Assessing Instructional Objectives for Ninth Grade English ... · Part II - Assessment Details...

Assessing Instructional Objectives for Ninth Grade English

Brian Rio

Hunter College

NINTH GRADE ASSESSMENT PROJECT 1

Assessing Instructional Objectives for Ninth Grade English

Part I -- Students and Objectives

School & Students

The A. Philip Randolph Campus High School, which opened in 1979, is located in

Washington Heights. The students test in to attend and are placed into one of three schools -

Medical, Engineering, or Humanities - based on their interests, scores, etc. There are over 1,300

students in the school, with the population split evenly between male and female students.

Below are some additional statistics about AP Randolph1:

Category Statistic Average class size: 29.5 students Attendance: 88.9% Ethnicity: Hispanic (60%), Black (33%), Other (7%) ELL Students: 3.3% Special Needs: 7% Regent’s Pass Rate English (81%); Algebra (61%); Global History (55%) Additionally, according to the 2011-12 Learning Environment survey, AP Randolph rated below

average on three key indicators: academic expectations (6.8 of 10); engagement (6.2); safety and

respect (6.5). The school is located on the campus of City College in a landmark building that

was formerly the High School of Music & Art. It is a large six-floor building that fits with the

neo-Gothic look of City College. The building and classrooms are well maintained. This

particular classroom, like most others, has high ceilings and limited wall space. Despite the

limited space, there are several chart paper posters with vocabulary, learning standards, and class

rules. There are lockers along the back wall and a white board in the front that has a strip above


1 Sources for statistics: Average Class Size (9th Grade English) is from the NYC DOE website (schools.nyc.gov); Total Population, Gender, Ethnicity, Special Needs, and Attendance are from the school’s official website (schools.nyc.gov/SchoolPortals/06/M540/AboutUs/Statistics); Graduation Rate and Regent’s Passing Rates are from the NYC DOE 2011-12 Progress Report; Learning Environment information is from the NYC DOE 2011-12 Learning Environment survey.

http://schools.nyc.gov

http://schools.nyc.gov

it with various literary devices. Desks are typically positioned in a u-shape, unless the students

are participating in group work. Most often the teacher writes all notes on the white board,

without using the projector or other technology.

Subjects for this assessment study are in a ninth grade English Language Arts class. The

four students are part of the “medical house.” Student A is an African-American female who has

maintained a 90 average in English Language Arts. This student has a positive attitude,

consistently participates in class, and is an above average writer for a freshman. Student B is an

Asian-American male who is also an above average student in ELA, along with other subjects.

Despite a 2-hour commute from Queens, he is always willing to participate and seems a step

ahead with his assignments. Students A and B took the practice test. Student C, an Asian-

American male, is a C student who has shown steady improvement during the spring semester.

He struggles with writing, mainly word choice and analyzing details. Student D is a Hispanic

male who is an above average student. He is shy in class but his writing is a cut above his peers.

He consistently achieves top scores on tests and written assignments, but would benefit from

some assistance in refining his writing skills. Students C and D are the subjects for the essay

assignment.

Goals & Objectives

1) GOAL: To write coherent, organized, and well-supported critical response essays.

• S.I.O: Given access to their book and notes, students will write a critical response essay

that incorporates textual evidence. [Cognitive Level: Creates]

• S.I.O: Working in pairs, students will revise, edit and rewrite their essays to work toward a

final draft. [Cognitive Level: Analyzes]


• S.I.O: With access to informational texts, students will analyze the main ideas and

arguments through short answer essay responses. (Cognitive Level: Analyzes]

2) GOAL: To develop reading comprehension skills for informational texts.

• S.I.O: With access to informational texts, students will interpret information to test their

understanding of various concepts in the text(s). [Cognitive Level: Understands]

• S.I.O: With access to informational texts, students will identify key details to answer basic

content questions related to the text(s). (Cognitive Level: Remembers]

• S.I.O: With access to informational texts, students will identify the main ideas and

arguments through short answer essay responses. [Cognitive Level: Analyzes]

3) GOAL: To build student vocabularies through new reading strategies.

