Rubric for the Assessment of the Argumentative Essay TAKS Reading Open Ended by zfs47164

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									                          TAKS Reading
                       Open-Ended Questions


                      Texas Assessment Conference
                                  2005



                                                         307 Stirrup Dr.
Authentic Learning Technologies                   Dripping Springs, TX 78620
 Curriculum, Instruction, and Assessment of   Phone: 512.264.3050 Fax: 512.264.3063
   Academic and Professional Standards        E-mail: patjacoby@authenticlearning.com
Response to Reading




                      2
                      Lexicon

•   Open-ended response    • Literature response
•   Free response          • Performance assessment
•   Constructed response   • Alternative assessment
•   Literary response      • Reading prompts
•   Story response         • Evidence based
                             assessment
•   Response to reading    • Text-based essay
•   Synthesis response     • Multi-genre assessment

                                                      3
  Objectives for Pre-Conference
• Improving student performance on the
  TAKS open-ended reading questions for
  Grades 9-11
• Instructional strategies
• Effective professional development
• Teacher resources


                                          4
  Objectives for Pre-Conference
Strategies
• Improving performance for struggling readers and
  writers
• Scoring at the highest level on the reading rubric
• Implementing a K-12 literary response program
  using constructed responses for classroom
• Assessing ELA objectives
• Using reading rubrics for Grades K-8
• Writing high quality open-ended questions.
                                                       5
Three Types of Responses

1. Multiple Choice Justification
2. Open-Ended Questions
3. Text-based Essay




                                   6
  What is a “response to reading”?


1. Evidence of clear thinking about text(s).
        Active writing helps students think
             and better understand text(s).




                                               7
     What is Response to Reading?
                      (Cont’d)




2.    More than a summary or a retelling.
          Response focuses on analysis
          and interpretation of the text(s).




                                               8
 What is Response to Reading?
                    (Cont’d)


3.Establish enough context so that anyone (not
  just the teacher who gave the assignment) can
  make sense of the piece and follow the
  reader’s thinking.
            Context includes the most important
            information about the situation,
            event, problem, or idea.

                                            9
What is Response to Reading?
                   (Cont’d)


4. The response always uses a controlling
   idea to analyze some aspect of the text(s).
        After analysis of the idea, a
        statement is made in the context
        of the situation and has strong textual
        support.


                                            10
What is Response to Reading?
                  (Cont’d)



5. The response elaborates on the
   controlling idea with frequent references
   to text(s), using a direct quotation,
   paraphrase, or synopsis.
        These textual references should be
        skillfully interwoven into the
        response.

                                          11
Multi-Genre Literacy
      Where is response to reading
      used in the real world?

           Analyze multiple texts
           Integrate text and media
           Evaluate content validity
           Make decisions

                                      12
      Construction vs. Selected Items
         Ask: How do we know what students know?
        Constructed Items                  Selected Items
•   Can students analyze text(s)? • Can students select a correct
•   Can students integrate          answer?
    sources?                      • Does the selected answer
•   Can students find multiple      prove that students
    meanings?                       understand the text?
•   Can students provide textual • Did students analyze the
    support for their ideas?        text, respond from memory
                                    or guess?

                                                              13
     What are Justifications for
        Multiple Choice?

• Language that proves that the selected
  answer makes sense
• Evidence that students have returned to the
  text(s) to reread and analyze
• Evidence that students are applying higher-
  order thinking skills

                                                14
     Q2:     Question the Question

1.   What is this question asking me to
     do? (statement about the situation, problem, focus, or
     understanding of the task)

2.   What is this question testing?
     (Standard: Label the TEKS - concept, content, or process)

3.   How will I know my answer
     makes sense? (use ideas, skill labels or textual
     support to justify your answer)


                                                                 15
               Q2: Examples
  1. What is this question asking me to do?

• find the best meaning
• determine common theme in the passages
• how does the character's point of view help the
  understanding
• examine the author's view of ____________
• determine how an idea is supported
• determine the underlying message
• compare information in two passages
                                                    16
           Q2: Examples
    2. What is this question testing?

