Assessment overview 2018 (1)

Assessment Overview 3-8 ELA Testing Guides 2018 Orleans/Niagara BOCES www.onboces.org Mike Fisher (mlfisher@onboces.org)

Note that this overview is meant to be a companion to the 2-point and 4-point rubrics in the testing guides. Please access those to use in instruction and assessment as you prepare students for the upcoming assessments.

This year’s test is a two-day test, administered either on paper or through Computer Based Testing (CBT). Students will be provided as much time as needed to complete each test session.

Testing Times *Students may read when they’re done (at the discretion of the school) Book 1 Book 2

3rd 4th 5th 6th 7th 8th As long as students are productively working they will be allowed as much time as they need to complete the ELA and Mathematics tests. On average, students in Grades 3 and 4 will likely need approximately 60–70 minutes of working time to complete each test session. For Grades 5­8, most students will need approximately 80–90 minutes of working time to complete each test session.

When materials are collected by proctor or submitted if on the computer, students are permitted to read silently at the discretion of each school. No other school work or talking is permitted.

Test Design *Authentic passages: books, newspapers, magazines, etc. *Will require close reading and analysis of text *3 types of texts: literary texts, informational texts, multiple texts (paired by theme, genre, tone, time period, or other characteristics)

Passages: Lexile Length (in words) Question Types: Passages Multiple Choice Short Response Extended Response

Total # of Literary Passages Total # of Informational Passages

3rd 420-820 500-600

4th 740-1010 600-700

5th 740-1010 700-800

6th 925-1185 750-850

7th 925-1185 800-900

8th 925-1185 900-1000

3rd & 4th Session 1 Session 2 Reading Writing 4 3 24 0 0 6 0 1

5th & 6th Session 1 Session 2 Reading Writing 5 3 35 0 0 6 0 1

7th & 8th Session 1 Session 2 Reading Writing 5 3 35 0 0 7 0 1

3-4

3-5

3-5

3-4

3-5

3-5

Focus Standards/Areas Reading Literature: 1-9 / Reading Informational Text: 1-9 (Emphasis on Standards 1-3) Language: 1-4, 6 Writing: 2, 9 Emphasis on the 6 shifts and CCR capacities

Additional Important Information:

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* For 2018 and onward, educators from throughout the state evaluated and selected questions for the ELA test to ensure high levels of rigor and fairness.

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*Schools may opt to administer the 3-8 tests on a computer. CBT support can be found at https://cbtsupport.nysed.gov

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Extended-Response Questions  

*This Assessment Overview is being shared for the sake of convenience, though 3-8 teachers will still need to access their grade level’s Teacher’s Directions which include additional information about security, materials, proctoring, accommodations, and directions to be read on the days of the test.

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Multiple Choice Questions  

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100% of questions require close/analytical reading assess reading and language standards o up to 65% key ideas and details (68 = 60%) o up to 35% craft and structure (6-8 = 40%) o up to 30% integration of knowledge and ideas (6-8 = 40%) analyze aspects of a text o central idea o style elements o character o plot development analyze vocabulary combine skills (multi-evidence questions) negotiate distractors

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based on close reading of text assess reading and language standards make a claim/take a position/draw a conclusion

based on close reading of text based on informative writing (standard 2) assess writing from sources and writing standards analysis of individual paired texts express a position support position with text-based details synthesize ideas between paired texts draw evidence from both of the paired texts write a coherent and organized response 4 point rubric

To Do List: -

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Short-Response Questions

support with 2 pieces of text-based evidence should take no more than 3 complete sentences for response (though 3 sentences is not a mandate) 2-point rubric

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Ensure that currently taught curriculum is deeply aligned to Focus Standards Ensure that writing rubrics are being used in classroom instruction Look for evidence of the instructional shifts Have transparent discussions about professional practices around analytical reading: questions, evidence, vocabulary, inference, critical thinking, in-text citations and graphics, engagement, etc.

Practice endurance and stamina with reading and writing Provide many opportunities for sustained independent reading at an instructional level Access released questions at: https://www.engageny.org/ccss-library