engageny.org transition to common core assessments

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Transition to Common Core Assessments

Presentation Overview

1. Required Exams for Different Student Cohorts

2. The Regents Exam in Algebra I (Common Core)

3. The Regents Exam in ELA (Common Core)

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Regents Exam Transition

• To ensure adequate notice and time for students to be prepared to take the new Regents Exams measuring the CCLS, the Department plans to provide an overlap in the administration of the current Regents Exams with the new Common Core Regents Exams.

• See the updated November memo from Ken Wagner:

http://www.p12.nysed.gov/assessment/commoncore/transitionccregents1113.pdf

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Regents Exam Transition

for Math• Based on feedback from the field, a

phased-in sequence will be provided for the new Common Core Regents Examinations in Mathematics.

• First administrations Algebra I (Common Core) – June 2014 Geometry (Common Core) – June 2015 Algebra II (Common Core) – June 2016

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Which Exam to Take?

• Any student who begins his or her first commencement-level math course in the 2013-14 school year or later:

must take the Common Core Regents Exam that corresponds to that course and

be provided with Common Core instruction.

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Which Exam to Take?

• Those students who began or will complete an Integrated Algebra, Geometry, or Algebra 2/Trigonometry course prior to the 2013-14 school year must:

take the corresponding Regents Exams aligned to the Mathematics Core Curriculum (Revised 2005), while those exams are still being offered.

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Which Exam to Take?

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Which Exam to Take?

• For the June 2014 , August 2014, and January 2015 administrations only:• students receiving Algebra I (Common Core)

instruction may, at local discretion, take the Regents Examination in Integrated Algebra in addition to the Regents Examination in Algebra I.

• Will the June 3, 2014 results for the Regents Exam in AI (CC) be available before the Regents Exam in IA is administered on June 20th?

No, they will not be available.

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Regents Exam in English Language Arts (Common

Core)• All students first entering Grade 9 in the 2013-14

school year or thereafter: must be provided with a high school English course

of study aligned to the CCLS and pass the new Regents Exam in ELA (Common

Core), which is designed to be administered at the end of Grade 11, to meet graduation requirements.

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Transition

• All students who first entered Grade 9 prior to the 2013-14 school year:

may meet the requirements for graduation by enrolling in Common Core English courses and passing the new Regents Exam in ELA (Common Core) or

enrolling in English courses aligned to the 2005 Learning Standards and passing the Regents Comprehensive Exam in English (2005 Learning Standards), while that exam is still being offered.

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Regents Exam in ELA (CC)• Regents Exam in ELA (CC) – first admin. 6/14

• For the January, June & Aug. 2014 administrations only, students enrolled in CC English courses may, at local discretion, take the Regents Comp Exam in English (2005 LS) in addition to the Regents Exam in ELA (CC)

• In January 2014, students may take the 2005 Regents Comp Exam in English (there is no CC Regents ELA being given in Jan. 2014) and then may take the CC Regents ELA in June 2014 and use whichever score is higher to fulfill the Regents exam requirement.

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If students take the old Regents Exam in addition to the new Regents Exam:

• the higher of the two scores may be used for local transcript purposes, and will be used for institutional accountability for the 2013-14 school year

• students may meet the exam requirement for graduation by passing either exam (old exam or new CC exam)

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Regents Exam inAlgebra I (Common

Core)

What to expect

• Mathematics Assessment Shifts • Algebra I Test construction

Test Blueprint Question Types

• Sample questions Background information

• Resources

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• Focus - Priority Standards

• Coherence - Progression across grade levels

• Fluency - See PARCC MCF Examples include manipulating algebraic expressions and work

equations of lines.

• Deep Understanding - Multiple Perspectives

• Application - Real World Situations

• Dual Intensity - Balance between fluency, deep understanding and application

Assessment Shifts

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Interpreting the Standards

Four Common Core Resources1. Progressions Documents - Describe how

standards progress and the cohesive nature of the Common Core.

2. PARCC Model Content Frameworks - A guide to 3-11 Common Core testing.

3. A Story of Functions - A curriculum map for New York State high school math courses.

4. Illustrative Mathematics - A website containing examples by standard.

Algebra I (Common Core)

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Content Emphasis• The CCLS for Mathematics were designed with the understanding

that not all clusters should be emphasized equally in instruction or testing.

Cluster Emphasis• Major

The intended instructional focus in Algebra I Count for the majority of the Regents Exam in Algebra I (CC)

questions Primarily: Algebra and Functions conceptual categories

• Supporting• Additional

standards that serve to introduce and reinforce the major standards

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Test Blueprint

Conceptual CategoryPercent of Exam

by Points

Number and Quantity 2% - 8%

Algebra 50% - 56%

Functions 32% - 38%

Statistics and Probability 5% - 10%

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Multiple-Choice (MC) Questions

• Designed to assess CCLS for Mathematics while incorporating standards and math practices in real-world applications

• Will be assessing procedural and conceptual knowledge and skills while applying knowledge to various situations

• Will require the use of multiple skills and concepts

• Distractors will be based on plausible missteps

Constructed Response (CR) Questions

• Questions will be similar in structure to those on previous Regents Exams. Students will be asked to show their work in completing one or more tasks on questions that may sometimes include multiple parts.