•   multiple meanings of words
•   author's purpose
•   author's point of view
•   main idea
•   summary


                                        17
                         Q2: Examples
      3. How will I know my answer makes sense?

                 √                                            
 Refer to text: place question number
                                            I guessed.
  by text or paragraph in passage
                                            It’s the best answer.
 Your idea of why the answer is the
                                            It made sense.
  best
                                            I just know it.
 Label the skill and include a phrase
                                            It’s the longest or shortest answer.
  from the text
                                            It was in my notes.
 Explain vocabulary plus include a
                                            Too long, didn't want to read the passage.
  phrase from the text
                                            Because we studied this in class.
 Explain how meaning was made
                                            Repeat of question.
 Draw a graphic: picture or web            Repeat of answer.
 Disprove incorrect answers

                                                                                 18
     Brain vs. Book
                 Cont’d



Idea Development vs. Textual Support


  Develop idea
                          Direct Quote
  and match it
   with strong            Paraphrase
     textual
                           Synopsis
    support



                                         19
      Relevant Textual Support
1. Direct quote: ".............."
2. Paraphrase: reword relevant selections from text
3. Synopsis: focused, specific summary
   What a synopsis is:
   – list of relevant events to support statement
   – summary of many events
  What a synopsis is not:
   – general summary
   – general citation* not allowed: reference to ¶ 8

  *Citations (reference to ¶ 8) are acceptable when included with one of the
  three types of textual support.


                                                                               20
    Examples of Complex Direct Quote
                              Modification of Quote
•   ―He can’t go out like that,‖ Ana cringes as the sight of her Papi ―who just
    doesn’t get it and maybe never will.‖
                  Embedded Quote, Word Clip and Paraphrase
•   Harcourt comes across as a ―red-faced, happy‖ dreamer, his nose stuck in
    a book with no thought of the outward effect of his shabby looks.
•   John is humiliated by his inability to rise above his ―dreadful uneasiness.‖
•   She gets perturbed at her father’s ―tacky‖ clothes but overcomes those
    feelings when she remembers the sacrifices he made on her behalf, giving
    up ―a stellar business career‖ to take his family to freedom.
                                      Ellipsis
•   She respects him for boldly leaving ―Communist Cuba...to start a new in
    freedom.‖
                                                                           21
    Examples of Paraphrase
John also is cold when he shifts his gaze when
  his father and him almost make eye contact.
She cringes at his choice in clothing and
  considers him well-meaning but clueless.
John doesn’t want to be publicly embarrassed
  by his father’s shabbiness.

                                             22
         Examples of Synopsis
Three pieces of textual      Other shoppers in the crowded store
support describe the sharp       have ―hot red faces‖ and are getting
contrast between the crowd       en each other’s way,‖
and Grace.                   ...with her ―expression of cool
                                 independence...
                             She was so sure of herself, her relation
                                 to the people in the aisles.‖



Three pieces of text that    Ana’s father wears nylon socks with
show why Ana cringes at          rubber sandals,
the sight of Papi.           white shorts that look like underwear,
                             thinking he looks just fine.

                                                                      23
 Types of Literary Open-Ended Questions



• Theme, character trait, conflict, or change
• Literary technique or figurative expression




                                           24
                         Theme
  Theme is the underlying meaning of the story, a universal
  truth, a significant statement the story is making about
  society, human nature, or the human condition. In truly great
  works of literature, the author intertwines the theme
  throughout the work and the full impact is slowly realized as
  the reader processes the text.
• Concept: the fall of man, passion vs. reason, the need for love,
   or the power of nature
• Point of view: Today is the first day of the rest of your life.
• Lesson: Don’t cry over spilled milk. or Friends are a person's
  most valuable possession.
                                                             25
               Theme (Cont’d)
Examples:

•   How is the idea of __ important in both stories?
•   How is __ an important theme in both stories?
•   How does the idea of __ apply to both stories?
•   How is the concept of __ important in both
    stories?
                                                26
                Character Trait
  Character traits are revealed through attitudes, motivations,
  actions, feelings, mannerisms, physical appearances, speech,
  and personality traits.