• S.I.O: Given sentences, students will use context clues to determine the meanings of new

words. [Cognitive Level: Applies]

Analytic Breakdown

The goals above fall into three fundamental focus areas for students in English Language

Arts: reading comprehension, writing, and language development. For Goal 1, the students must

improve in the areas highlighted in common feedback on their first essay (e.g. eliminating

fragments, run-on sentences, and informal language; selecting appropriate quotes as textual

evidence and citing them properly). Through peer review, they will have an opportunity to think

critically about the writing process, their writing style, strengths, weaknesses, etc. For Goal 2,

some students are having a difficult time processing what they have read (based on review of

prior work and in-class observations). These students will need to develop and/or improve

reading fluency so they become able to fully comprehend what they have read. They will also


need to establish annotation skills in order to retrieve information and apply it to higher order

thinking prompts. For Goal 3, students will need to break down the sentences and select key

words that can help them define new words using context clues. Additionally, students should

become cognizant of how their existing vocabulary, along with knowledge of root words,

suffixes, prefixes, etc. can also assist in the word identification process.

Common Core State Standards2

• CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grades 9–10 reading and content, choosing flexibly

from a range of strategies.

• CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its

development over the course of the text, including how it emerges and is shaped and

refined by specific details; provide an objective summary of the text.

• CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey

complex ideas, concepts, and information clearly and accurately through the effective

selection, organization, and analysis of content.

Rationale

For Goal 1, the primary activities will involve direct instruction and peer review. We will

review examples of prior work to highlight positive examples from the last essay. Students will

also spend several days in class workshopping their essays with a peer. Besides the chance to

troubleshoot their own work, students will increase their exposure to academic writing by

reviewing their classmates’ essays. Other days will involve reviewing various writing examples


2 http://www.corestandards.org/ELA-Literacy

http://www.corestandards.org/ELA-Literacy/L/9-10/4/

http://www.corestandards.org/ELA-Literacy/L/9-10/4/

http://www.corestandards.org/ELA-Literacy/RI/9-10/2/

http://www.corestandards.org/ELA-Literacy/RI/9-10/2/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/

http://www.corestandards.org/ELA-Literacy/W/9-10/2/

with a focus on structure and grammar. Students will hand in multiple drafts along with their

final version so the teacher can evaluate their progress through different phases of the writing

process. The essay assignment will stretch across eight to ten instruction days.

For Goal 2, the primary activities will involve direct instruction and small group

conferences. Students will have the opportunity to perform a reading comprehension exercise,

which will allow for review of specific issues directly with the student. The questions will be

differentiated to allow for basic fact retrieval to more complex inferences and analysis. Also, we

will be reviewing various nonfiction texts in class, as groups, to identify the basic facts of the

article and higher order skills like examining arguments, themes, and problems. There will be

many informal opportunities to check for understanding on reading comprehension as we begin a

new book in the coming weeks. Students will receive attention in small group meetings, either

during lunch or before school, to address the issues discovered outside of the full class session.

For Goal 3, the primary activities include a vocabulary review session, creative writing

exercises (as homework), and a vocabulary exam. Students will work in groups to identify the

meaning and part of speech of a set of words from the text we just finished (50 words in total).

Students will work in their groups to also develop sentences that incorporate the new vocabulary

words (to build upon their understanding of basic definitions and reinforce meanings). In

addition to the group work, students will take a separate vocabulary test, with a variety of

activities designed to help diagnose specific vocabulary issues and improvement strategies.

Similar to Goal 2, students will be met in small groups to troubleshoot areas identified on the

assessment.


Part II - Assessment Details

Practice Test Objectives:

1. Reading Comprehension:• S.I.O (1.1): With access to informational texts, students will identify key details to answer

basic content questions related to the text(s). [Cognitive Level - Remembers; Questions: 3, 18, 19]

• S.I.O (1.2): With access to informational texts, students will interpret information to test their understanding of various concepts in the text(s). [Cognitive Level - Understands; Questions: 1, 2, 4, 5, 15, 16, 17]

2. Vocabulary:• S.I.O (2.1): Given sentences, students will use context clues to determine the meanings of

new words. [Cognitive Level: Applies; Questions: 6, 7, 8, 11, 12, 13, 14]

3. Constructed Response:• S.I.O (3.1): With access to informational texts, students will analyze the main ideas and

arguments through short answer essay responses. [Cognitive Level: Analyzes; Questions: 9, 10, 20, 21]

Test Blueprint:

Remember Understand Apply Analyze

Reading Comprehension10 items @ 1 pt each = 10 pts(40% of total)

1.1 (3) 1.2 (7)

Vocabulary7 items @ 1 pt each = 7 pts(28% of total) 2.1 (7)

Constructed Response*4 items @ 2 pts each = 8 pts(32% of total)

3.1 (8)

Total Items = 21 (25 total pts)Test time: 50 minutes 3 pts = 12% 7 pts = 28% 7 pts = 28% 8 pts = 32%

*Constructed response essay questions will be scored 0, 1 or 2 pts based on quality, completeness and relevance of the response.


