Transition to Common Core Assessments

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Transition to Common Core Assessments
2
Presentation Overview

1. Required Exams for Different Student Cohorts
2. The Regents Exam in Algebra I (Common Core)
3. The Regents Exam in ELA (Common Core)

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Regents Exam Transition

• To ensure adequate notice and time for students
  to be prepared to take the new Regents Exams
  measuring the CCLS, the Department plans to
  provide an overlap in the administration of the
  current Regents Exams with the new Common Core
  Regents Exams.
• See the updated November memo from Ken Wagner
• http//www.p12.nysed.gov/assessment/commoncore/tra
  nsitionccregents1113.pdf

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Regents Exam Transition for Math

• Based on feedback from the field, a phased-in
  sequence will be provided for the new Common Core
  Regents Examinations in Mathematics.
• First administrations
• Algebra I (Common Core) June 2014
• Geometry (Common Core) June 2015
• Algebra II (Common Core) June 2016

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Which Exam to Take?

• Any student who begins his or her first
  commencement-level math course in the 2013-14
  school year or later
• must take the Common Core Regents Exam that
  corresponds to that course and
• be provided with Common Core instruction.

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Which Exam to Take?

• Those students who began or will complete an
  Integrated Algebra, Geometry, or Algebra
  2/Trigonometry course prior to the 2013-14 school
  year must
• take the corresponding Regents Exams aligned to
  the Mathematics Core Curriculum (Revised 2005),
  while those exams are still being offered.

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Which Exam to Take?
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Which Exam to Take?

• For the June 2014 , August 2014, and January 2015
  administrations only
• students receiving Algebra I (Common Core)
  instruction may, at local discretion, take the
  Regents Examination in Integrated Algebra in
  addition to the Regents Examination in Algebra
  I.
• Will the June 3, 2014 results for the Regents
  Exam in AI (CC) be available before the Regents
  Exam in IA is administered on June 20th?
• No, they will not be available.

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Regents Exam in English Language Arts (Common
Core)

• All students first entering Grade 9 in the
  2013-14 school year or thereafter
• must be provided with a high school English
  course of study aligned to the CCLS and
• pass the new Regents Exam in ELA (Common Core),
  which is designed to be administered at the end
  of Grade 11, to meet graduation requirements.

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Transition

• All students who first entered Grade 9 prior to
  the 2013-14 school year
• may meet the requirements for graduation by
  enrolling in Common Core English courses and
  passing the new Regents Exam in ELA (Common Core)
  or
• enrolling in English courses aligned to the 2005
  Learning Standards and passing the Regents
  Comprehensive Exam in English (2005 Learning
  Standards), while that exam is still being
  offered.

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Regents Exam in ELA (CC)

• Regents Exam in ELA (CC) first admin. 6/14
• For the January, June Aug. 2014 administrations
  only, students enrolled in CC English courses
  may, at local discretion, take the Regents Comp
  Exam in English (2005 LS) in addition to the
  Regents Exam in ELA (CC)
• In January 2014, students may take the 2005
  Regents Comp Exam in English (there is no CC
  Regents ELA being given in Jan. 2014) and then
  may take the CC Regents ELA in June 2014 and use
  whichever score is higher to fulfill the Regents
  exam requirement.

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• If students take the old Regents Exam in addition
  to the new Regents Exam
• the higher of the two scores may be used for
  local transcript purposes, and will be used for
  institutional accountability for the 2013-14
  school year
• students may meet the exam requirement for
  graduation by passing either exam (old exam or
  new CC exam)

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Regents Exam inAlgebra I (Common Core)
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What to expect

• Mathematics Assessment Shifts
• Algebra I Test construction
• Test Blueprint
• Question Types
• Sample questions
• Background information
• Resources

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Assessment Shifts

• Focus - Priority Standards
• Coherence - Progression across grade levels
• Fluency - See PARCC MCF
• Examples include manipulating algebraic
  expressions and work equations of lines.
• Deep Understanding - Multiple Perspectives
• Application - Real World Situations
• Dual Intensity - Balance between fluency, deep
  understanding and application

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Interpreting the Standards

• Four Common Core Resources
• Progressions Documents - Describe how standards
  progress and the cohesive nature of the Common
  Core.
• PARCC Model Content Frameworks - A guide to 3-11
  Common Core testing.
• A Story of Functions - A curriculum map for New
  York State high school math courses.
• Illustrative Mathematics - A website containing
  examples by standard.