Examples:
• Who do you think is the wisest character?
• Which character to you think is the snob?
• What is one characteristic that makes __ successful?
• What is one significant difference between __ and __
• What is one characteristic shared by __ and (character)?

                                                             27
                         Conflict
  Conflict is a struggle experienced by one or more
  characters.
Internal conflict is a struggle within a single character:
  – man versus self
External conflict is a struggle between:
  – two characters: man versus man
  – characters and the society in which they live: man versus society
  – characters and a force of nature: man versus nature
                                                                 28
          Conflict (Cont’d)
Examples:
• What is one conflict that __ faces?
• What is the major conflict that __
  experiences in the story?
• How does the reader know that __ is upset
  with __ for __?


                                              29
                   Change
  Questions involving change require students to
  analyze how changes occur during the story.
  Analysis of a change in the beginning, middle, or
  end of the story must be accompanied with textual
  support.
Examples:
• How does __ change from the beginning to the
  end of the story?

                                                  30
           Literary Technique
  Literary techniques are analyzed to evaluate how
  the author uses methods to shape a reader’s
  understanding of characters, events, and theme.

Examples:
• Why do you think the author waits until the end of
  the story to reveal the truth about __?


                                                     31
       Figurative Expression
  Figurative expressions include metaphors,
  similes, and personification.
Examples:
• How does __ use language to __?
• Why does the author use the language “__”
  in the story?


                                          32
   History of Literary Questions
9th 2003     How does __ change from the beginning to the
             end of ―__‖?
9th 2004     In ―__,‖ what does __ learn from his experience
             with __?
10th 2003    What is one conflict that __ faces in ―__‖?
10th 2004    What is the major conflict that __ experiences in
             ―__‖?
10th MU 2004 In ―__,‖ what do the __ learn from their
             experiences at the __?
11th 2003    In ―__,‖ why does __ keep the record for __?
11th 2004    In ―__,‖ which character do you think is the __?
                                                          33
 TAKS Literary Response Rubric
                 Score Point 3 – Exemplary
In exemplary responses, the student
 must offer a particularly thoughtful or insightful theme,
  character trait, conflict, or change and strongly
  support it with accurate/relevant textual evidence


  In addition, exemplary responses show strong evidence
  of the student’s depth of understanding and ability to
  effectively connect textual evidence to the idea,
  analysis, or evaluation.
                                                           34
 TAKS Literary Response Rubric
                 Score Point 3 – Exemplary
In exemplary responses, the student

 must offer a particularly thoughtful or insightful analysis
  of a literary technique or figurative expression and
  strongly support it with accurate/relevant textual
  evidence

  In addition, exemplary responses show strong evidence
  of the student’s depth of understanding and ability to
  effectively connect textual evidence to the idea,
  analysis, or evaluation.

                                                           35
    Literary Response: Score 0

The father because if you came out looking
like he did, you don’t think highly of
yourself. In paragraph two, he didn’t have a
haircut and how he was wearing his glasses,
his jacket and two button on his vest was
undone.


                                           36
Literary Response: Score 0
RG-1

           The father ...



                             Did not answer queston
                            Incorrect analysis of text



       ...because if you came                       In paragraph two, he didn't have a
          out looking like he
        did, you don't think
         highly of yourself.
                                           X         haircut and how he was wearing
                                                       his glasses, his jacket and two
                                                      button on his vest was undone.




                                                                                         37
    Literary Response: Score 1

The snob is John because he is ashamed of
his father. He acts as if he is too good to
speak to his father and thats being a snob.
―There was rising in him uneasiness;
something very precious that he wanted to
hold seemed close to destruction.‖


                                              38
  Literary Response: Score 1

RG-6



                   The snob is John ...

