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

New York State 2013 Grades 3-8 Common Core ELA

Rubric and Scoring Site Training

Scorers must know…

• You will need to plan to work until the job is done (estimated time is 5pm).

• Coaching, child care issues and appointments should be previously addressed to be able to accommodate the task.

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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.

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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.

What we know…

• There are no graphic organizers or short response questions to scaffold the extended response questions.

• No listening section• Grade 3 has no paired text• Grade 4-8 MAY have paired text• 2 pt. rubrics about reading comprehension and 4 pt. rubrics

seem to focus on written expression of comprehension.• Rubrics are only scoring Expository Writing…no narrative

rubrics exist “at this time” (According to Pearson and NYSED)

• No Condition Code A

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The New ELA 2- and 4-point Rubrics

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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

Holistic Scoring

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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.

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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.

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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.

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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.

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Q&A

2-point Rubric: Short-response

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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.


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• 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



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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



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• 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


Points to remember…

• Writing is to be considered the first draft.• These are not expected to be perfect papers, this

is on-demand writing.• Look for the “best fit” score-don’t over analyze.• The 2-point rubric is the same for grades 3-8

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Q&A

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Grade 3 ELA Extended-response (4-point) Rubric/Constructed-response

Grade 3 Expository Writing Evaluation Rubric

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Grade 3 Expository Writing Evaluation Rubric (Continued)

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 ideas and information clearly and accurately in order to support analysis of topics or text

W.2, R.1–9

—clearly introduce a topic in a manner that follows logically from the task and purpose —demonstrate comprehension and analysis of the text

—clearly introduce a topic in a manner that follows from the task and purpose

—demonstrate grade-appropriate comprehension of the text

—introduce a topic in a manner that follows generally from the task and purpose

—demonstrate a confused comprehension of the text

—introduce a topic in a manner that does not logically follow from the task and purpose

—demonstrate little understanding of the text

—demonstrate a lack of comprehension of the text or task

• 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.


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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 text to support analysis and reflection

W.2R.1–8

—develop the topic with relevant, well-chosen facts, definitions, and details throughout the essay

—develop the topic with relevant facts, definitions, and details throughout the essay

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

—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




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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

—clearly and consistently group related information together —skillfully connect ideas within categories of information using linking words and phrases — provide a concluding statement that follows clearly from the topic and information presented

—generally group related information together —connect ideas within categories of information using linking words and phrases

—provide a concluding statement that follows from the topic and information presented

—exhibit some attempt to group related information together —inconsistently connect ideas using some linking words and phrases

—provide a concluding statement that follows generally from the topic and information presented

—exhibit little attempt at organization

—lack the use of linking words and phrases

—provide a concluding statement that is illogical or unrelated to the topic and information presented

—exhibit no evidence of organization

—do not provide a concluding statement




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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

Grade 3 Things to Consider…

• CCLS are noted on the rubric…know what they are.

• A 4-point paper means that they can express themselves, in writing, what they understand from the text.

• 4-Point key terms for holistic scoring: skillfully developed, logical comprehension and analysis

• Conclusion for a 4 paper can be “the end” based on Pearson representative.

• Conventions are only a piece to the 4 point, use the “best fit” concept…no mention of paragraphing, but clear organization.

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Grade 3 Things to Consider… continued

• 3-Point key terms for holistic scoring: grade-level relevant

• 2-Point key terms for holistic scoring: general, emerging thinking

• 1-Point key terms for holistic scoring: No comprehension, lack of understanding, lack of evidence

Rubrics tell us; Guide papers show us!

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Q&A

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Grades 4-5 Extended-response (4-point) Rubric/Constructed-response

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Grades 4-5 Expository Writing Evaluation Rubric

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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 ideas and information clearly and accurately in order to support analysis of topics or text

W.2, R.1–9

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

— clearly introduce a topic in a manner that follows from the task and purpose —demonstrate grade-appropriate comprehension and 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 4-5 Expository Writing Evaluation Rubric (Continued)


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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.2W.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





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CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this


W.2L.3L.6

—exhibit clear, purposeful organization

—skillfully link ideas using grade-appropriate words and phrases —use grade-appropriate, stylistically sophisticated language and domain-specific vocabulary —provide a concluding statement that follows clearly from the topic and information presented

—exhibit clear organization —link ideas using grade-appropriate words and phrases —use grade-appropriate precise language and domain-specific vocabulary —provide a concluding statement that follows from the topic and information presented

—exhibit some attempt at organization —inconsistently link ideas using words and phrases —inconsistently use appropriate language and domain-specific vocabulary —provide a concluding statement that follows generally from the topic and information presented

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

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





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CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this


W.2L.1L.2








Grades 4+5 Things to Consider…

• CCLS standard W.9 appears in addition to gr. 3 rubric standards.• Language and domain-specific vocabulary are now introduced to

the rubric• 4-point terms to think about: insightful, purposeful• 3-point terms to think about: grade appropriate, clear organization,

relevant evidence• 2-point terms to think about: general, literal, some attempt, partial• 1-point terms to think about: minimal evidence, little

understanding, not developed• 0-point: No comprehension, lack of understanding, incoherent or

copied directly from text.• Conventions are only a piece to the 4 point, use the “best fit”

concept…no mention of paragraphing, but clear organization.

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

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Grades 6-8 Expository Writing Evaluation Rubric

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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.


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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






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CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this


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



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CRITERIA CCLSSCORE

4Essays at this

level:

3Essays at this

level:

2Essays at this

level:

1Essays at this

level:

0Essays at this


W.2L.1L.2







Grades 6-8 Things to Consider…

• To score a 4: compelling, insightful analysis, varied transitions, formal style, and notable sense of voice are all terms used to define a 4-pt. paper.

• To score a 3: grade-appropriate analysis, sustain the use of relevant evidence, with some lack of variety, appropriate transitions, language domain-specific vocabulary are phrases that all describe a 3-pt. paper.

• To score a 2: generally demonstrates, literal comprehension, inconsistent, fails to maintain formal style, emerging are all phrase to describe a 2-pt. paper.

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Grades 6-8 Things to Consider… continued

• To score a 1: not logical, little understanding, lack, little attempt, lack of command are all terms used to define a 1-pt. paper.

• To score a 0: lack of comprehension, no evidence, incoherent are phrases that all describe a 0-pt. paper.

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46

Q&A

Summary

• Define holistic scoring and how scoring differs from grading.

• Review of the new ELA constructed-response rubrics (2-point for all grades, 4-point rubrics for grade 3, grades 4-5, grades 6-8).

• Apply the new rubrics in guide and practice papers.

47Presentation Title

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Resources

For questions related to assessment: – Email your question to:

[email protected]– Check for additional information at the following

website http://www.p12.nysed.gov/assessment/ For questions related to APPR

– Email your question to: [email protected]

Additional information regarding the common core shifts can be found at the following website:

– http://engageny.org/resource/common-core-shifts/

mailto:[email protected]

http://www.p12.nysed.gov/assessment/

mailto:[email protected]

http://engageny.org/resource/common-core-shifts/

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

Documents

text details

comprehension of text

deep analysis of text

key text elements

specific portions of

support textbased analyses

entire texts

entire test