: well-reasoned central idea and a writing strategy for analysis Level 3: introduces a clear central idea and a writing strategy for analysis Level 2: introduces a central idea and/or a writing strategy Level 1: confused or incomplete central idea or writing strategy Analysis: Level 4: demonstrates a thoughtful analysis Level 3: demonstrates an appropriate analysis Level 2: demonstrates a superficial analysis Level 1: demonstrates minimal analysis

Part 3- Text Analysis: Exposition Rubric Levels: Command of Evidence
New York State Regents Examination in English Language Arts (Common Core) Part 3- Text Analysis: Exposition Rubric Levels: Command of Evidence Criteria 4 Responses at this Level: 3 2 1 Command of Evidence: the extend to which the response presents evidence from the provided text to support analysis -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 Command of Evidence: Level 4: clearly and consistently, effective use of specific and relevant evidence Level 3: sufficient, adequate use of relevant evidence Level 3: inconsistently, inadequately, and/or inaccurately, some evidence that may be irrelevant Level 1: little or no evidence

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

Responses at this Level:
New York State Regents Examination in English Language Arts (Common Core) Part 3- Text Analysis: Exposition Rubric Levels: Control of Conventions Criteria 4 Responses at this Level: 3 2 1 Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling -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 Control of Conventions: Level 4: control of conventions—infrequent errors Level 3: partial control of conventions—occasional errors that do not hinder comprehension Level 2: emerging control of conventions—some errors that hinder comprehension Level 1: lack of control of conventions—frequent errors that make comprehension difficult—unreliable use of conventions

Directions for Reviewing Anchor and Practice Papers
New York State Regents Examination in English Language Arts (Common Core) Directions for Reviewing Anchor and Practice Papers 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. 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

Part 3: Anchor Papers Please refer to page 8 of your Teacher’s Packet
New York State Regents Examination in English Language Arts (Common Core) Part 3: Anchor Papers Please refer to page 8 of your Teacher’s Packet

Part 3: Practice Papers and annotations
New York State Regents Examination in English Language Arts (Common Core) 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 Score Credits Weighting Factor Maximum Weighted Score Credits 1 24 2 6 4 3 8 TOTAL 56 Each of the three parts of the Regents Examination in English Language Arts (Common Core) has a number of raw score credits associated with the questions/tasks within that part. In order to ensure an appropriate distribution of credits across the test, each part is weighted. The weighting take into account anticipated time on task, content coverage, and psychometric properties of the test. The table shows the raw score credits, weighting factor, and maximum weighted score credits for each part of the test. This information will be used to determine each student’s scale score (final exam score) through the use of a conversion chart provided by NYSED.

NYS ELA Regents Examination (Common Core) Scoring Training

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