                                                    Weak connection

                                 He acts as if he
       ...because he is                               "There was rising in him uneasiness;
                                 is too good to
       ashamed of his                               something very precious that he wanted
                                  speak to his
            father.                                  to hold seemed close to destruction."
                                    father ...




                   ... and thats being a
                           snob.

                                                                                    39
    Literary Response: Score 2

I believe that Harcourt is the snob. He is the
one who is ashamed of his father and of the
common man. He thinks ―…his hair was
too long, and in his rather shabby clothes he
looked very much like a working man, a
carpenter perhaps.‖ That’s what his father
is. He just can’t accept that.

                                             40
        Literary Response: Score 2

          I believe that Harcourt
                is the snob.
RG-10



            He is the one who is
            ashamed of his father
             and of the common          He thinks "…his hair was too long, and in his
           man. That's what his                                     ed
                                       rather shabby clothes he look very m uch lik a e
           father is. He just can' t          working man, a carpenter perhaps."
                 accept that.




                                                                                          41
    Literary Response: Score 3
I believe that the snob is John because he is too
ashamed about his father’s appearance to let his
upper-class girlfriend meet him. John tries ―[to
justify]‖ his reason for not introducing Grace by
saying that ―it’ll only embarress [his dad] to see
Grace‖ when in reality, it will only embarress
himself. John also is cold when he shifts his gaze
when his father and him almost make eye contact.
That is why I believe John is the real snob.
                                                 42
   TAKS Literary Response: Score 3

         RG-16

                         ...because he is too
                          ashamed about his              when in reality, it       That is why I
I believe that the
                       father's appearance to                will only             believe John is
 snob is John...          let his upper-class            embarress himself.         the real snob.
                         girlfriend meet him.




                     John tries "[to justify]" his     John also is cold when he
                      reason for not introducing        shifts his gaze when his
                      Grace by saying that "it'll    father and him almost make
                     only embarress [his dad] to               eye contact.
                              see Grace"



                                                                                                     43
Types of Expository and Crossover Questions




 • Analysis or evaluation of a characteristic
   of the text
 • Conclusion, interpretation, or prediction



                                            44
          Characteristic of Text
  Questions about a characteristic of the text may include
  analysis of the author’s style or intent or an evaluation to
  make a decision about the author’s style or message.

Examples:
• Why is ―__‖ a good title for this selection?
• Why does the author include so many references to __?
• What impact does the point of view have in both stories?
• How does the author’s attitude toward __ change from the
  beginning to the end of the selection?

                                                                 45
                 Conclusion
  Inferential questions require students to go beyond
  the literal statements in the text make decisions.
Examples:
• Why are the memories of __ important to __?
• What is one significant difference between __ and
  __?
• Who do you think is more ―unforgettable‖?


                                                    46
               Interpretation
  Interpretation questions require the students to
  establish meaning and explain their ideas about
  how the parts of the story fit to the whole.
Examples:
• How was the author of ―__‖ affected by the trip to
  the__?
• How can you tell that the __ in both stories care
  about their __?

                                                   47
                Prediction

  Prediction questions require students to
  state what might happen next in the story.
Examples:
• What do you think might happen to the __ in
  the story?
• What affect might __ have on (character).


                                            48
 History of Expository Questions
9th 2003     In ―__,‖ who do you think is more successful, __
             or __?
9th 2004     Why do you think the author and __ decided to
             leave their last __ game in a tie in ―__‖?
10th 2003    Why are the memories of __ important to __?
10th 2004    How does the author’s attitude toward __ change
             over the course of ―__‖?
10th MU 2004 Based on your reading of ―__,‖ do you think __
             made the right decision for the __?
11th 2003    Why is ―__‖ a good title for this selection?
11th 2004    In ―__,‖ how does the author’s attitude toward __
             change from the beginning to the end of the selection?
                                                              49
  TAKS Expository Reading Rubric
                Score Point 3 – Exemplary

In exemplary responses, the student
 must offer a particularly thoughtful or insightful
   conclusion, interpretation, or prediction and strongly
   support it with accurate/relevant textual evidence

  In addition, exemplary responses show strong evidence of
  the student’s depth of understanding and ability to
  effectively connect textual evidence to the idea, analysis,
  or evaluation.

