part ii transitions to ela coe lesley klenk, ela coe june 3, 2015
TRANSCRIPT
Part IITransitions to ELA COELESLEY KLENK, ELA COE
JUNE 3, 2015
A Discussion of the New ELA COE and SBAC Connections & Scoring
Topics to cover today:
Smarter Balanced and ELA COE shared passage criteria and item types for Claim 1 targets with example items
Claim 2 brief write development with an example brief write
Claim 2/Claim 4 Performance Task development with an example performance task prompt
Office of Superintendent of Public Instruction
Common Core Shifts for English Language Arts / Literacy
Building knowledge through content - rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
Passage Criteria for the ELA COE Readability and Text Complexity Qualitative Criteria for Claim 1 stimuli was important to maintain a High School reading level and content that required interpretation and close reading.
◦ The Smarter Balanced ELA assessment requires a single stimuli to meet specific readability and qualitative measures for each stimuli while the ELA COE’s adherence to the criteria is “averaged” across the tasks making up a complete submission (i.e., some stimuli may have a lower reading level {none below grade 9} while others may be higher {none above grade 11}).
ELA COE
Claim 1Claim
2Claim
4
Reading
Writing
Research
Segment 1
Segment 2
Claim 1
Claim 2
Claim 2
Claim 4
2 Full Writes2 Research Short
Responses per Task
4 Short Responses1 Brief Writes per
Task
4 Tasks 2 Tasks
The Item Specifications for the SBAC ELA assessment was used as a template for all ELA COE item types.
◦ Claim 1: a selected set of multiple choice stems were re-worked to create constructed-response reading items. Rubrics are under development, but will be refined during range-finding
◦ Claim 2: brief writes use the same preamble and stimuli templates, stems, and rubrics as the Smarter Balanced assessment
◦ Claim 4: constructed response items use the same item specifications for the stems. Rubrics are under development but will be refined during range-finding.
Office of Superintendent of Public Instruction
Claim 1 Assessment Targets
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text.
Targets 1-7: Literary Text
Targets 1 and 8: KEY DETAILS
Targets 2 and 9:CENTRAL IDEAS
Targets 3 and 10:
WORD MEANINGS
Targets 4 and 11:
REASONING and EVIDENCE
Targets 5 and 12:
ANALYSIS WITHIN AND
ACROSS TEXTS
Targets 8-14: Informational Text
Targets 6 and 13:
TEXT STRUCTURES
AND FEATURES
Targets 7 and 14:
LANGUAGE USE
ELA COE Test Blueprint Segment 1
Claim 1/Claim 2
Task # of Qs Item Type Claim1 Literary Points
Claim1 Informational Points
Claim 2 Points Total Points
Task 1
Literary
1 SR X Claim 1 8 points
Claim 2 2 points
2 SR X
3 SR X
4 SR X
5 BW X
Task 2
Literary/Informational Pair
1 SR X Claim 1 8 points
Claim 2 2 points
2 SR X
3 SR X
4 SR X
5 BW X
Task 3
Informational
1 SR X Claim 1 8 points
Claim 2 2 points
2 SR X
3 SR X
4 SR X
5 BW X
Task 4
Informational
1 SR X Claim 1 8 points
Claim 2 2 points
2 SR X
3 SR X
4 SR X
5 BW X
Total 20 16 SR 4 BW
14 18 8 40
AMY
Examples of a New ELA COE Claim 1 Task
A former COE passage: After Twenty Years
By O.Henry
Former COE questions
Claim 1: Target 1 – Key Details
The reader can conclude that Bob is a criminal. Use evidence from the text to support this conclusion and explain how the text evidence supports the conclusion.
Score Point 2 Exemplar: The police officer concluded that the man in the doorway was a criminal. He recognized his features from a criminal report that he saw from Chicago Police Department. The man’s square-jawed face, keen eyes, and the little white scar near his right eyebrow gave him away. He also seems wealthier than he should have been. His scarf pin had a diamond and the lid of his watch was set with small diamonds.
ELA COE Items – Target 1
2 points—the student selects details/evidence that directly support the inference/conclusion/idea. The student explains how the details/evidence best support the inference/conclusion/idea by drawing a connection between the inference/conclusion and the key details/evidence from the text.
1 point—the student selects details/evidence that minimally supports the inference/conclusion/idea. The student states how the details/evidence supports the inference but does not draw a connection between the inference/conclusion and the key details/evidence from the text.
0 points—the student states key details/text evidence from the text but does not explain how it connects to the inference/conclusion.
