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.
2
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.
3
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, realworld 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.
4
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
5
The New ELA 2- and 4-point Rubrics
6
Our Goals
•
Define holistic scoring and how it differs from
typical grading.
•
Review each ELA rubric in detail:
– Short-response (2-point) Rubric/Constructedresponse
– Extended-response (4-point)
Rubric/Constructed-response
7
Holistic Scoring
8
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.
9
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.
10
Guard Against Scoring Biases
Appearance of response
•
The quality of the handwriting,
the use of cursive or printing,
margins, editing marks, crossouts, 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.
11
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.
12
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.
13
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.
14
Q&A
15
2-point Rubric: Short-response
Score
2 Point
Response Features
The features of a 2-point response are
•
•
•
•
•
1 Point
The features of a 1-point response are
•
•
•
0 Point
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
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
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.
16
2-point Rubric: Short-response
Score
2 Point
Response Features
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
If the prompt requires two texts and the student only references one text,
the response can be scored no higher than a 1.
17
2-point Rubric: Short-response
Score
1 Point
Response Features
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
If the prompt requires two texts and the student only references one text,
the response can be scored no higher than a 1.
18
2-point Rubric: Short-response
Score
0 Point
Response Features
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.
19
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
20
Q&A
21
Grade 3 ELA Extended-response (4-point)
Rubric/Constructed-response
22
Grade 3 Expository Writing Evaluation Rubric
23
Grade 3 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
CCLS
4
Essays at this
level:
—clearly
CONTENT AND
introduce a topic
ANALYSIS: the
in a manner that
extent to which
follows logically
the essay conveys
from the task
W.2,
ideas and
R.1–9 and purpose
information
clearly and
accurately in
—demonstrate
order to support
comprehension
analysis of topics
and analysis of
or text
the text
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
—clearly introduce
a topic in a
manner that
follows from the
task and purpose
—introduce a topic
in a manner that
follows generally
from the task and
purpose
—introduce a topic
in a manner that
does not logically
follow from the
task and purpose
—demonstrate a
lack of
comprehension
of the text or
task
—demonstrate
grade-appropriate
comprehension of
the text
—demonstrate a
confused
comprehension of
the text
—demonstrate
little
understanding of
the text
• 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.
24
Grade 3 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
COMMAND OF
EVIDENCE: the
extent to which
the essay
presents evidence
from the provided
text to support
analysis and
reflection
CCLS
4
Essays at this
level:
—develop the
topic with
relevant, wellchosen facts,
definitions, and
W.2 details
R.1–8 throughout the
essay
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
—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
• 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.
25
Grade 3 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
COHERENCE,
ORGANIZATION,
AND STYLE: the
extent to which
the essay
logically
organizes
complex ideas,
concepts, and
information using
formal style and
precise language
CCLS
W.2
L.3
L.6
4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
—clearly and
consistently
group related
information
together
—generally group
related
information
together
—exhibit some
attempt to group
related
information
together
—exhibit little
attempt at
organization
—skillfully
connect ideas
within
categories of
information
using linking
words and
phrases
—connect ideas
within categories
of information
using linking
words and phrases
—inconsistently
connect ideas
using some
linking words and
phrases
—lack the use of
linking words and
phrases
— provide a
concluding
statement that
follows clearly
from the topic
and
information
presented
—provide a
concluding
statement that
follows from the
topic and
information
presented
—provide a
concluding
statement that
follows generally
from the topic
and information
presented
—provide a
concluding
statement that is
illogical or
unrelated to the
topic and
information
presented
0
Essays at this
level:
—exhibit no
evidence of
organization
—do not
provide a
concluding
statement
• 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.
26
Grade 3 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
CONTROL OF
CONVENTIONS:
the extent to
which the essay
demonstrates
command of the
conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling
CCLS
W.2
L.1
L.2
4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
—demonstrate
gradeappropriate
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
0
Essays at this
level:
—are minimal,
making
assessment of
conventions
unreliable
• 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.
27
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.
28
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!
29
Q&A
30
Grades 4-5 Extended-response (4-point)
Rubric/Constructed-response
31
Grades 4-5 Expository Writing Evaluation Rubric
32
Grades 4-5 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
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
CCLS
W.2,
R.1–9
4
Essays at this
level:
— clearly
introduce a topic
in a manner that
follows logically
from the task
and purpose
—demonstrate
insightful
comprehension
and analysis of
the text(s)
3
Essays at this
level:
— clearly
introduce a topic
in a manner that
follows from the
task and purpose
—demonstrate
grade-appropriate
comprehension
and analysis of the
text(s)
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
—introduce a
topic in a manner
that follows
generally from
the task and
purpose
—introduce a
topic in a manner
that does not
logically follow
from the task and
purpose
—demonstrate
a lack of
comprehension
of the text(s) or
task
—demonstrate a
literal
comprehension of
the text(s)
—demonstrate
little
understanding of
the text(s)
• 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.
33
Grades 4-5 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
CCLS
COMMAND OF
EVIDENCE: the
extent to which
the essay
presents
evidence from
the provided
W.2
texts to support W.9
analysis and
R.1–9
reflection
4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
—develop the
topic with
relevant, wellchosen facts,
definitions,
concrete details,
quotations, or
other
information and
examples from
the text(s)
—develop the
topic with relevant
facts, definitions,
details,
quotations, or
other information
and examples
from the text(s)
—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
—sustain the
use of varied,
relevant
evidence
—sustain the use
of relevant
evidence, with
some lack of
variety
—use relevant
evidence with
inconsistency
• 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.