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Algebra I (Common Core)

• Content Emphasis
• The CCLS for Mathematics were designed with the
  understanding that not all clusters should be
  emphasized equally in instruction or testing.
• Cluster Emphasis
• Major
• The intended instructional focus in Algebra I
• Count for the majority of the Regents Exam in
  Algebra I (CC) questions
• Primarily Algebra and Functions conceptual
  categories
• Supporting
• Additional

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Test Blueprint Test Blueprint
Conceptual Category Percent of Exam by Points
Number and Quantity 2 - 8
Algebra 50 - 56
Functions 32 - 38
Statistics and Probability 5 - 10
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Multiple-Choice (MC) Questions

• Designed to assess CCLS for Mathematics while
  incorporating standards and math practices in
  real-world applications
• Will be assessing procedural and conceptual
  knowledge and skills while applying knowledge to
  various situations
• Will require the use of multiple skills and
  concepts
• Distractors will be based on plausible missteps

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Constructed Response (CR) Questions

• Questions will be similar in structure to those
  on previous Regents Exams. Students will be asked
  to show their work in completing one or more
  tasks on questions that may sometimes include
  multiple parts.
• Students will be asked to show their
  understanding of math procedures, conceptual
  understanding, and application.

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Algebra I (Common Core)

• Multiple Representations
• The same content may be assessed differently from
  one year to the next.
• It is possible that a standard will be assessed
  more than once on the same exam without
  overlapping the content.

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2014 Regents Exam in Algebra I (CC) Test Design 2014 Regents Exam in Algebra I (CC) Test Design 2014 Regents Exam in Algebra I (CC) Test Design 2014 Regents Exam in Algebra I (CC) Test Design
Algebra I Exam Number of Questions Point Value per Question Total Point Value per Section
Part I 24 MC 2 48
Part II 8 CR 2 16
Part III 4 CR 4 16
Part IV 1 CR 6 6
Total 37 - 86
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Sample Questions

• Originally released at May 2013 NTI, Network Team
  Institute
• Teaching Tools which demonstrate the
  instructional shifts demanded by the CCLS
• Tools to clarify how the CCLS should drive
  instruction
• The questions were created and reviewed
  collaboratively between NYSED and teachers from
  around New York State in line with the process
  for the creation of questions on operational exams

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How Can the Sample Questions Be Used?

• Consider the instructional changes that will need
  to occur in your classroom
• Interpret how the standards are conceptualized in
  each question
• Note the multiple ways a standard can be
  addressed
• Note the application of mathematical ways of
  thinking to real-world issues and challenges
• Use a framework to create your own Common Core
  aligned sample questions for your own classroom
  or school

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Algebra I (Common Core) Resources Available on
EngageNY

• About the Regents Exam in Algebra I
• Regents Exam in Algebra I Test Blueprint
• Algebra I Standards Clarification
• Question Types Overview
• Guidelines for Writing Items MCQs
• Guidelines for Writing Items CRs
• Multiple Representations
• Item Criteria Checklist
• Mathematics Tools
• Reference Sheet
• Algebra I Sample Items (8 items presented at NTI)
• Graphing Calculator Guidelines

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Algebra I (Common Core) ResourcesComing Soon to
EngageNY

• Regents Exam in Algebra I Test Guide
• Webinars
• Algebra I Sample Questions (15 additional)

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Resources

• Regents Exam information for Mathematics
• http//www.engageny.org/resource/regents-exams-mat
  hematics
• New York State P-12 Common Core Learning
  Standards for Mathematics
• http//www.engageny.org/resource/new-york-state-p-
  12-common-core-learning-standards-for-mathematics
• Standards for Mathematical Practice
• http//www.corestandards.org/Math/Practice
• A Story of Functions
• http//www.engageny.org/resource/grades-9-12-mathe
  matics-curriculum-map
• Content Emphases
• http//www.engageny.org/resource/math-content-emph
  ases/

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Resources

• Curriculum Modules on EngageNY
• http//www.engageny.org/resource/high-school-algeb
  ra-i
• Sample Questions on EngageNY
• www.engageny.org/resource/regents-exams-mathematic
  s-algebra-i-sample-items
• PARCC Model Content Frameworks
• http//www.parcconline.org/parcc-model-content-fra
  meworks
• Progressions Documents
• http//ime.math.arizona.edu/progressions/
• Illustrative Mathematics- Examples by Standard
• http//www.illustrativemathematics.org/

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New York State Regents Exam in English Language
Arts (Common Core)
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Regents Examination in English Language Arts
(Common Core) Overview

• Designed for administration at end of Grade 11
• Administered in three hours by paper and pencil
• Measures Grades 11-12 and Anchor CCLS Standards
  in Reading, Writing, and Language
• Assesses the knowledge and skills that students
  need to meet Common Core expectations for 11th
  grade English
• Built upon a balance of literature and
  informational texts of appropriate complexity for
  11th -CCR Grade Band
• Demands close reading of text and text-based
  writing

