MCAS MCAS COACHINGCOACHING

“Preserving Our Past…

Focusing on Our Future”March 14, 2008

Deb Donahue

Amy Polito

Kathy Troy

AgendaAgenda Welcome and refreshmentsWelcome and refreshments IntroductionIntroduction ““Robin Hood” open-response promptRobin Hood” open-response prompt

Read selection, review benchmarksRead selection, review benchmarks Review rubricReview rubric Score and discuss sample answersScore and discuss sample answers

Overview of Open-Response Question Overview of Open-Response Question DevelopmentDevelopment

Review Handouts EnclosedReview Handouts Enclosed Introduction to NCS Mentor Scoring SystemIntroduction to NCS Mentor Scoring System NCS Mentor Practice – Computer Lab, B116NCS Mentor Practice – Computer Lab, B116 EvaluationEvaluation

““Robin Hood”Robin Hood”

Robin Hood Open-Response Massachusetts Department of Massachusetts Department of

Education MCAS 2006Education MCAS 2006 Grade 7 Grade 7 Question #18Question #18

““Robin Hood” Sample IRobin Hood” Sample I

The character, Marian has many traits that enabled The character, Marian has many traits that enabled her to trick Robin into winning the fight. Some of her to trick Robin into winning the fight. Some of her character traits are tall, strong, skilled, and her character traits are tall, strong, skilled, and tough. Since she was tall, strong and tough, she tough. Since she was tall, strong and tough, she could win the fight. I she was weak she probably could win the fight. I she was weak she probably wouldn’t have won the fight. Marian is skilled in wouldn’t have won the fight. Marian is skilled in alot of ways. She is skilled, because she made alot of ways. She is skilled, because she made Robin miss his stroke, she would catch him off-Robin miss his stroke, she would catch him off-balance, and she would use every chance of making balance, and she would use every chance of making him lose the fight, like when the tree was behind him lose the fight, like when the tree was behind him. Those are some of the character traits of him. Those are some of the character traits of Marian that made her enable to trick Robin into Marian that made her enable to trick Robin into winning the fight.winning the fight.

““Robin Hood” Sample JRobin Hood” Sample J

Marian outsmarts and outfights Robin. Robin Marian outsmarts and outfights Robin. Robin didn’t know that Marian was so skilled and didn’t know that Marian was so skilled and tough, that Marian surprised him. She could tough, that Marian surprised him. She could catch him off-balance and make him miss his catch him off-balance and make him miss his stroke. The best trick was that she twice stroke. The best trick was that she twice changed hands and fought him left to right as changed hands and fought him left to right as boxers sometimes do. At last Robin had his boxers sometimes do. At last Robin had his chance, they knew he would win but Marian chance, they knew he would win but Marian saw her chance and he triped over a root and saw her chance and he triped over a root and he went back and fell on the tree. At the end he went back and fell on the tree. At the end they get married.they get married.

““Robin Hood” Sample KRobin Hood” Sample K

Marian and Robin are both Marian and Robin are both mysterious. And Marian said she mysterious. And Marian said she has some tricks up her sleeve thats has some tricks up her sleeve thats how she outsmarted Robin.how she outsmarted Robin.

““Robin Hood” Sample LRobin Hood” Sample L

The character trait of Marian that let The character trait of Marian that let her outsmart robin are observation her outsmart robin are observation and intelligence. In the story Marian and intelligence. In the story Marian observes that robin has a root behind observes that robin has a root behind him wich if robin was to walk back he him wich if robin was to walk back he would trip. Marian is intelligent by would trip. Marian is intelligent by steping on the horn for he can not steping on the horn for he can not call for help. That is how Marian out call for help. That is how Marian out smarted Robin.smarted Robin.

DOE Rationale forDOE Rationale forOpen-Response ItemsOpen-Response Items

Open-response items allow for more Open-response items allow for more depth of knowledge to be depth of knowledge to be demonstrated than in multiple-choice demonstrated than in multiple-choice items.items.

Students can be asked to demonstrate Students can be asked to demonstrate more complex cognitive behaviors such more complex cognitive behaviors such as comparing, relating, analyzing, as comparing, relating, analyzing, inferring, concluding, predicting, inferring, concluding, predicting, generalizing, solving and/or applying.generalizing, solving and/or applying.

CriteriaCriteria

What criteria does the DOE use to What criteria does the DOE use to develop MCAS open-response develop MCAS open-response questions?questions?