Item Bank:

Item Type Multiple ChoiceQuestion #1 The main purpose of the second paragraph is to:

a) explain the benefits of using Facebook. b) discuss the details of the Facebook survey. c) compare the two survey group’s results. d) provide advice for the best content to post.

Correct Answer CObjective S.I.O (1.2): With access to informational texts, students will interpret

information to test their understanding of various concepts in the text(s).Point Value 1 ptContent Reading comprehension

Item Type Multiple ChoiceQuestion #2 “Social snacking” can best be described as:

a) posting status updates to stave off loneliness. b) collecting small bits of information online. c) limiting the amount of posts to avoid followers. d) posting shorter posts more frequently.

Correct Answer AObjective S.I.O (1.2): With access to informational texts, students will interpret

information to test their understanding of various concepts in the text(s).Point Value 1 ptContent Reading Comprehension

Item Type Multiple ChoiceQuestion #3 According to the article, the exact number of posts per day to avoid loneliness

is: a) at least 1-2 c) between 5-10 b) no more than 5 d) not yet known

Correct Answer DObjective S.I.O (1.1): With access to informational texts, students will identify key details

to answer basic content questions related to the text(s).Point Value 1 ptContent Reading Comprehension


Item Type Multiple ChoiceQuestion #4 The main purpose of this article is most likely to:

a) persuade c) criticize b) inform d) entertain

Correct Answer BObjective S.I.O (1.2): With access to informational texts, students will interpret


Item Type Multiple ChoiceQuestion #5 All of the following can help those looking to avoid “social withdrawal,”

EXCEPT for: a) posting only the most creative and original material. b) posting at least 1-2 times per day until you find the right amount. c) posting updates that might amuse or inform followers. d) posting useful information, but not too frequently.

Correct Answer AObjective S.I.O (1.2): With access to informational texts, students will interpret


Item Type Multiple ChoiceQuestion #6 In paragraph 4, the word “attenuate” means:

a) reduce c) intensify b) affect d) outlast

Correct Answer AObjective S.I.O (2.1): Given sentences, students will use context clues to determine the

meanings of new words.Point Value 1 ptContent Vocabulary

Item Type Multiple ChoiceQuestion #7 In paragraph 5, the word “trivial” means:

a) insightful c) interesting b) independent d) insignificant

Correct Answer DObjective S.I.O (2.1): Given sentences, students will use context clues to determine the



Item Type Multiple ChoiceQuestion #8 In paragraph 5, the word “gem” means:

a) a precious stone c) a helpful bit of info b) a piece of language d) a treasured artifact

Correct Answer BObjective S.I.O (2.1): Given sentences, students will use context clues to determine the


Item Type Constructed ResponseQuestion #9 What reasons does Dr. Deters provide for why more frequent posting on

Facebook can help decrease loneliness? Model Response Dr. Deters believes that posting on Facebook helps people keep their friends on

their mind, even if they aren’t physically present. A status update creates a potential trigger that may evoke a response from friends, whether its a call or a message. This anticipated connection helps stave off loneliness. Based on this conclusion, the amount of posts have an inverse relationship with loneliness (i.e. more posts = less loneliness).

Objective S.I.O (3.1): With access to informational texts, students will analyze the main ideas and arguments through short answer essay responses.

Point Value 0-2 points, where 0 is either blank or completely incorrect/irrelevant; 1 is partial credit for answering a portion of the question; 2 is a complete answer.

Content Writing

Item Type Constructed ResponseQuestion #10 Considering that there are over 1 billion people on Facebook all over the world,

what are some of the limitations of this study? (i.e. why might you be skeptical of the results?)

Model Response The major limitations of this study are the sample size (only 100 people) and scope (college students from a particular geographic region in the US). It is difficult to generalize about behavior based on this limited sample. Another factors that questions the validity of this study is that “loneliness” is difficult to measure and quantify.



Content Writing


Item Type MatchingQuestion #11 Definition: promoting standards one does not actually hold

Answer choices: a) solitude b) obscure c) liberated d) profundity e) hypocritical

Correct Answer E – hypocritical Objective S.I.O (2.1): Given sentences, students will use context clues to determine the


Item Type MatchingQuestion #12 Definition: free from social conventions or traditional ideas


Correct Answer C – liberatedObjective S.I.O (2.1): Given sentences, students will use context clues to determine the


Item Type MatchingQuestion #13 Definition: make unclear and difficult to understand


Correct Answer B - obscureObjective S.I.O (2.1): Given sentences, students will use context clues to determine the



Item Type MatchingQuestion #14 Definition: the state or situation of being alone


Correct Answer A – solitudeObjective S.I.O (2.1): Given sentences, students will use context clues to determine the


