engageny.org assessment aligning curriculum, instruction, and assessments

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AssessmentAligning Curriculum, Instruction, and

Assessments

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Purpose of this Session• Participants will be able to implement CCSS-

aligned assessments in the NY ELA curriculum modules.

• Participants will understand how the supports embedded in Module 9.1 will assist in preparing students for the Regents Exam.

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WelcomeDiscuss the question and its relevance as your school implements the Common Core State Standards.

How does CCSS change the nature of the classroom assessment?

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A Portrait of a College and Career Ready

StudentDemonstrates Independence

Responds to Varying Demands

Comprehends & Critiques

Values Evidence

Uses Digital Media

Understands Other

Perspectives

Builds Content

Knowledge

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Module 9.1 Assessment Progression

End of Each Lesson

Formative

Provides Scaffolding for End-of-Unit Assessment

Formative or Summative

Provides Scaffolding for Module Performance Assessment

Formative or Summative

Module Performance Assessment

Summative

Daily Assessments

Mid-Unit Assessment

End-of -Unit Assessment

Module PerformanceAssessment

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Understanding the Alignment

• In pairs, read Module 9.1.1 Lesson 3 closely. • Highlight components that are tightly aligned

to the standard within the lesson, include assessment, activities, and questions.

• Focus on the Daily Assessment. Notice the alignment to the standards being assessed. Where is there evidence of tight alignment?

• Discuss with your partner.

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How Do Assessments in Module 9.1 Support the

Standards?• Assessed vs. Addressed Standards• Assessment-Standard-Activities tightly aligned• Daily Assessments (Formative Assessment)

end every lesson • Mid-Unit and End-of-Unit Writing Assessment

for all three units• Module Performance Assessment at the end of

the 10-week module

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An Overview of the Unit Assessment Components• Mid-Unit:

Students participate in an evidence-based discussion prior to responding to a prompt, individually in writing, about a character from St. Lucy's who adapts to change and one who resists change.

• End-of-Unit: Students write an essay, using evidence from the

story, explaining whether the character, Claudette, was successfully integrated into human society. Students use the unique structure of the text as well as vocabulary from the unit in their essays.

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Using the Assessment Design to Continue Student Learning

• With a partner, read Lesson 16 and 17 of Unit 9.1.1.

• Highlight areas within Lesson 16 that provide scaffolding for students as they prepare for the End-of-Unit Assessment (Lesson 17).

• With your partner, discuss the areas of support embedded within the lesson and how the connection to assessment and instruction are integral for student learning.

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Module 9.1Performance Assessment

• Students read a previously unread excerpt from Rilke’s Letters to a Young Poet, collaboratively analyze the text, and independently write an essay that pairs the Rilke excerpt with a text previously read in the module.

• Each unit will culminate with a written assessment that provides scaffolding for the Module Performance Assessment.

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Table Talk• At your table, discuss the following questions:

How is the content of the assessment aligned with the content of the standard? Provide evidence.

How do the cognitive and skill demands of the assessments closely align with the expectations defined in standards?

What do you notice about the level of difficulty of the assessments throughout the unit?

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Regents Exam

• Measures Grades 11–12 and Anchor CCLS Standards for ELA/Literacy in Reading, Writing, and Language

• Administered at the end of grade 11 in a three hour session using traditional paper & pencil

• Built upon a balance of literature & informational texts of appropriate complexity for grade band

• Demands close reading of text and text-based writing

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Regents Design•Stu

dents will perform a close reading of the texts and answer 24 multiple-choice questions.

Part 1: Reading Comprehension

•Students will perform a close reading of the texts and write a source-based argument, as directed by the task.

Part 2: Writing from Sources

•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 the author’s use of one writing strategy.

Part 3: Text Analysis

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Writing from Sources Example Regents 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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Text Analysis Example Regents Item

• Guidelines – Be sure to: Identify a central idea in the text. Analyze how the author’s 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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Table Talk

Table-based Discussion:

• Discuss at your table similarities and differences between the assessments in Module 9.1 and the Regents assessments. Include in your discussions:

What components or student expectations are strongly aligned?

What components or student expectations are not clearly articulated?

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Reflection and Discussion

• How can the assessment, standards, and activities in this curriculum support your students to be successful on the Regents Exam?

• How will the assessment component, which includes both formative and summative, help you monitor student learning?

• What are the next steps in using assessment data to inform your instruction?

• Share one thought with someone at your table.

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Q & A

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking Lot

Please go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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