This document summarizes a workshop on designing Common Core assessments. It discusses the goals of the Common Core standards in English Language Arts, including an emphasis on complex texts, evidence-based reading and writing, and building knowledge through non-fiction. It provides an overview of formative and summative assessments and samples from the PARCC and NYSED assessments. The document also covers designing leveled multiple choice questions, using assessment data, and the Lexmark scanner for compiling data.
2. Goals for the Workshop
10:00 – 10:40
Goals of Common Core
in ELA
Formative and
Summative Assessments
PARCC and NYSED
Assessment Samples
Designing Leveled
Multiple Choice Questions
10:40 – 11:00
Using Data from
Assessments
Using the Lexmark
Scanner to Compile
Data
3. Common Core Standards
Goals of Common Core in ELA:
Complexity: The standards require regular
practice with complex text and its academic
language
Evidence: The standards emphasize reading
and writing grounded in evidence from text,
both literary and informational
Knowledge: The standards require building
knowledge through content rich non-fiction
-http://www.parcconline.org/samples/item-task-prototypes
4. Assessment: Assessment
should reflect the
learning agreed upon
in the curriculum
(which is informed by
the CCS). Once the
curriculum units of study
are established,
teachers should use the
standards as a guide to
creating summative
assessments that reflect
the implicit and explicit
understandings of the
unit of study.
Common Core
Standards
How should the
standards inform
assessment?
5. Assessment:
When summative
assessments are
agreed upon,
teachers can discuss
specific content
choices that will best
support their
learning outcomes,
and craft individual
formative
assessments based
on the day-to-day
feedback they get
from students.
Common Core
Standards
How should the
standards inform
assessment?
6. Formative Assessment:
Assessment for
learning.
How will the teacher
monitor students’
understandings?
-group discussions
-whole class discussions
-quizzes and tests
-draft writing assignments
-general homework and
classwork activities
Common Core
Standards
How should the
standards inform
assessment?
7. Summative
Assessment:
Assessment of learning.
How will students
demonstrate their
understandings?
-On-demand writing or final
draft writing pieces
-Multiple choice
tests/exams
-Projects (multi-media
presentations)
Common Core
Standards
How should the
standards inform
assessment?
8. PARCC Assessments
PARCC: Partnership for Assessment of
Readiness for College and Careers
A consortium of 23 states (plus the U.S.
Virgin Islands) working together to develop
a common set of K-12 assessments in English
and math anchored in what it takes to be
ready for college and careers.
http://www.parcconline.org/about-parcc
9. PARCC Assessments
New York State is not yet
totally vested; teachers
are encouraged to
primarily focus on the
Common Core shifts as
PARCC and NYSED work
together to determine if
PARCC is a suitable
parallel to New York
State’s current assessment
model and New York
State’s ability to
administer online
assessments.
10. PARCC Assessments
PARCC assessment
prototypes are built
with Common Core in
mind.
Although NYS may
not use them
specifically, they are
valuable in how they
connect assessment
to Common Core
philosophy.
11. PARCC Assessments
Each grade level
has four tasks:
Literary Analysis
Task
Narrative Task
Research
Simulation Task
End-of-Year
Assessment
12. PARCC Assessments
Literary Analysis:
The Literature Task plays an
important role in honing
students’ ability to read
complex text closely, a skill
that research reveals as the
most significant factor
differentiating college-ready
from non-college-ready
readers. This task will ask
students to carefully consider
literature worthy of close study
and compose an analytic
essay.
http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
13. PARCC Assessments
Narrative:
The Narrative Task broadens
the way in which students may
use this type of writing.
Narrative writing can be used
to convey experiences or
events, real or imaginary. In
this task, students may be
asked to write a story, detail a
scientific process, write a
historical account of
important figures, or describe
an account of events, scenes,
or objects.
http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
14. PARCC Assessments
Research Simulation:
The Research Simulation Task is an
assessment component worthy of
student preparation because it asks
students to exercise the career- and
college- readiness skills of
observation, deduction, and proper
use and evaluation of evidence
across text types.
In this task, students will analyze an
informational topic presented
through several articles or multimedia
stimuli, the first text being an anchor
text that introduces the topic.
Students will engage with the texts by
answering a series of questions and
synthesizing information from multiple
sources in order to write two analytic
essays.
http://www.parcconline.org/samples/english-language-artsliteracy/grade-6-elaliteracy
15. PARCC Assessments
End-of-Year Assessment:
On the end-of-year
assessment, students have the
opportunity to demonstrate
their ability to read and
comprehend complex
informational and literary
texts. Questions will be
sequenced in a way that they
will draw students into deeper
encounters with the texts and
will result in more thorough
comprehension of the
concepts.
http://www.parcconline.org/samples/english-language-
artsliteracy/grade-6-elaliteracy
16.
17.
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19.
20. Designing a Leveled Multiple
Choice Assessment
Decide how it will be used (as a formative
or a summative assessment)
Decide whether it will be a content or skill
transfer assessment (Will it assess
knowledge of the literature studied in
class or will it assess reading
comprehension?)
21. Designing a Leveled Multiple
Choice Assessment
Decide the total number of questions
(fewer questions translates to higher
stakes) and whether a curve will be
applied.
Determine how many level 1 (knowledge
and recall), level 2 (inference and
analysis), and level 3 (synthesis and
evaluation) questions it will contain.