                                                            50
  TAKS Expository Reading Rubric
                Score Point 3 – Exemplary

In exemplary responses, the student
 must offer a particularly thoughtful or insightful analysis
  or evaluation of a characteristic of the text and strongly
  support it with accurate/relevant textual evidence

  In addition, exemplary responses show strong evidence of
  the student’s depth of understanding and ability to
  effectively connect textual evidence to the idea, analysis,
  or evaluation.
                                                            51
  Expository Response: Score 0

Her attitude changed after realizing her
fathers strugle, to giving his family a new
and better life. Even at an old age he
continues to work hard for his family,
giving her a sence of pride.




                                              52
Expository Response: Score 0
  RG-17                          When change
                                 occurred; not
                                    HOW
          Her attitude changed
           after realizing her
           fathers strugle, to                   Even at an old age he continues to
           giving his family a                       work hard for his family,
          new and better life.




                giving her
               a sence of
                  pride.




                                                                                      53
  Expository Response: Score 1
At first, the author of ―Common Threads‖, Ana
Veciana Suarez is embarrassed by her father. The
feeling Suarez had seemed to have grown over
time, starting with the embarrassment of her
parents at an early age. However as she observes
her father she begins to realize she shouldn’t hang
on to those negative memories, that they don’t
matter but that she actually is proud of and
admires him.
                                                  54
Expository Response: Score 1
   RG-23
            At first, the author of
             "Common Threads",                             Too general
            Ana Veciana Suarez is
                                        starting with the embarrassment
              embarrassed by her
                                         of her parents at an early age.
               father. The feeling
            Suarez had seemed to
            have grown over time,




           However as she observes                         Too general
            her father she begins to
           realize she shouldn't hang    to those negative memories,
           on...but that she actually       that they don't matter
            is proud of and admires
                       him.




                                                                           55
  Expository Response: Score 2
In the beginning of the selection, the author is
embarrassed by her father because of his
―ridiculous outfit‖ and ―all the mortifications of
the past.‖ However, she begins to realize how
brave and dignified he really is. She respects him
for boldly leaving ―Communist Cuba…to start
anew in freedom.‖ She admires his ability to live
his life ―no matter how alien or difficult the
circumstances.‖
                                                     56
   Expository Response: Score 2

RG-26

            In the beginning of             However, she
             the selection, the           begins to realize
                                           how brave and            She admires his
                  author is                                        ability to live his
            embarrassed by her           dignified he really
                                          is. She respects                  life
                    father
                                               him ...




        because of his "ridiculous        or boldly leaving      "no m atter how alien or
           outfit" and "all the        "Comm unist Cuba…to             difficult the
        mortifications of the past."   start anew in freedom."       circumstances."



                                                                                            57
      Expository Response: Score 3

The author’s attitude toward her father changes from
chagrin at his appearance to appreciation for his inner
strength. Wanting her family to fit in at her nephew’s
graduation ceremony, Ana expects everyone to follow the
request to wear red. When Ana’s father appears in tacky
clothes with ―not even a touch of red‖, Ana cringes. At
the ceremony, she watches her father ―bending forward to
relieve the pain in his back,‖ as he continues to hold his
head high. When she sees his dignity, ―his ridiculous
outfit that blares out his oddness, no longer matters to
Ana. The man who wears it does.                         58
  Expository Response: Score 3
              The author' s attitude toward her father changes from chagrin
                at his appearance to appreciation for his inner strength.
RG-32


              Wanting her family to                  At the ceremony ,
              fit in at her nephew's                  she watches her
              graduation cerem ony ,                   father ... as he
              Ana expects every one                  continues to hold
              to follow the request                    his head high.
                    to wear red.




        When Ana's father appears in tacky      "bending forward to relieve
        clothes with "not even a touch of          the pain in his back,"
                red", Ana cringes.