Item Type True or FalseQuestion #15 This article generally presents an optimistic outlook about the impact of

Facebook.Correct Answer FalseObjective S.I.O (1.2): With access to informational texts, students will interpret


Item Type True or FalseQuestion #16 This article proves that Facebook allows for self reflection and meaningful

connections. Correct Answer FalseObjective S.I.O (1.2): With access to informational texts, students will interpret


Item Type True or FalseQuestion #17 This article suggests that people might benefit from taking breaks from

technology.Correct Answer TrueObjective S.I.O (1.2): With access to informational texts, students will interpret



Item Type Short AnswerQuestion #18 According to the article, what is one benefit of technology?Correct Answer EfficiencyObjective S.I.O (1.1): With access to informational texts, students will identify key details

to answer basic content questions related to the text(s).Point Value 1 pt (no partial credit)Content Reading Comprehension

Item Type Short AnswerQuestion #19 According to the article, which is more important, a connection or a bond?Correct Answer BondObjective S.I.O (1.1): With access to informational texts, students will identify key details

to answer basic content questions related to the text(s).Point Value 1 pt (no partial credit)Content Reading Comprehension

Item Type Constructed ResponseQuestion #20 Summarize the author’s argument in 1-2 sentences.Model Response Argument: Facebook is changing, in a negative way, how we interact with other

people and how we spend our moments of solitude.Objective S.I.O (3.1): With access to informational texts, students will analyze the main

ideas and arguments through short answer essay responses.Point Value 0-2 points, where 0 is either blank or completely incorrect/irrelevant; 1 is partial

credit for answering a portion of the question; 2 is a complete answer. Content Writing

Item Type Constructed ResponseQuestion #21 Write a 2-3 sentence response to this author in which you take an opposing view

on the topic of Facebook.Model Response The author is right that Facebook “connections” might not be the same, or

even as strong, as actual face-to-face interactions with people. But, oneadvantage of Facebook is that it allows users to keep in touch with friendsand family who they might otherwise have less access to (e.g. a cousinwho lives in another country). Also, I don’t believe Facebook mutuallyexcludes people from making more personal, traditional connections withother humans.



Content Writing


Practice Test:

SPRING 2013 ASSESSMENT NAME: ________________________

Directions: This test asks you to answer questions based on two informational texts. Read each article and then circle the best answer in the questions that follow it. Questions #1-10 are based on information in Article 1, while questions #11-21 are based on Article 2.

How Often Should You Update Your Facebook Status? (Birch 2013)

Next time you’re home alone and get that nagging temptation to dial up an ex, pull out your laptop and open Facebook instead. A new study at the University of Arizona finds you can diminish feelings of loneliness simply by updating your status more often than you usually would. Researchers polled 100 college students about their Facebook habits, as well as their current levels of loneliness, happiness, and depression.

The researchers asked some of the participants to post an increased number of statuses throughout the weeklong study, and others to post statuses at their normal rate. At the end of each day, students were surveyed about their mood and about how social they felt. While the participants who updated their Facebook the same amount didn’t experience any mood or social swings, those who posted more frequently ended up feeling less lonely and more connected to their circle of friends.

The reason: While sitting behind a computer screen might seem isolating, updating your status actually keeps friends on the brain when you can’t see them in person. “While posting, students are thinking about their Facebook friends, who are eventually going to read the status update,” says study co-author Fenne grosse Deters, a Ph.D. candidate at the Free University of Berlin. Those friends may then decide to call you, message you, and skip the small-talk part of the conversation since they’ve already read your updates, says Deters.

Think of it like “social snacking.” “Similar to a snack temporarily reducing your hunger until your next meal, posting status updates may help attenuate your feelings of loneliness for a certain amount of time,” Deters says. But you can’t get your fix on every social network. “Tweets to thousands of followers you don’t know personally might not work,” she says, since social networks with a wider reach like Twitter are probably too impersonal for you to see any benefits.

Deters says it’s too early in the game to know the exact number of statuses to cure social withdrawals, but suggests throwing up at least one or two a day until you hit a number that works for you. Amuse and inform, but don’t post what you had for lunch or the color of the tie you chose this morning. Anything too trivial, and you could see a reverse effect. Also, too much nonsense annoys your Facebook friends, so they may want to forget they know you. However, don’t worry if your status isn’t a witty gem every time. The study found that you still get the connection benefits no matter how many “likes” or comments you manage to pull in.


I. Reading Comprehension

1) The main purpose of the second paragraph is to: a) explain the benefits of using Facebook. b) discuss the details of the Facebook survey. c) compare the two survey group’s results. d) provide advice for the best content to post.