FYI: Formerly known as FYI: Formerly known as “Language and Literature,” this “Language and Literature,” this MCAS component is now referred to MCAS component is now referred to as “Reading Comprehension” for as “Reading Comprehension” for ELAELA

Make sure that the task Make sure that the task is actually achievableis actually achievable

If the item asks students to read If the item asks students to read a passage or examine a graphic a passage or examine a graphic and then “give three ways” or and then “give three ways” or “explain “explain two reasons” based two reasons” based on the material given, make on the material given, make sure there are three sure there are three ways or ways or two reasons found in the two reasons found in the material provided.material provided.

Directions must be Directions must be complete, and clearly complete, and clearly

specify what is expectedspecify what is expected If you want the students to If you want the students to

provide examples, state in the provide examples, state in the directions that the students should directions that the students should provide examples and how many.provide examples and how many.

If you want the students to If you want the students to identify identify information, do not ask information, do not ask them to discuss, describe, or them to discuss, describe, or explain.explain.

Suggestions for Item Suggestions for Item FormatFormat

Present the prompt in paragraph Present the prompt in paragraph form.form.

Use bullets to emphasize the Use bullets to emphasize the details in the prompt.details in the prompt.

If the students are required to If the students are required to respond to multiple parts of a respond to multiple parts of a question, label each part question, label each part separately (A, B, C).separately (A, B, C).

Five Types of Open-Five Types of Open-Response QuestionsResponse Questions

ScaffoldedScaffolded Single Dimension/ComponentSingle Dimension/Component Two or More Relatively Two or More Relatively

Independent ComponentsIndependent Components Student Choice: Topics/Options Student Choice: Topics/Options

ProvidedProvided Response to Provided InformationResponse to Provided Information

ScaffoldedScaffolded

Sequences increasingly more Sequences increasingly more difficult/complex tasksdifficult/complex tasks

Success on one part would Success on one part would likely mean there was likely mean there was success on all previous partssuccess on all previous parts

Multipart (simple to complex)Multipart (simple to complex)

Separation of PowersSeparation of Powers

The framers of the U.S. Constitution wanted The framers of the U.S. Constitution wanted to prevent the new federal government from to prevent the new federal government from becoming a dictatorship. To keep the becoming a dictatorship. To keep the government from becoming too powerful, they government from becoming too powerful, they divided its powers among three branches…divided its powers among three branches…

A. For each of the three branches of A. For each of the three branches of government identify one power given to it by government identify one power given to it by the Constitution.the Constitution.

B. Explain why each power you identified in B. Explain why each power you identified in part A is important in our system of part A is important in our system of government. Support your answer with real-government. Support your answer with real-life examples.life examples.

Single-Dimension/Single-Dimension/ComponentComponent

Straight-forward questionStraight-forward question Draw a conclusion or take a Draw a conclusion or take a

position, then support itposition, then support it Explain a phenomenon or Explain a phenomenon or

describe proceduresdescribe procedures

Advantages of RiversAdvantages of Rivers

Rivers have always played in Rivers have always played in important role in the growth of important role in the growth of the United States. Many the United States. Many Kentucky cities are located near Kentucky cities are located near large rivers.large rivers.

Explain three important Explain three important advantages that rivers provide to advantages that rivers provide to cities.cities.

2 Or More Relatively 2 Or More Relatively Independent ComponentsIndependent Components

Fairly independent questions Fairly independent questions addressing the same promptaddressing the same prompt

Contains multiple parts (A, B, Contains multiple parts (A, B, C, etc.)C, etc.)

Practical Living ExamplePractical Living Example

Bob has been told that regular Bob has been told that regular physical activity is important for physical activity is important for good health throughout a lifetime.good health throughout a lifetime.

A.A. Describe THREE ways physical Describe THREE ways physical activity helps the body be healthy activity helps the body be healthy throughout a lifetime.throughout a lifetime.

B.B. Give THREE physical activities Give THREE physical activities Bob could do that would help Bob could do that would help keep him healthy throughout his keep him healthy throughout his lifetime.lifetime.

Response to Provided Response to Provided InformationInformation

Respond to provided Respond to provided information such as data, information such as data, graphics, or readingsgraphics, or readings

Response To Provided Response To Provided Information - Reading Information - Reading

ExampleExampleIn the story, “First Light,” Matthew woke In the story, “First Light,” Matthew woke

up in another time period, the 1850s.up in another time period, the 1850s.

A.A. Describe FOUR things Matthew Describe FOUR things Matthew discovered that were different from discovered that were different from what he was used to in his present life.what he was used to in his present life.