ELA COE Rubric
Claim 2 Assessment Targets
Students can produce effective writing for a range of purposes and
audiences.
Target 1a, 3a, 6a: WRITE BRIEF TEXTS
Target 1b, 3b, 6b: REVISE BRIEF TEXTS
Target 8: LANGUAGE
AND VOCABULARY
USE
Target 9:EDITING
Example of a new ELA COE brief write
Preamble:
A student is writing a research paper about Bethany Hamilton, a professional surfer who overcame losing her left arm in a shark attack. Read the draft of the paper and complete the task that follows:
Stimulus:
She is called the "soul surfer" and her story is nothing short of amazing. Imagine being on top of the world, having it all--athletic prowess and surfing skills far beyond others who ride the wild waves. Then, imagine it all comes crashing down in a horrifying moment. That is exactly what happened to young Bethany Hamilton, a phenomenal surfer, who by the age of 13 was on the rise as a young surfing star.
Yet, despite devastating adversity, Bethany has risen from the ashes to soar high once again.
On October 31, 2003, Bethany Hamilton struck out for an early morning surf with her best friend, her friend's father and her brother. After an exhilarating few hours of riding the waves, Bethany was resting on her surfboard, left arm dangling over the side. Seconds later, a 14-foot tiger shark attacked and severed her arm just below the left shoulder. Just like that, Bethany's life changed.
Student Notes for the Elaboration
The Rescue
Bethany almost died
Lost 60% of her blood
Rescued by a doctor who lived nearby
Overcoming the odds
Surgery saved her life
Spent a week in recovery
Returned to surfing 3 weeks after the attack
Use custom-made board
Longer and slightly thicker surfboard
Handle for right arm--easier to paddle
Learned to kick more
Winning Again
Entered competition in 2004
Came in 5th
Took first place in 2005 competitions
Beyond Surfing
Guest on many TV shows
Starred in her own movie "Soul Surfer"
Wrote a book about her life
Contestant on game show and won 25,000 dollars
Plays herself in movie Dolphin Tale 2
Married Adam Dirks in 2013
Prompt and exemplar for the brief write
Prompt:
Write two to three paragraphs following the underlined sentence that provides the teacher additional information about Bethany Hamilton's life providing evidence from the student’s notes.
Exemplar:
Bethany could have died from the shark attack, but due to her rescue by a nearby doctor, Bethany was saved. Although she had surgery to remove her arm, she was able to go back to surfing a few weeks later.
Her surf board was modified to help improve her balance. Bethany gained her confidence by improving her kick using a special handle on the side of the board.
Bethany made not only an amazing recovery, but she gained back her competitive spirit and excellent skills. She began entering competitions, starred in movies, and even wrote a book about her life. One of her greastest accomplishments was marrying her best friend, Adam Dirks.
Bethany’s story shows the power of the spirit to overcome obstacles. Everything she did from the shark attack on showed her strength ad resilience.
ELA COE Test Blueprint Segment 2
Claim 2/Claim 4
Task # of Qs Item Type Claim 2 Argumentation
Points
Claim 2 Explanatory
Points
Claim 4 Research
Points
Total Points
Task 5
Argumentation
1 FW X Claim 2 10 points
Claim 4 4 points
2 SR X
3 SR X
Task 6
Explanatory
1 FW X Claim 2 10 points
Claim 4 4 points
2 SR X
3 SR X
Total 6 2 FW 4 SR
10 10 8 28
Performance Task Development The Performance Task development process and components was used to create the tasks for the ELA COE◦Teachers developed the performance tasks using all Smarter Balanced assessment models
◦Use of copyright materials for research sources but a limited pool due to constraints on gaining permissions
◦The ELA COE design (extended time) makes access to the PT different than the PT access on the regular assessment
Classroom Activity Introduction of topic and class discussion led by educator
Students ask clarifying questions
Students read prompt—either argumentative or explanatory
Students review research sources— that, individually or combined, will include the following:◦ An editorial ◦ An informational article◦ A “pro” source◦ A “con” source◦ A personal narrative/article/essay
Students use the sources and their notes to answer two research items. The items are developed from the Claim 4 research targets.
Students draft, edit, revise an essay aligned to the task and the sources and submit it.
Content Coverage Content coverage and percentage of points possible follows
Smarter Balanced test map
o Claim 1—4 tasks, 4 questions per task, 2 points per question = 32 points
o Claim 2—4 brief writes, 2 points per brief write= 8 points
o Claim 2—2 full writes, 10 points each full write=20 points
o Claim 4—4 research questions, 2 points per question=8 points