                     When she sees his dignity , ... no longer                "his ridiculous outfit that
                    matters to Ana. The m an who wears it does.                blares out his oddness,


                                                                                                            59
History of Crossover Questions
9th 2003     Which of the siblings from ―__‖ and ―__‖
             would you like to have as a brother?
9th 2004     How is the idea of __ important in both ―__‖
             and ―__‖?
10th 2003    How is __ an important theme in both ―__‖
             and ―__‖?
10th 2004    How is the concept of __ important in both
             ―__‖ and ―__‖?
10th MU 2004 How is the __ in ―__‖ similar to __ in ―__‖?
11th 2003    What is one characteristic shared by __ and __?
11th 2004    Do __ in ―__‖ and the author of ―__‖ share a
             similar concern?                           60
   TAKS Crossover Reading Rubric
                Score Point 3 – Exemplary
In exemplary responses, the student
 must offer a particularly thoughtful or insightful
   conclusion, interpretation, or prediction based on both
   selections and strongly support it with accurate/relevant
   textual evidence from both selections

  In addition, exemplary responses indicate that the student
  is able to make meaningful connections across selections.
  These responses show strong evidence of the student’s
  depth of understanding and ability to effectively connect
  textual evidence to the idea, analysis, or evaluation.
                                                               61
   TAKS Crossover Reading Rubric
                 Score Point 3 – Exemplary

 must offer a particularly thoughtful or insightful analysis
  or evaluation of a characteristic of text based on both
  selections and strongly support it with accurate/relevant
  textual evidence from both selections

  In addition, exemplary responses indicate that the student
  is able to make meaningful connections across selections.
  These responses show strong evidence of the student’s
  depth of understanding and ability to effectively connect
  textual evidence to the idea, analysis, or evaluation.
                                                                62
   Crossover Response: Score 0

Yes I believe that they feel the same about
their parents and they share the same
interests about how the are viewed as
children of their adults. There parents truly
love them but it takes time for them realize
that.


                                                63
        Crossover Response: Score 0



RG-36                             Vague                        Vague                         Incorrect

                 Yes I believe that       and they share the
                                                                           There parents
                                            same interests
                they feel the same                                     truly love them but
                                          about how the are
                   about their                                           it takes time for
                                          viewed as children
                      parents                                           them realize that.
                                            of their adults.

  No evidence                                                                                No evidence




                                                                                                         64
  Crossover Response: Score 1

I think that John and Ana share a similar
concern and that is what they thought about
how their dads would embarrass them. John
didn’t want Grace to meet his dad because
he might say something that is
embarrassing. Then Ana is embarrassed by
what her dad is wearing and what he might
do to embarrass her.
                                          65
             Crossover Response: Score 1


                                         I think that John and Ana
                                          share a similar concern...
                         RG-37

                                                                                     Too general
Inaccurate


                                          ...and that is what they     Then Ana is embarrassed by
   John didn't want Grace to meet
    his dad because he might say
   something that is embarrassing.
                                     X   thought about how their
                                           dads would embarrass
                                                                       what her dad is wearing and
                                                                          what he might do to
                                                   them.                     embarrass her.




                                                                                                66
     Crossover Response: Score 2

John, from ―The Snob‖, and Ana, from ―Common
Threads‖, share the same concern by being embarrassed
by their fathers’ outward appearances. John describes
his father by saying, ―Why does he dress as he had
never owned a decent suit in his life?‖ and also, ―his
hair was too long, and in his rather shabby clothes he
looked very much like a working man.‖ Ana describes
her father is this way, ―He is wearing—Oh, my God!
No!—black Nylon socks an inexpensive black rubber
sandals w/ white Bermuda shorts.‖                     67
           Crossover Response: Score 2

                                 RG-41


John describes his father by
saying, "Why does he dress                John, from "The S nob",
                                         and Ana, from "Common      Ana describes her father is this way,
  as he had never owned a
                                         Threads", share the same    "He is wearing-Oh, my God! No!-
   decent suit in his life?"
                                             concern by being        black Nylon socks an inexpensive
                                           embarrassed by their        black rubber sandals w/ white
  and also, "his hair was too                fathers' outward                Bermuda shorts."
long, and in his rather shabby                 appearances.
 clothes he looked very much
     like a working man."