2) “Social snacking” can best be described as: a) posting status updates to stave off loneliness. b) collecting small bits of information online. c) limiting the amount of posts to avoid followers. d) posting shorter posts more frequently.

3) According to the article, the exact number of posts per day to avoid loneliness is: a) at least 1-2 c) between 5-10 b) no more than 5 d) not yet known

4) The main purpose of this article is most likely to: a) persuade c) criticize b) inform d) entertain 5) All of the following can help those looking to avoid “social withdrawal,” EXCEPT for: a) posting only the most creative and original material. b) posting at least 1-2 times per day until you find the right amount. c) posting updates that might amuse or inform followers. d) posting useful information, but not too frequently.

II. Vocabulary

6) In paragraph 4, the word “attenuate” means: a) reduce c) intensify b) affect d) outlast 7) In paragraph 5, the word “trivial” means: a) insightful c) interesting b) independent d) insignificant

8) In paragraph 5, the word “gem” means: a) a precious stone c) a helpful bit of info b) a piece of language d) a treasured artifact


III. Short AnswerFor these questions, you must answer in at least two complete sentences, based on information from Article #1.

9) What reasons does Dr. Deters provide for why more frequent posting on Facebook can help decrease loneliness?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

10) Considering that there are over 1 billion people on Facebook all over the world, what are some of the limitations of this study? (i.e. why might you be skeptical of the results?)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Article #2:

Is Facebook Making Us Lonely? (Marche 2012)

Nostalgia for the good old days of disconnection would not just be pointless, it would be hypocritical and ungrateful. But the very magic of the new machines, the efficiency and elegance with which they serve us, obscures what isn’t being served: everything that matters. What Facebook has revealed about human nature—and this is not a minor revelation—is that a


connection is not the same thing as a bond, and that instant and total connection is no salvation, no ticket to a happier, better world or a more liberated version of humanity. Solitude used to be good for self-reflection and self-reinvention. But now we are left thinking about who we are all the time, without ever really thinking about who we are. Facebook denies us a pleasure whose profundity we had underestimated: the chance to forget about ourselves for a while, the chance to disconnect.

IV. Matching ItemsDirections: For the following items, match the correct definition to the word from Article #2.

11) promoting standards one does not actually hold a) solitude12) free from social conventions or traditional ideas b) obscure13) make unclear and difficult to understand c) liberated14) the state or situation of being alone d) profundity e) hypocritical

V. True or FalseDirections: For the following items, write in True or False next to the statement based on information in Article #2.

15) This article generally presents an optimistic outlook about the impact of Facebook. __________

16) This article proves that Facebook allows for self reflection and meaningful connections. __________

17) This article suggests that people might benefit from taking breaks from technology. __________

VI. Short Answer

18) According to the article, what is one benefit of technology? _________________________________

____________________________________________________________________________________

19) According to the article, which is more important, a connection or a bond? _____________________

____________________________________________________________________________________

VII. Short ResponseDirections: For #20-21, answer the question prompts based on information in Article #2.

20) Summarize the author’s argument in 1-2 sentences.

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

21) Write a 2-3 sentence response to this author in which you take an opposing view on the topic of Facebook.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

[END OF TEST]


Student Feedback Sheet

Student Name: _________________________________

By Section:

1. Reading Comprehension: Total Points earned (out of 10): ______

Feedback / Comments:

Areas to Focus On:

2. Vocabulary:

Total Points Earned (out of 7): ______


Areas to Focus On:

3. Constructed Response (Writing):

Total Points Earned (out of 8): ______


Areas to Focus On:

Total Points: _____ X 4 = _____ % (out of 100)


Essay Goals & Objectives

The essay assignment detailed below follows guided reading of Oedipus the King, and is

designed to address the following goals and objectives:

GOAL: To write coherent, organized, and well-supported critical response essays.


that incorporates textual evidence. [Cognitive Level: Creates]

• S.I.O: Working in pairs, students will revise, edit and rewrite their essays to work

toward a final draft. [Cognitive Level: Analyzes]

Students will work through the writing process step-by-step, beginning with gathering evidence

and formulating a thesis. Next, they will review samples of previous student work to help build

their introduction, body paragraphs, and conclusion. Students will submit at least two drafts

prior to handing in a final copy. They will also work together in pairs to “peer edit” each other’s

work, using a checklist derived from the essay rubric. These students previously engaged in peer

review for an essay on The Perks of Being a Wallflower, but we will review the guidelines for

providing productive feedback (in addition to building the peer review checklist). The essay

assignment and rubric may be found below.