34
Grades 4-5 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
COHERENCE,
ORGANIZATION,
AND STYLE: the
extent to which
the essay
logically
organizes
complex ideas,
concepts, and
information
using formal
style and precise
language
CCLS
4
Essays at this
level:
—exhibit clear,
purposeful
organization
—skillfully link
ideas using gradeappropriate words
and phrases
W.2
L.3
L.6
—use gradeappropriate,
stylistically
sophisticated
language and
domain-specific
vocabulary
—provide a
concluding
statement that
follows clearly
from the topic and
information
presented
3
Essays at this
level:
—exhibit clear
organization
—link ideas using
grade-appropriate
words and phrases
—use gradeappropriate precise
language and
domain-specific
vocabulary
—provide a
concluding
statement that
follows from the
topic and
information
presented
2
Essays at this
level:
—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
1
Essays at this
level:
0
Essays at this
level:
—exhibit little
attempt at
organization, or
attempts to
organize are
irrelevant to the
task
—exhibit no
evidence of
organization
—lack the use of
linking words and
phrases
—use language
that is
predominantly
incoherent or
copied directly
from the text(s)
—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 use
of linking words
and phrases
—do not provide
a concluding
statement
• 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.
35
Grades 4-5 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
CONTROL OF
CONVENTIONS:
the extent to
which the
essay
demonstrates
command of
the conventions
of standard
English
grammar,
usage,
capitalization,
punctuation,
and spelling
CCLS
W.2
L.1
L.2
4
Essays at this
level:
—demonstrate
gradeappropriate
command of
conventions,
with few errors
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
—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
0
Essays at this
level:
—are minimal,
making
assessment of
conventions
unreliable
• 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.
36
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.
37
Grade 8 ELA Extended-response (4-point)
Rubric/Constructed-response
38
Grades 6-8 Expository Writing Evaluation Rubric
39
Grades 6-8 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
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
•
•
•
•
CCLS
W.2
R.1–9
4
Essays at this
level:
—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)
3
Essays at this
level:
— clearly
introduce a topic
in a manner that
follows from the
task and purpose
—demonstrate
grade-appropriate
analysis of the
text(s)
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
—introduce a
topic in a manner
that follows
generally from
the task and
purpose
—introduce a
topic in a manner
that does not
logically follow
from the task and
purpose
—demonstrate
a lack of
comprehension
of the text(s) or
task
—demonstrate a
literal
comprehension of
the text(s)
—demonstrate
little
understanding of
the text(s)
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.
40
Grades 6-8 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
COMMAND OF
EVIDENCE: the
extent to which
the essay
presents
evidence from
the provided
texts to support
analysis and
reflection
•
•
•
•
CCLS
W.9
R.1–9
4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
0
Essays at this
level:
—develop the
topic with
relevant, wellchosen facts,
definitions,
concrete details,
quotations, or
other information
and examples
from the text(s)
—develop the
topic with relevant
facts, definitions,
details,
quotations, or
other information
and examples
from the text(s)
—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
—sustain the use
—sustain the use of relevant
of varied,
evidence, with
relevant evidence some lack of
variety
—use relevant
evidence with
inconsistency
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.
41
Grades 6-8 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
CCLS
4
Essays at this
level:
—exhibit clear
organization, with
the skillful use of
appropriate and
varied transitions to
create a unified
whole and enhance
meaning
COHERENCE,
ORGANIZATION,
AND STYLE: the
extent to which the
essay logically
organizes complex
ideas, concepts,
and information
using formal style
and precise
language
W.2
L.3
L.6
—establish and
maintain a formal
style, using gradeappropriate,
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
•
•
•
•
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
—exhibit clear
organization, with the
use of appropriate
transitions to create a
unified whole
—exhibit some
attempt at
organization, with
inconsistent use of
transitions
—exhibit little attempt
at organization, or
attempts to organize
are irrelevant to the
task
—establish and
maintain a formal style
using precise language
and domain-specific
vocabulary
—establish but fail to
maintain a formal
style, with
inconsistent use of
language and domainspecific vocabulary
—lack a formal style,
using language that is
imprecise or
inappropriate for the
text(s) and task
—provide a concluding
statement or section
that follows from the
topic and information
presented
—provide a
concluding statement
or section that follows
generally from the
topic and information
presented
—provide a
concluding statement
or section that is
illogical or unrelated
to the topic and
information presented
0
Essays at this
level:
—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
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.
42
Grades 6-8 Expository Writing Evaluation Rubric (Continued)
SCORE
CRITERIA
CONTROL OF
CONVENTIONS:
the extent to
which the
essay
demonstrates
command of
the conventions
of standard
English
grammar,
usage,
capitalization,
punctuation,
and spelling
•
•
•
•
CCLS
W.2
L.1
L.2
4
Essays at this
level:
3
Essays at this
level:
2
Essays at this
level:
1
Essays at this
level:
—demonstrate
gradeappropriate
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
0
Essays at this
level:
—are minimal,
making
assessment of
conventions
unreliable
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.
43
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 domainspecific 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.
44
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.
45
Q&A
46
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.
Presentation Title
47
Resources
For questions related to assessment:
– Email your question to:
emscassessinfo@mail.nysed.gov
– Check for additional information at the following
website http://www.p12.nysed.gov/assessment/
For questions related to APPR
– Email your question to:
educatoreval@mail.nysed.gov
Additional information regarding the common core shifts
can be found at the following website:
– http://engageny.org/resource/common-core-shifts/
48