                                                                                                     68
    Crossover Response: Score 3
The father’s of John and Ana march to the beat of different
drummers, causing their kids distress. Old Harcourt comes
across as a ―red-faced, happy‖ dreamer, his nose stuck in a
book with no thought of the outward effect of his shabby
looks. John complains that his ―father doesn’t care what the
whole world thinks of him.‖ Ana’s father wears nylon socks
with rubber sandals, white shorts that look like underwear,
thinking he looks just fine. ―He can’t go out like that,‖ Ana
cringes as the sight of her Papi ―who just doesn’t get it and
maybe never will.‖ Neither father conforms to their children’s
idea of what a presentable father should look like.
                                                          69
          Crossover Response: Score 3


                                                               The father' s of John and Ana                                         s
                                                                                                    Ana's father wears nylon sock with rubber sandals,
             his nose stuck in a          Old Harcourt         march to the beat of different                                                   ing
                                                                                                    white shorts that look like underwear, think he
                book with no              com es across        drumm ers, causing their kids                                 s
                                                                                                                        look j ust fine.
                thought of the               as a ...
             outward effect of his                                       distress.
                                            dreamer,
                shabby look s.                                                                                                    e
                                                                                                           "He can't go out lik that," ... "who
                                                                                                            j ust doesn't get it and maybe never
                                                                                                                             will."
RG-47



          John complains that his                                                                                     Ana cringes as
                                                               Neither father conform s to their                      the sight of her
        "father doesn't care what the   "red-faced, happy"        children's idea of what a                                 Papi
        whole world thinks of him."
                                                             presentable father should look like.




                                                                                                                                                    70
         How to Score a “3”

         Traits of Quality Responses

• Consider what the question is asking you to
  do. Think about the meaning of the entire
  text and, if necessary, locate the area in the
  text that answers the question and re-read
  the text to develop an appropriate response.

                                               71
       How to Score a “3”
CAUTION: There is an outline drawn
around the lines provided: 5 for the literary
response, 5 for the expository response and
8 for the crossover response. Never write
outside of this box. If needed, you may add
extra lines within the box. Responses are
scanned for scoring with the rubric and any
writing outside the box may not be included
in the scan.
                                            72
           Analysis Statements
• make sure your answer is complete and accurate
• carefully analyze the text based on the question
• response must be particularly thoughtful or
  insightful
• think beyond what is stated in the text
• focus your response around a central idea
• develop a big idea or generalization that goes
  beyond the text
• give more than one analysis statement
                                                     73
     Analysis Statements
Quality analysis statements must be
• thoughtful
• reasonable
• accurate
• specific
• concise

                                      74
                    Textual Support
   each piece of textual evidence must have a strong match
  to each idea or analysis to be considered relevant
 if the question has two parts be sure to include two
  analyses and two matching pieces of textual evidence
 remember that the crossover question always requires a
  ―double-double‖ - two analyses and two matching pieces
  of textual support

    (Citations are acceptable when included with one of the three types of
    textual support – not acceptable as the only reference.)

                                                                         75
Literary Graphic Organizer
                         CHANGE
                      answer statement
                     (yes, no, choice, etc.)


     insightful analysis                  insightful analysis
        of beginning                           of ending



 idea that adds to or extends        idea that adds to or extends
         the analysis                        the analysis

      textual evidence                         textual evidence


                         Conclusion or
                         generalization
                                                                    76
Expository Graphic Organizer

           Conclusion, interpretation, prediction, or
                    analysis or evaluation

   Connection statement that answers the question



       One or more insightful idea statements           Gene
                                                        raliza
                                                         tion