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Test Blueprint Regents Examination in English
Language Arts (Common Core)
Test Part Suggested Time   Standards Addressed (coverage will vary) Text Description Student Task
  PART 1   READING COMPREHENSION       60 minutes       RL.1-6, 10 RI.1-6, 8-10 L.3-5         2 3 texts Up to approximately 2,600 words total   Each test will contain at least one literature and one informational text.       Students will perform a close reading of the texts and answer 24 multiple-choice questions.  
  PART 2   WRITING FROM SOURCES       90 minutes       RL.1-6,10-11 RI.1-10 W.1, 4,9 L.1-6    2 5 texts Up to approximately 2,600 words total   Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text.       Students will perform a close reading of the texts and write a source-based argument, as directed by the task.
  PART 3   TEXT ANALYSIS       30 minutes       RL.1-6, 10 RI.1-6, 8-10 W.2,4,9 L.1-6   1 text Up to approximately 1,000 words   Each test will contain one literature or one informational text.       Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the authors use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.
Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the authors use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used. Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the authors use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used. Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the authors use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used. Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the authors use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used. Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the authors use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used.

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Types of Texts on the Test

• Literature Texts
• Include stories (the subgenres of adventure
  stories, historical fiction, mysteries, myths,
  science fiction, realistic fiction, allegories,
  parodies, satire, and graphic novels) drama
  (one-act and multi-act plays) and poetry (the
  subgenres of narrative poems, lyrical poems, free
  verse poems, sonnets, odes, ballads, and epics
• Informational Texts
• Consist of literary nonfiction (the subgenres of
  exposition, argument, and functional text in the
  form of personal essays, speeches, opinion
  pieces, essays about art or literature,
  biographies, memoirs, journalism, and accounts
  written for a broad audience).
• All texts and graphics
• Must be authentic and published in reputable
  print or web sources.

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Exam in ELA (Common Core) Part 1
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Part 1 Reading Comprehension
Standards Addressed Text Description Student task
      RL.1-6, 10 RI.1-6, 8-10 L.3-5   2-3 texts Up to approximately 2,600 words   Each test will contain at least one literature and one informational text.       Students will perform a close reading of the texts and answer 24 multiple-choice question.
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Part 1 Texts

• The literature and informational texts that
  students read closely to answer text based
  multiple-choice questions
• Are worth reading
• Are examples of CCLS aligned texts that could be
  used in classroom instruction
• Are appropriate for 11th grade students on the
  Regents Exam in ELA (CC)
• Are content rich and complex
• Are sufficiently accessible and interesting to
  engage students in close reading
• Represent a variety of genres
• Represent multiple perspectives
• Support text based multiple-choice questions
• Provide sufficient evidence for students to
  understand unfamiliar contexts or information

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Part 1 Multiple-Choice Questions

• Multiple-Choice Questions
• Measure specific CCLS Standards in Reading
  Literature, Reading Informational Text, and
  Language
• Require close reading of the text
• Require understanding what is presented in the
  four corners of the text
• Are important to an understanding of the text as
  a whole
• Question Stems
• Are clear and unambiguous
• Use vocabulary that is appropriate for 11th grade
• Are text based
• Question Options
• Are clear and unambiguous
• Are text based and plausible
• Have one and only one correct answer
• Require that students understand the text
• May require students to reread the text
• May require students to reread more than one part
  of the text

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Part 1 MC Question Example

• What evidence from the text best clarifies the
  authors claim in lines 34 through 39 (Even the
  poorestamounts)?
• (1) lines 40 through 42 (Poor and
  restrictedinestimable boon)
• (2) lines 52 through 54 (This, then, or
  extravagance)
• (3) lines 63 and 64 (The laws distribution
  free)
• (4) lines 65 through 68 (Individualismfor
  itself )

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Part 1 MC Question Example

• Key 4
• CCLS RI.11-12.3
• Commentary This item measures CCLS RI.11-12.3
  because it asks students to analyze a complex set
  of ideas and how they develop over the course of
  the text.
• Rationale Option 4 is correct. The author is
  claiming that the poor should be wise enough to
  realize that the wealthy have their wealth
  because they are better at money management and
  they should remain trustees of that wealth and
  distribute it wisely.