• Students will be asked to show their understanding of math procedures, conceptual understanding, and application.

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Algebra I (Common Core)

Multiple Representations The same content may be assessed

differently from one year to the next. It is possible that a standard will be

assessed more than once on the same exam without overlapping the content.

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2014 Regents Exam in Algebra I (CC) Test Design

Algebra I Exam

Number of Questions

Point Valueper Question

Total Point Value per Section

Part I 24 MC 2 48Part II 8 CR 2 16Part III 4 CR 4 16Part IV 1 CR 6 6Total 37 - 86

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Sample Questions• Originally released at May 2013 NTI, Network Team

Institute

• Teaching Tools which demonstrate the instructional shifts demanded by the CCLS

• Tools to clarify how the CCLS should drive instruction

• The questions were created and reviewed collaboratively between NYSED and teachers from around New York State in line with the process for the creation of questions on operational exams

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How Can the Sample Questions Be Used?

• Consider the instructional changes that will need to occur in your classroom

• Interpret how the standards are conceptualized in each question

• Note the multiple ways a standard can be addressed

• Note the application of mathematical ways of thinking to real-world issues and challenges

• Use a framework to create your own Common Core aligned sample questions for your own classroom or school

Algebra I (Common Core) Resources Available on

EngageNY• About the Regents Exam in Algebra I • Regents Exam in Algebra I Test Blueprint• Algebra I Standards Clarification• Question Types Overview• Guidelines for Writing Items – MCQs• Guidelines for Writing Items – CRs• Multiple Representations• Item Criteria Checklist• Mathematics Tools• Reference Sheet• Algebra I Sample Items (8 items presented at NTI)• Graphing Calculator Guidelines

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Algebra I (Common Core) Resources

Coming Soon to EngageNY• Regents Exam in Algebra I Test Guide

• Webinars

• Algebra I Sample Questions (15 additional)

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Resources• Regents Exam information for Mathematics

http://www.engageny.org/resource/regents-exams-mathematics

• New York State P-12 Common Core Learning Standards for Mathematics http://www.engageny.org/resource/new-york-state-p-12-common-core-

learning-standards-for-mathematics

• Standards for Mathematical Practice http://www.corestandards.org/Math/Practice

• A Story of Functions http://www.engageny.org/resource/grades-9-12-mathematics-curriculum-

map

• Content Emphases http://www.engageny.org/resource/math-content-emphases/

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Resources• Curriculum Modules on EngageNY

http://www.engageny.org/resource/high-school-algebra-i

• Sample Questions on EngageNY www.engageny.org/resource/regents-exams-mathematics-algebra-i-

sample-items

• PARCC Model Content Frameworks http://www.parcconline.org/parcc-model-content-frameworks

• Progressions Documents http://ime.math.arizona.edu/progressions/

• Illustrative Mathematics- Examples by Standard http://www.illustrativemathematics.org/

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New York State Regents Exam in English Language

Arts (Common Core)

• Designed for administration at end of Grade 11 • Administered in three hours by paper and pencil

• Measures Grades 11-12 and Anchor CCLS Standards in Reading, Writing, and Language

• Assesses the knowledge and skills that students need to meet Common Core expectations for 11th grade English

• Built upon a balance of literature and informational texts of appropriate complexity for 11th -CCR Grade Band

• Demands close reading of text and text-based writing

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Regents Examination in English Language Arts (Common Core): Overview

Test Blueprint: Regents Examination in English Language Arts (Common Core)

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Test Part Suggested Time

Standards Addressed(coverage will vary)

Text Description Student Task

PART 1 READING COMPREHENSION

60 minutes

RL.1-6, 10RI.1-6, 8-10L.3-5

2 – 3 textsUp to approximately 2,600 words total Each test will contain at least one literature and one informational text.

Students will perform a close reading of the texts and answer 24 multiple-choice questions.

PART 2 WRITING FROM SOURCES

90 minutes

RL.1-6,10-11RI.1-10W.1, 4,9L.1-6

2 – 5 textsUp to approximately 2,600 words total Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text.

Students will perform a close reading of the texts and write a source-based argument, as directed by the task.

PART 3 TEXT ANALYSIS

30 minutes

RL.1-6, 10RI.1-6, 8-10W.2,4,9L.1-6

1 textUp to approximately 1,000 words Each test will contain one literature or one informational text.

Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.

Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used.

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Types of Texts on the Test

• Literature Texts Include stories (the subgenres of adventure stories, historical

fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels); drama (one-act and multi-act plays); and poetry (the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

• Informational Texts Consist of literary nonfiction (the subgenres of exposition,

argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and accounts written for a broad audience).

• All texts and graphics Must be authentic and published in reputable print or web

sources.