22.
23.
24.
25. NYSED Sample Assessments
ELA Questions:
Interpret the way standards are
conceptualized in each question.
Consider the instructional
changes that will need to occur
in your classroom.
Analyze the reading
comprehension, argumentation,
and marshaling of evidence
called for in the constructed
response questions.
Pay attention to the text-based
distractors in each multiple-
choice question.
http://www.p12.nysed.gov/assessment/common-core-sample-questions/
26. NYSED Sample Assessments
ELA Questions:
Don’t limit the amount of
writing your students do in
the classroom.
Don’t assume that the
lined space provided for
constructed response
indicates the amount of
writing students should
provide to respond to the
question.
Don’t assume that the
sample questions represent
a mini-version of future state
assessments.
http://www.p12.nysed.gov/assessment/common-core-sample-questions/
27. Level One Questions
Assess basic knowledge and recall
Have answers that are explicit and
located directly in the text
Do not require inference or analysis skills
May require the ability to retell what is in
the text or communicate the chronology
of events in the text
28. Level Two Questions
Assess inference and analysis skills
Have answers that are implicitly stated in the
text
Require the use of context to determine the
answer
May require the use of prior knowledge to
determine answers: knowledge of
vocabulary; knowledge of writing techniques
such as symbolism, satire, or metaphor; and
knowledge of writing elements such as tone,
conflict, or point of view
29. Level Three Questions
Assess synthesis and evaluation skills
Have answers that are implicitly stated in the text
Require the use of context to determine the
answer
May require the use of prior knowledge
May ask students to compare/contrast multiple
texts
May ask students to make a judgment about a
writer’s purpose based on elements and
techniques used in the text
30. Sample Level One Question
TEXT: All QUIET ON THE WESTERN FRONT
(excerpt)
What is the actual setting of this passage?
A) A hospital
B) A torture-chamber
C) A shelter
31. Sample Level Two Question
TEXT: All QUIET ON THE WESTERN FRONT
(excerpt)
As used in line 16 of the passage, the word
shattered most closely means:
A)spread out
B) traumatized
C) tired
32. Sample Level Two Question
TEXT: All QUIET ON THE WESTERN FRONT
(excerpt)
Which line best supports the central idea of the
passage?
A)A hospital alone shows what war is. (line 24)
B)Here a man realizes for the first time how
many places a man can get hit. (lines 5 and 6)
C)How senseless is everything that can ever
be written, done or thought, when such things
are possible. (lines 20 and 21)
33. Sample Level Three Question
TEXT: All QUIET ON THE WESTERN FRONT
(excerpt)
The author’s attitude in writing this text could
be construed as:
A) Indifference
B) Sorrow
C)Empathy
34. Sample Level Three Question
TEXT: All QUIET ON THE WESTERN FRONT
(excerpt)
In lines 18-20, why does the author repeat the
phrase “hundreds of thousands”?
A) To provide a full count of all the hospitalized
men.
B) To show that the war involves other
countries besides his own.
C) To illustrate the devastation and human toll
of war.
35. A Process for Designing
Level 2 and Level 3 Questions
Review the chosen text
Establish the genre (narrative, persuasive,
informative/expository)
Establish the main/central idea
Highlight the sentences/lines that helped
identify the main/central idea or any other
key ideas and details
Create questions that ask students to do the
same: use direct lines from the text in your
questions
36. A Process for Designing
Level 2 and Level 3 Questions
Identify other important aspects of
the text, such as academic
vocabulary; transition sentences;
author bias/loaded words and
phrases; and use of writing
techniques such as symbolism,
irony, or metaphor.
37. A Process for Designing
Level 2 and Level 3 Questions
Examine how the author uses writing elements
such as point of view or tone, or writing
techniques such as repetition or symbolism to
communicate his/her message.
Write questions that ask students to identify
one of three things:
-The element or technique itself
-The information gained from the author’s
use of the element or technique
-How the use of the element or technique
affects the message
38. A Process for Designing Level 2 and Level 3
Questions
Review the following text:
“When It’s Too Late to Warn Iran,”
by Doug Marlette
With a partner, develop a level 1, level 2,
and level 3 question. Please be prepared to
share with your colleagues.
39. When It’s Too Late To Warn Iran
This cartoon appears in the September 25, 2006 print edition of U.S. News & World Report, and in the textbook, America
Now: Short Readings from Recent Periodicals (ninth edition).
40. Sample Level One Question
TEXT: WHEN IT’S TOO LATE TO WARN IRAN
What prominent building is featured in this
cartoon?
A) The United Nations
B) The Pentagon
C) The Capitol
41. Sample Level Two Question
TEXT: WHEN IT’S TOO LATE TO WARN IRAN
The cartoon implies that the speaker
A) does not realize he is the victim of an attack
B) is pursuing war
C) is hesitant to take action against a
perceived threat
42. Sample Level Three Question
TEXT: WHEN IT’S TOO LATE TO WARN IRAN
The events in this 2006 cartoon reflect what
current political debate?
A) Cuts to funding for the Department of
Defense
B) U.N. sanctions against Iran
C) The war on terrorism
43. Lexmark Data Reports
Review class and individual student
performance by standard
Item analysis of the questions you create
to monitor performance over time. This
allows you to assess the effectiveness of
the questions for review and refinement (if
the assessment is district-wide and used
annually.
