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Transition to Common Core Assessments

Transition to Common Core Assessments. Presentation Overview. Required Exams for Different Student Cohorts The Regents Exam in Algebra I (Common Core) The Regents Exam in ELA (Common Core). Regents Exam Transition.

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Transition to Common Core Assessments

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  1. Transition to Common Core Assessments EngageNY.org

  2. Presentation Overview Required Exams for Different Student Cohorts The Regents Exam in Algebra I (Common Core) The Regents Exam in ELA (Common Core) EngageNY.org

  3. 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 EngageNY.org

  4. 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 EngageNY.org

  5. 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. EngageNY.org

  6. 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. EngageNY.org

  7. Which Exam to Take? EngageNY.org

  8. 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. EngageNY.org

  9. 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. EngageNY.org

  10. 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. EngageNY.org

  11. 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. EngageNY.org

  12. 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) EngageNY.org

  13. Regents Exam inAlgebra I (Common Core) EngageNY.org

  14. What to expect • Mathematics Assessment Shifts • Algebra I Test construction • Test Blueprint • Question Types • Sample questions • Background information • Resources EngageNY.org

  15. Assessment Shifts • 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 EngageNY.org

  16. Interpreting the Standards Four Common Core Resources • Progressions Documents - Describe how standards progress and the cohesive nature of the Common Core. • PARCC Model Content Frameworks - A guide to 3-11 Common Core testing. • A Story of Functions - A curriculum map for New York State high school math courses. • Illustrative Mathematics - A website containing examples by standard. EngageNY.org

  17. Algebra I (Common Core) standards that serve to introduce and reinforce the major standards EngageNY.org 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

  18. EngageNY.org

  19. 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 EngageNY.org

  20. 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. EngageNY.org

  21. 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. EngageNY.org

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  23. 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 EngageNY.org

  24. 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 EngageNY.org

  25. 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 EngageNY.org

  26. Algebra I (Common Core) ResourcesComing Soon to EngageNY Regents Exam in Algebra I Test Guide Webinars Algebra I Sample Questions (15 additional) EngageNY.org

  27. 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/ EngageNY.org

  28. 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/ EngageNY.org

  29. New York State Regents Exam in English Language Arts (Common Core) EngageNY.org

  30. Regents Examination in English Language Arts (Common Core): Overview • 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 EngageNY.org

  31. Test Blueprint: Regents Examination in English Language Arts (Common Core) • 31 EngageNY.org

  32. 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. EngageNY.org 32

  33. Exam in ELA (Common Core): Part 1

  34. Part 1: Reading Comprehension EngageNY.org 34

  35. 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 EngageNY.org 35

  36. 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 EngageNY.org 36

  37. 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”’ ) EngageNY.org 37

  38. 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. EngageNY.org 38

  39. Exam in ELA (Common Core): Part 2

  40. Part 2: Writing from Sources EngageNY.org 40

  41. 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? EngageNY.org 41

  42. Part 2: Writing from Sources Example Task • 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.

  43. Part 2: Writing from Sources Example Task 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. EngageNY.org 43

  44. 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. EngageNY.org 44

  45. Exam in ELA (Common Core): Part 3

  46. Part 3: Text Analysis EngageNY.org 46

  47. 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. EngageNY.org 47

  48. 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 EngageNY.org 48

  49. 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. EngageNY.org 49

  50. 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 EngageNY.org 50

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