Exam in ELA (Common Core): Part 1

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Part 1: Reading Comprehension

Standards Addressed

Text Description Student task

RL.1-6, 10

RI.1-6, 8-10

L.3-5

2-3 textsUp to approximately 2,600 words Each test will contain at least one literature and one informational text.

Students will perform a close reading of the texts and answer 24 multiple-choice question.

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Part 1: Texts • The literature and informational texts that students read closely to answer

text based multiple-choice questions

Are worth reading

Are examples of CCLS aligned texts that could be used in classroom instruction

Are appropriate for 11th grade students on the Regents Exam in ELA (CC)

Are content rich and complex

Are sufficiently accessible and interesting to engage students in close reading

Represent a variety of genres

Represent multiple perspectives

Support text based multiple-choice questions

Provide sufficient evidence for students to understand unfamiliar contexts or information

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Part 1: Multiple-Choice Questions

• Multiple-Choice Questions Measure specific CCLS Standards in Reading Literature, Reading

Informational Text, and Language Require close reading of the text Require understanding what is presented in the four corners of the text Are important to an understanding of the text as a whole

• Question Stems Are clear and unambiguous Use vocabulary that is appropriate for 11th grade Are text based

• Question Options Are clear and unambiguous Are text based and plausible Have one and only one correct answer Require that students understand the text May require students to reread the text May require students to reread more than one part of the text

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Part 1: MC Question Example

• What evidence from the text best clarifies the author’s claim in lines 34 through 39 (“Even the poorest…amounts”)?

(1) lines 40 through 42 (“Poor and restricted…inestimable boon”)

(2) lines 52 through 54 (“This, then, … or extravagance”) (3) lines 63 and 64 (“The laws… distribution free”) (4) lines 65 through 68 (“Individualism…for itself”’ )

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Part 1: MC Question Example

• Key: 4

• CCLS: RI.11-12.3

• Commentary: This item measures CCLS RI.11-12.3 because it asks students to analyze a complex set of ideas and how they develop over the course of the text.

• Rationale: Option 4 is correct. The author is claiming that the poor should be wise enough to realize that the wealthy have their wealth because they are better at money management and they should remain “trustees” of that wealth and distribute it wisely.

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Part 2: Writing from Sources

Standards Addressed


RL.1-6,10-11

RI.1-10

W.1, 4,9

L.1-6

2 – 5 textsUp to approximately 2,600 words total Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text.

Students will perform a close reading of the texts and write a source-based argument, as directed by the task.

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Part 2: Writing from Sources Example Task

• Directions: Closely read each of the five texts provided on pages …

through … and write an evidence-based argument on the topic below.

You may use the margins to take notes as you read and the next page to plan your response.

Write your response in the space provided.

• Topic: Was the Federal Theatre Project successful?


• Your Task: Carefully read each of the five texts provided.

Then, using evidence from at least four of the texts, write a well-developed argument regarding the success of the Federal Theatre Project.

Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific and relevant evidence from at least four of the texts to develop your argument.

Do not simply summarize each text.

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• Guidelines Be sure to:

Establish your claim regarding the success of the Federal Theatre Project.

Distinguish your claim from alternate or opposing claims.

Use specific, relevant, and sufficient evidence from at least four of the texts to develop your argument.

Identify the source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic).

Organize your ideas in a cohesive and coherent manner.

Maintain a formal style of writing.

Follow the conventions of standard written English.

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Part 2: Scoring Rubric Criteria

• Student Argument Essays are rated holistically using a six point scale using the following 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.

Command of Evidence: the extent to which the response presents evidence from the provided text to support analysis.

Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language.

Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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Part 3: Text AnalysisStandards Addressed


RL.1-6, 10

RI.1-6, 8-10

W.2,4,9

L.1-6

1 textUp to approximately 1,000 words Each test will contain one literature or one informational text.

Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.

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Part 3: Text Analysis Example Task

• Your Task:

Closely read the text provided on pages … through … and write a well-developed, text-based response of two to three paragraphs.

In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.

Use strong and thorough evidence from the text to support your analysis.

Do not simply summarize the text. You may use the margins to take notes as you read and the next page to plan your response. Write your response in the spaces provided.

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Part 3: Text Analysis Example Task

• Guidelines:Be sure to:

Identify a central idea in the text

Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.

Use strong and thorough evidence from the text to support your analysis

Organize your ideas in a cohesive and coherent manner

Maintain a formal style of writing

Follow the conventions of standard written English

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Part 3: Scoring Rubric Criteria

• Student responses are rated holistically using a four point scale using the following 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.

Command of Evidence: the extent to which the response presents evidence from the provided text to support analysis.

Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language.

Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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Regents Examination in English Language Arts (Common Core)

Resources

• Coming soon to EngageNY.org http://www.engageny.org/common-core-curriculum-assessments

Test Guide Test Sample Items

• Currently on EngageNY.org Curriculum Modules Common Core Reading Guides

Thank You!Any Questions?

• Additional questions can be forwarded to the following addresses:

Test-Related Questions:• [email protected]

Curriculum and Instruction Questions:• [email protected]

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