Essay Assignment

The Task: Write an essay in which you prove how the statement below applies to the protagonist

from Sophocles’ Oedipus the King to build your argument.

“Circumstances are beyond the control of man; but his conduct is in his own power.”— Benjamin Disraeli

Guidelines:• Begin with an introduction that includes a strong thesis. Include the title & author of

the text you will refer to in your essay.• Prove your thesis by developing three body paragraphs with relevant and specific

details.• Include two quotes from the story and cite them properly.• Include and explain one example of author’s craft. It should build on your ideas within

that particular paragraph.• End with a conclusion that re-states your thesis and summarizes your key points.

Format: Your essay must be typed – Size 12, Times New Roman Font. Double-space your essay. 1” Margins all around. No Title Page – just your name & class period in the corner.


Essay Rubric 4 3 2 1

INTRODUCTION(1-4 pts)

The introduction is at least 4 sentences and is engaging. The thesis is clear. Writer includes title and author.

The introduction is at least 4 sentences. The thesis is clear. Writer includes title and author.

The introduction is too short or the thesis is not clear. The title and author may be missing.

There is no introduction.

DEVELOPMENT THROUGH EVIDENCE(1-4 pts)

ESSAY MUST HAVE 3 BODY PARAGRAPHS

Each body paragraph begins with a topic sentence that supports the thesis. All the details are specific and relevant. This includes author’s craft and quotes.

Each body paragraph begins with a topic sentence that supports the thesis. The majority of details are specific and relevant. This includes the author’s craft and quotes.

The topic sentences are not clear. Only some of the details are specific and relevant. This includes author’s craft and quotes.

There are not enough body paragraphs OR topic sentences do not support the thesis and not enough relevant details, including (author’s craft and/or quotes.)

ORGANIZATION(1-4 pts)

The body paragraphs are in logical/chronological order AND the details in each paragraph are in order. Writer does not repeat him/her self.

The body paragraphs are in logical/chronological order AND the majority of details in each paragraph are in order. Writer does not repeat him/herself.

The body paragraphs are not in logical or chronological order. Many of the details in the paragraphs are not in order and the writer repeats him/herself frequently.

The body paragraphs and the details in them are not in any order.

CONCLUSION(1-4 pts)

Conclusion restates key points and ends with thought provoking statement.

Conclusion restates key points.

Conclusion does not restate key points.

There is no conclusion.

GRAMMAR(1-4 pts)

Essay has no fragments, no run-on sentences, no contractions, and does not use colloquial language. Writer demonstrates strong understanding of how/when to use a comma.

Essay has very few fragments/run-on sentences, contractions, and very little colloquial language. Writer demonstrates understanding of how/when to use a comma.

Essay has a significant amount of fragments/run-on sentences, contractions, and much colloquial language. Writer demonstrates confused understanding of how/when to use a comma.

Essay is full of fragments, run-on sentences, contractions, and colloquial language. Writer demonstrates that he/she does not know how/when to use a comma.

_____ = _______ ->>> YOUR GRADE

20 100


Part III -- Assessment Results & Analysis

Practice Test Results & Instructional Response

Students A and B took the practice test during after school tutoring. Both test takers are

positive and cooperative, with above average skills in ELA. The setting was their usual

classroom, and they were the only students in the room. They had 40 minutes to complete the

exam and both took around 20-25 minutes to finish. I asked the students to read directions

carefully and take their time. They did not ask any questions before or during the test.

Data Summary/Patterns

Scores (based on number/percentage of correct responses)

Student A Student BReading Comprehension 8/10 (80%) 8/10 (80%) Vocabulary 6/7 (86%) 4/7 (57%)Constructed Response 4/8 (50%) 6/8 (75%)TOTAL 18/25 (76%) 18/25 (76%)

Both students answered “to persuade” for question #4, which asked them the main

purpose of the first article. I felt that the article’s purpose was to inform readers about a study

that showed the positive effects of Facebook in combating loneliness. This answer is subjective,

though, and I can understand why the students might argue that by proving that about Facebook,

the author is trying to convince readers to use Facebook more often, or to sign up if they are not

using it and feel lonely. Neither student saw the direction for questions #9 and 10 that asked them

to use at least two complete sentences for their answers. The quality level was ok, but both

students would have benefitted from spending more time explaining their answer and/or adding

detail. Since each answer was only one sentence, I took a point off. Student A also missed the

goal of question #10, which asked about why someone might be skeptical of the study. Instead,


she discussed why someone should be skeptical of what they see on Facebook. While the

students were generally making the same type of errors in reading comprehension and

constructed response, Student B in particular had a difficult time with the vocabulary matching

section, mixing up a few of the definitions, despite “going back and re-reading the article a

bunch of times.” This was a challenging excerpt from an Atlantic article so it is understandable

that this section would be difficult for a ninth grader.