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Exam in ELA (Common Core) Part 2
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Part 2 Writing from Sources
Standards Addressed Text Description Student task
      RL.1-6, 10-11 RI.1-10 W.1, 4,9 L.1-6  2 5 texts Up to approximately 2,600 words total   Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text. Students will perform a close reading of the texts and write a source-based argument, as directed by the task.
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Part 2 Writing from Sources Example Task

• Directions
• Closely read each of the five texts provided on
  pages through and write an evidence-based
  argument on the topic below.
• You may use the margins to take notes as you read
  and the next page to plan your response.
• Write your response in the space provided.
• Topic
• Was the Federal Theatre Project successful?

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Part 2 Writing from Sources Example Task

• Your Task
• Carefully read each of the five texts provided.
• Then, using evidence from at least four of the
  texts, write a well-developed argument regarding
  the success of the Federal Theatre Project.
• Clearly establish your claim, distinguish your
  claim from alternate or opposing claims, and use
  specific and relevant evidence from at least four
  of the texts to develop your argument.
• Do not simply summarize each text.

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Part 2 Writing from Sources Example Task

• Guidelines
• Be sure to
• Establish your claim regarding the success of the
  Federal Theatre Project.
• Distinguish your claim from alternate or opposing
  claims.
• Use specific, relevant, and sufficient evidence
  from at least four of the texts to develop your
  argument.
• Identify the source that you reference by text
  number and line number(s) or graphic (for
  example Text 1, line 4 or Text 2, graphic).
• Organize your ideas in a cohesive and coherent
  manner.
• Maintain a formal style of writing.
• Follow the conventions of standard written
  English.

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Part 2 Scoring Rubric Criteria

• Student Argument Essays are rated holistically
  using a six point scale using the following
  criteria
• Content and Analysis the extent to which the
  response conveys complex ideas and information
  clearly and accurately in order to respond to the
  task and support an analysis of the text.
• Command of Evidence the extent to which the
  response presents evidence from the provided text
  to support analysis.
• Coherence, Organization, and Style the extent to
  which the response logically organizes complex
  ideas, concepts, and information using formal
  style and precise language.
• Control of Conventions the extent to which the
  response demonstrates command of conventions of
  standard English grammar, usage, capitalization,
  punctuation, and spelling.

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Exam in ELA (Common Core) Part 3
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Part 3 Text Analysis
Standards Addressed Text Description Student task
      RL.1-6, 10 RI.1-6, 8-10 W.2,4,9 L.1-6   1 text Up to approximately 1,000 words   Each test will contain one literature or one informational text.       Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the authors use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.
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Part 3 Text Analysis Example Task

• Your Task
• Closely read the text provided on pages
  through and write a well-developed, text-based
  response of two to three paragraphs.
• In your response, identify a central idea in the
  text and analyze how the authors use of one
  writing strategy (literary element or literary
  technique or rhetorical device) develops this
  central idea.
• Use strong and thorough evidence from the text
  to support your analysis.
• Do not simply summarize the text. You may use
  the margins to take notes as you read and the
  next page to plan your response. Write your
  response in the spaces provided.

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Part 3 Text Analysis Example Task

• Guidelines
• Be sure to
• Identify a central idea in the text
• Analyze how the authors use of one writing
  strategy (literary element or literary technique
  or rhetorical device) develops this central idea.
  Examples include characterization, conflict,
  denotation/connotation, metaphor, simile, irony,
  language use, point-of-view, setting, structure,
  symbolism, theme, tone, etc.
• Use strong and thorough evidence from the text to
  support your analysis
• Organize your ideas in a cohesive and coherent
  manner
• Maintain a formal style of writing
• Follow the conventions of standard written
  English

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Part 3 Scoring Rubric Criteria

• Student responses are rated holistically using a
  four point scale using the following criteria
• Content and Analysis the extent to which the
  response conveys complex ideas and information
  clearly and accurately in order to respond to the
  task and support an analysis of the text.
• Command of Evidence the extent to which the
  response presents evidence from the provided text
  to support analysis.
• Coherence, Organization, and Style the extent to
  which the response logically organizes complex
  ideas, concepts, and information using formal
  style and precise language.
• Control of Conventions the extent to which the
  response demonstrates command of conventions of
  standard English grammar, usage, capitalization,
  punctuation, and spelling.

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Regents Examination in English Language Arts
(Common Core)Resources

• Coming soon to EngageNY.org http//www.engageny.or
  g/common-core-curriculum-assessments
• Test Guide
• Test Sample Items
• Currently on EngageNY.org
• Curriculum Modules
• Common Core Reading Guides

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Thank You!Any Questions?

• Additional questions can be forwarded to the
  following addresses
• Test-Related Questions
• emscassessinfo_at_mail.nysed.gov
• Curriculum and Instruction Questions
• emscurric_at_mail.nysed.gov