B.B. Explain how each of those differences Explain how each of those differences affected him. Use information from the affected him. Use information from the story to support your answer.story to support your answer.

Keep in Mind…Keep in Mind…

Measures reading comprehension, Measures reading comprehension, not not writing skillwriting skill

Almost always requires students to go Almost always requires students to go back to textback to text for examples, details, for examples, details, words or phrases for supportwords or phrases for support

Based on text, Based on text, notnot prior knowledge prior knowledge Requires students to demonstrate Requires students to demonstrate

understanding of question, not just understanding of question, not just text!text!

A Few Strategies…A Few Strategies…

Preview the testPreview the testRead the italicized print Read the italicized print preceding the selectionpreceding the selection

Read the title – predictRead the title – predict Read pictures, tables, and Read pictures, tables, and

other graphicsother graphics

Strategies…Strategies…

Set a focus or purpose for Set a focus or purpose for reading: reading: Read the open-Read the open-response questionresponse question

Do Do notnot read the multiple choice read the multiple choice questionsquestions

Determine what is being asked; Determine what is being asked; label the number of tasks (outline label the number of tasks (outline the question)the question)

Strategies…Strategies…

Read the passage; mark up textRead the passage; mark up text Answer multiple choice questionsAnswer multiple choice questions

Refer to textRefer to text Reread open-response question and Reread open-response question and

formulate responseformulate response After writing, reread question, and After writing, reread question, and

review responsereview response Label sections to be sure all parts Label sections to be sure all parts

of question were answeredof question were answered

General Open-Response General Open-Response RubricRubric

ScorScoree

DescriptionDescription Key IdeasKey Ideas Key Key WordWord

44 Response provides a Response provides a specificspecific argument argument

that is clear and that is clear and focused. The focused. The argument is supported argument is supported by insightful and by insightful and illustrative examples. illustrative examples. Student demonstrates Student demonstrates a a thorough thorough understanding of the understanding of the text.text.

Focused Focused argumentargumentInsightful Insightful examplesexamplesThorough Thorough understandiunderstandingng

CompletCompletee

General Open-Response General Open-Response RubricRubric

ScoreScore DescriptionDescription Key IdeasKey Ideas Key Key WordWord

33 Response provides a Response provides a general argument general argument while still retaining while still retaining focus. Argument is focus. Argument is supported by supported by appropriate appropriate examples. Student examples. Student demonstrates an demonstrates an adequate adequate understanding of the understanding of the text.text.

GeneralGeneral argumentargumentAppropriatAppropriate e examplesexamplesAdequate Adequate understandiunderstandingng

AlmostAlmost

General Open-Response General Open-Response RubricRubric

ScorScoree

DescriptionDescription Key IdeasKey Ideas Key Key WordWord

22 Response states a Response states a vaguevague or or unfocusedunfocused argument. argument. Argument is Argument is supported by weak supported by weak or erroneous or erroneous examples. Student examples. Student demonstrates demonstrates minimal minimal understandingunderstanding of the of the text.text.

VagueVague

argumentargumentWeak Weak examplesexamplesMinimal Minimal understandiunderstandingng

PartialPartial

General Open-Response General Open-Response RubricRubric

ScoreScoreDescriptionDescription Key IdeasKey Ideas Key Key

WordWord

11 Response provides a Response provides a partial or scattered partial or scattered argument while still argument while still retaining focus. retaining focus. Argument is not Argument is not supported by examples supported by examples or is supported by or is supported by irrelevant examples. irrelevant examples. Student Student demonstrates demonstrates little understandinglittle understanding of of the text.the text.

ScatteredScattered argumentargumentNo or No or Irrelevant Irrelevant examplesexamplesLacks Lacks understandiunderstandingng

GlimmGlimmerer

General Open-General Open-Response RubricResponse Rubric

ScoreScore DescriptionDescription Key IdeasKey Ideas Key Key WordWord

00 Response is Response is irrelevant or blank.irrelevant or blank.

Irrelevant Irrelevant argumentargumentBlankBlank

NCS MENTORNCS MENTOR

www.ncsmentor.com Developed by Pearson Education and Developed by Pearson Education and

the Massachusetts Department of the Massachusetts Department of EducationEducation

Online open-response scoring tool Online open-response scoring tool designed for teacher and student usedesigned for teacher and student use

Provides a bridge between statewide Provides a bridge between statewide performance assessment and performance assessment and classroom instructionclassroom instruction