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Assessments

Purpose of this Session

• Participants will be able to identity how CCSS aligned assessments embedded in the NY ELA curriculum modules prepare students with the skills and knowledge necessary to be successful in a variety of other contexts.

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AgendaTopic TimeUnderstanding the student assessment design from Module 10.1

30 Minutes

Analyzing a summative assessment’s alignment to the Regent’s Exam Blueprint

40 minutes

Reflection and Closing 5 minutes

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ASSESSMENT DESIGN IN MODULE 10.1

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Learning Progression

• A learning progression can be thought of as a set of building blocks containing skills and knowledge students will acquire throughout a lesson, unit, or even a full curriculum.

• The progress is built by answering two essential questions:

What is it that all students should know and be able to do by the end of instruction?

How will we know they know and can do those things?

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CCSS Standards Assessed in 10.1

• Reading-Literature Standards:

RL.9-10.2 RL.9-10.3 RL.9-10.10

• Reading-Informational Text Standards:

RI.9-10.2 RI.9-10.10

• Writing Standards: W.9-10.2 W.9-10.5 W.9-10.9

• Speaking and Listening Standards: SL.9-10.1

• Language Standards: L.9-10.1 L.9-10.2

What do you think?

• What role does assessment play in instruction?

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Assessments in 10.1Unit/ Lesson Standard(s) Assessment

10.1.1 L7

RL.9-10.9

W.9-10.2

W.9-10.2d

Students will craft a multi-paragraph response to the End-of Unit assessment prompt. The end-of-unit assessment should be assessed using the Text Analysis Rubric.

How does Williams draw upon and transform a central idea established by Marlowe and Raleigh? Cite evidence to support your response.

10.1.2 L7

 

RL.9-10.3

W.9-10.2

W9-10.9

 

Students will craft a multi-paragraph response to the Mid-Unit assessment prompt. Student responses should be assessed using the Text Analysis Rubric.

How has Hundert developed over the course of this text? Cite evidence to support your response.

10.1.2 L16RL.9-10.2,3

The learning in this lesson will be captured through an End-of- Unit assessment.

Students will write a multi-paragraph essay responding to the following prompt:

What central idea does Canin develop in The Palace Thief? In your analysis, consider how the narrator and his interactions with other characters develop this idea. Use 3-6 vocabulary words from this unit in your response.

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Discussion• How closely connected are the standards and

the assessment tasks?• Describe how the assessments relate to each

other and to the final end-of-module assessment.

• What real life skills and knowledge will students gain and demonstrate through these tasks? What will they be able to do beyond the classroom?

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MODULE 10.1 SUMMATIVE ASSESSMENT

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10.1 Summative Assessment• Over the course of this module, you have read

Ethan Canin’s The Palace Thief, two chapters from Amy Tan’s The Joy Luck Club, and a chapter from H.G. Bissinger’s Friday Night Lights. For this assessment you will choose one relationship from within one of these texts in order to explore how that relationship develops a central idea in the text.

• Select a relationship from one of these texts. How does this relationship develop a central idea over the course of your chosen text?

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CCSS Standards Assessed in 10.1

• Reading-Literature Standards:

RL.9-10.2 RL.9-10.3 RL.9-10.10

• Reading-Informational Text Standards:

RI.9-10.2 RI.9-10.10

• Writing Standards: W.9-10.2 W.9-10.5 W.9-10.9

• Speaking and Listening Standards: SL.9-10.1

• Language Standards: L.9-10.1 L.9-10.2

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First Look

• Review the 10.1 Performance Assessment prompt and the standards.

Are all of the standards equally evident in the task? Should they be?

Is the task aligned to the expectations of the standards?

Is the task achievable for all students?

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Digging Deeper

• Using the Assessment Alignment Tool, identify content and skills students will have to acquire and demonstrate.

First use the standards to list ideas in the middle of the tool.

Second, review the Performance Assessment prompt and list ideas in the middle of the tool.

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Discussion and Reflection

• Alignment to Other Expectations Review the Test Blueprint handout with your

team. For which parts of the exam will the summative assessment in 10.1 prepare students?

Beyond the 10th grade English classroom, in what other learning and work/life contexts will students use the skills and knowledge gained through module 10.1?

Q & A

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Online Parking LotPlease go to:

engageny.org/resource/network-team-institute-materials-february-4-7-2014

and select “Online Parking Lot” for any NYSED related questions.

Thank You!