Feedback & Instructional Response

I provided feedback to these students via the Student Feedback Sheet. Reading

comprehension has been a focus in my classroom since I began in January. We have utilized

several different pedagogical approaches, including close reading, annotation, and graphic

organizers. We usually read articles and books aloud in class, stopping to interpret different

sections and check for student understanding. I have also focused on developing differentiated

questions that help readers of all levels engage with a lesson. However, for these particular

students who took the test, it was probably more a matter of wanting to finish since they were

taking the test for practice rather than credit. For example, both skimmed over the directions on

using two sentences for the constructed response. Prior to each uniform test or quiz, I will

remind students to read all directions and answer choices carefully. I do not think the points off

for those questions reflect an issue with reading comprehension so much as just missing that

particular direction. Below is an evaluation of the test results in terms of the specific instructional

objectives:

1. Reading Comprehension:

• S.I.O (1.1): With access to informational texts, students will identify key details to answer


• basic content questions related to the text(s). [Cognitive Level - Remembers; Questions: 3,

18, 19] - combined, the students answered 5/6 questions correctly, so they performed well

on this section of the test and show strong abilities at the “remember” level. FULFILLED

BY BOTH STUDENTS.

• S.I.O (1.2): With access to informational texts, students will interpret information to test

their understanding of various concepts in the text(s). [Cognitive Level - Understands;

Questions: 1, 2, 4, 5, 15, 16, 17] - combined, the students answered 11/14 questions

correctly. Also, if I remove the “debatable question, #4 about article purpose, the

percentage of correct responses bumps up to 92% correct. In general, the test was a good

indicator of these students’ ability level with reading comprehension. FULFILLED BY

BOTH STUDENTS.

2. Vocabulary:

• S.I.O (2.1): Given sentences, students will use context clues to determine the meanings of

new words. [Cognitive Level: Applies; Questions: 6, 7, 8, 11, 12, 13, 14] - Student A

demonstrated strong vocabulary skills and ability to use context clues, as she only missed

one question. Student B struggled on the matching portion of this test, which corresponded

with the more difficult article. This suggests Student B needs additional help building his

skills with context clues and more exposure to higher level vocabulary words. FULFILLED

BY STUDENT A, BUT NOT STUDENT B.

3. Constructed Response:

• S.I.O (3.1): With access to informational texts, students will analyze the main ideas and

arguments through short answer essay responses. [Cognitive Level: Analyzes; Questions: 9,


10, 20, 21] -- Students lost the majority of points here based on not following directions, as

opposed to answering questions incorrectly. So in that way, the test was not an accurate

indicator of student performance in this category. Only one response was “wrong” - the

others just were not the required length. FULFILLED BY BOTH STUDENTS, WITH THE

EXCEPTION OF ONE QUESTION FOR STUDENT A.

It is difficult to judge the reliability of this assessment based on the small sample size. In terms

of validity, there was the issue with the “opinion question” and the students missing the direction

to make essays two sentences. This negatively affected the validity of the exam. For example,

both students were penalized for not meeting the required length of the response, even if their

response was thorough enough to warrant full credit.

Essay Assignment

All of my freshman classes performed this essay assignment, and I have chosen to

analyze the results from two students - Students C and D - who did not take the practice test.

One student is above average in ELA and a very skilled writer for his age, and the other is an

average student who has shown steady improvement in the second half of the year. We spent

five days of class time taking this group of students through the writing process, from initial

brainstorm to draft/editing in class. Each student received the essay assignment sheet. Students

had one week from the day we discussed the assignment to hand in their final drafts, and both

Students C and D handed theirs in on time.

Data Summary

Student C Student DIntroduction 4/4 4/4Evidence 4/4 4/4


Organization 4/4 4/4Conclusion 3/4 3/4Grammar 3/4 4/4OVERALL 18/20 = 90% 19/20 = 95% Both students did a good job introducing the topic and incorporating evidence in an

orderly way. Student C had some solid insights in his essay. For example, he included some

analysis of Oedipus’ character development: “Oedipus started from the top and ended up not

having anything. Oedipus lost everything he had in his life he lost his power, his sight, his wife,

and his children.” While this is technically a run-on sentence, it shows that he is looking at how

the main character evolves through the course of the story, and connecting that analysis to his

thesis. However, he also ends one paragraph with a quote that does not smoothly transition to the

next paragraph. We had discussed in class the importance of explaining quotes and not just

inserting them to meet the requirement. Also, in the conclusion he says, “Oedipus abused his

power so it ended up coming back and biting him in his own butt.” This is funny and true, and

speaks to this student’s personality, but it does not belong in this type of essay.