       Textual support for each idea statement



               Concluding Statement

                                                                 77
      Crossover Graphic Organizer
                      Conclusion, interpretation, prediction, or
                               analysis or evaluation

                      Choice or idea which connects both texts

        1st Passage
                                                Textual support         C
insightful idea or analysis
                                                                        O
                                               Additional textual   S   N
Additional ideas or analysis                                        T   N
                                                   support
                                                                    R   E
         transition                                connection       O   C
                                                                    N   T
        2nd Passage                                                 G   I
                                                Textual support
insightful idea or analysis                                             O
                                                                        N
                                               Additional textual
Additional ideas or analysis
                                                   support
                Concluding interpretation or generalization
                                                                        78
     History of Writing Prompts
                           Grade 10
10th 2003   Write an essay explaining how your surroundings
             can affect your life.
10th 2004   Write an essay about the impact another
             person can have on your life.
                           Grade 11
11th 2003   Write an essay explaining how one experience can
             have the power to affect a person’s life in a
             positive way.
11th 2004   Write an essay explaining the importance of
             accepting others as they are.
                                                         79
             R2R Rubric for Essay

               Constructs Meaning

                                                         ?
responses fully address intended meaning or      sophisticated ideas,
task and demonstrate a multiple meanings are    thoughtful questions
       thorough         fully and purposefully and insightful reactions
  understanding of the explored and explained       or reflections
 complexity of the text


                                                                   80
              R2R Rubric (Cont’d)

                Connects Ideas


     complex             personal        cite evidence that
   connections         involvement       extends to world
integrate multiple       possesses         events, issues,
     sources            challenge,            concepts,
                     empathy, novelty,   problems, and/or
                      and/or insight          big ideas


                                                              81
           R2R Rubric (Cont’d)

            Evaluates Author
       ?




critical evaluation      multiple        judgments are
  of the author’s   interpretations of      soundly
      purpose,       motivations or     supported with
perspective, craft,     events and     evidence from the
 or credibility of   predictions are          text
      sources         well reasoned


                                                           82
Facets of Understanding
 Understanding by Design, ASCD: Wiggins and McTighe, 1998




                      HOW
                      WHAT

                      HOW
                      WHY
                      WHY




                                                            83
    Thinking Curriculum


•   requires a
    thinking
    assessment


                          84
                 Achievement

• engaging assignments
• modeling
• monitoring
• assessing with rubric
• immediate feedback
• revision


                               85
  Professional Development:
       Important Steps

• Collaborative analysis of student learning
• Curriculum mapping
• Interrater reliability reviews
• Classroom data analysis
• Progress portfolios
• Administrative support


                                               86
             Where to Begin
•   Find multi-genre texts
•   Write open-ended questions
•   Revise curriculum
•   Schedule R2R assessments
•   Schedule R2R collaborative analysis
•   Monitor R2R implementation

                                          87
            Make Connections

•   Multiple choice and constructed responses
•   Thinking for all students and all educators
•   Effective teaching and high stakes assessment
•   Assessing for and of learning
•   Important work and achievement


                                              88
                       Look Ahead
  AP Language and Composition in May 2007

3 Free-response Questions
• Analytic
• Argumentative
• Synthesis (integrate 4 out of 7 multi-genre sources)

Timed: 1 hour for multiple choice; 2:15 minutes for essays

                                                             89
      Texas 2003-2004 Statewide Data:
Short Answer Responses: Grade 9-11 Reading


             Gr     0        1        2       3
              9    16/9%   70/78%   14/13%   0/0%
Literary     10   12/15%   46/47%   41/37%   0/0%
             11   23/12%   59/53%   17/34%   0/1%
              9   14/22%   59/61%   27/16%   0/0%
Expository   10   23/26%   50/61%   27/13%   0/0%
             11   30/16%   51/56%   19/27%   0/0%
              9   28/24%   51/68%    21/7%   0/0%
Crossover    10   36/33%   48/47%   16/20%   0/0%
             11   32/12%   50/61%   17/27%   0/0%
                                                  90

								
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