Student D wrote a direct and concise thesis: “In the play Oedipus the King by Sophocles,

the characters find themselves in uncontrollable circumstances and act with their free will.” He

provides a solid interpretation of the critical lens quote and connects it to the story. For deeper

analysis, he provides a relevant quote (which was not included in the rough draft) and then

provides commentary on what this quote shows about Oedipus: “…which reveals how cowardly,

pathetic, and foolish Oedipus is.” He also ends the essay with a decent “text-to-world”

connection: “His story shows that in the grand scheme we are fully responsible for our outcome,

and even the slightest decision could have a life-changing effect.”


Feedback & Instructional Response

I provided feedback to these students via the essay rubric. One primary instructional

response that will benefit the whole class is an added step in the writing process. Students at this

point in the year are still, generally, struggling to organize their ideas and provide analysis (not

just plot summary). I have created an outline for students to fill in before they begin a first draft.

It asks them to provide evidence and explain it for each body paragraph. We are also spending

more time on how to develop a thesis and write better topic sentences. Below is an evaluation of

the test results in terms of the specific instructional objectives:

GOAL: To write coherent, organized, and well-supported critical response essays.


that incorporates textual evidence. [Cognitive Level: Creates] - FULFILLED BY BOTH

STUDENTS.

• S.I.O: Working in pairs, students will revise, edit and rewrite their essays to work toward a

final draft. [Cognitive Level: Analyzes] - INCONCLUSIVE BASED ON THIS

ASSIGNMENT.

The essay assignment was a valid and reliable assessment for the first SIO above. However, it

should be noted that each student may have fulfilled the objective, but the rubric takes into

account the quality of examples and analysis, which helped one student score better than the

other. In the future, I would make the SIO more specific.

Final Reflection

Through this exercise I have learned several things that will help me design and evaluate

future assessments. In general, I learned that it is very difficult to create a “pure assessment” that


is free from any ambiguity and that directly addresses all objectives. There are several changes I

would make on future assessments. For the practice test, for example, I would make the

directions even more explicit, with better callouts for important pieces. The students should pay

closer attention to details, but they should not be penalized for technicalities when they answer

questions correctly. Also, I have to take a closer look at opinion type questions for which

students might make a valid argument for another answer. In this test, that question was #4,

which asked students the main purpose of the article. If you give them credit for this question

and then remove the requirement to answer in at least two sentences for the short response, then

each student would receive three more points, boosting their grade from 76% to 84%. I also

realize it is difficult to generalize based on the results of two above average students. It would

have been more telling and insightful to adminster the test to a full class and review the data

(with the results counting toward their grade).

For the essay assignment, I learned that it is difficult to be objective when grading student

work. I will have students write their name on the back or a cover page next time. I would take

a second look at the rubric and try to make it even more specific. I have already updated the

rubric for the next essay to account for analysis of evidence (separate from the evidence). A

student can give good examples without going deep enough with his/her analysis of that

supporting detail. I felt there was more separation between these two essays than just five points,

and using the adjusted rubric to grade them would better reflect that. Also, I have included essay

formatting as another analytic category since there was so much variety in formats on the last

one (despite explicit mention of format on the essay assignment sheet). Even with these

changes, there are still going to be judgment calls to make, like whether an essay receives a 3 or


4 in a particular category. Generally, however, looking at these two students in the larger set of

essays I graded, the rubric did an ok job categorizing the broad range of responses I received.


References

Birch, J. (2013). “How often should you update your facebook status?” Men’s Health, January

13, 2013. http://news.menshealth.com/feel-less-lonely/2013/01/13.

Marche, S. (2012). “Is facebook making us lonely?” The Atlantic, April 2, 2012.

www.theatlantic.com/magazine/archive/2012/05/is-facebook-making-us-lonely/308930/

New York City Department of Education. (2013). School Data Report; School Attendance

Report; 2011-12 School Report Card; 2011-12 Learning Environment Survey. Retrieved

from www.schools.nyc.gov.


http://news.menshealth.com/feel-less-lonely/2013/01/13/

http://news.menshealth.com/feel-less-lonely/2013/01/13/

http://www.schools.nyc.gov

http://www.schools.nyc.gov

Appendix AStudent Work - Practice Tests

Student A





Student A - Feedback Sheet


Student B





Student B - Feedback Sheet


Appendix BStudent Work - Essay Assignment

Student C




Student D




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