New York StateAssessment Update

December 2013

3-8 ELA Test

• Split into 3 books• Administered across 3 days• Day 2 will consist of one book with both

multiple-choice and constructed response questions

• Grades 5-8, Day 2 will have fewer passages and questions than Day 2 of the 2013 tests

3-8 Mathematics Test

• Fewer questions on the 2014 Grades 3-8 Mathematics Tests than the 2013 tests

• Shorter administration times for the 2014 Grade 3-8 Mathematics Tests than in 2013;

• Clarifications to the Mathematics rubrics and scoring policies; and

• Change in Grade 8 content emphasis

8th Grade Math Testing

SED has applied for the waiver to USDOE• Allow A1 proficient score to serve as 8th

grade proficient score• Would require an additional math test in

High School• This is for THIS year

Common Core ELA Regents

The Common Core ELA Regents Exam (Grade 11) is required for those students first entering grade 9 in 2013-14 or later

Common Core ELA Regents

For January, June & August, 2014 administrations only, students enrolled in CC English courses may, at local discretion, take both

The Board of Regents altered regulations at the November meeting to allow for the widespread administration of the Regents Comprehensive Examination in January.

Common Core ELA Regents

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)

Common Core ELA Regents

January survey to ask if districts are planning to have students take CC test in June to find out if enough for standard setting (If yes, how many students?)

Regents exams/items will be fully released by summer 2014 so we will see it once administered, not secure for now.

Common Core ELA Regents• Part 1 – reading comprehension with 24 questions requiring

close reading and an understanding of the whole text, one literary nonfiction, one literature piece and likely one poem. Incorrect answers are text based and plausible and based on likely misconceptions if they didn’t understand full text.

• Part 2 – writing from sources different from a DBQ so no comparison, it will not allow for drawing upon outside knowledge, must draw on text only, writing a source based argument. Part 2 is significant emphasis and likely will be weighted as such.

• Part 3 – text analysis, not an extended response as in Part 2. Two to three paragraph response that identifies a central idea, authors writing strategy or literary technique

Common Core ELA RegentsTest Part Suggested

Time

Standards Addressed(coverage will vary)

Text Description Student Task

PART 1 READING COMPREHENSION

   

60 minutes

   RL.1-6, 10RI.1-6, 8-10L.3-5   

 2 – 3 textsUp 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.1-6,10-11RI.1-10W.1, 4,9L.1-6

  2 – 5  textsUp 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, 10RI.1-6, 8-10W.2,4,9L.1-6

 1 textUp 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 author’s 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 author’s 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.

Common Core A1 Regents

The Common Core Algebra I Regents Exam is required for those students first beginning commencement-level math in 2013-14 or later (so, too, is CCLS-aligned instruction)

Other first administrations• Geometry (Common Core) – June 2015• Algebra II (Common Core) – June 2016

Common Core A1 Regents

For the June 2014 , August 2014, and January 2015 administrations only, students enrolled in Common Core classes may take the old ELA or math exam in addition to the new exam and have the higher score count.

The June 3, 2014 results for the Regents Exam in AI (CCLS) will NOT be available before the Regents Exam in IA on June 20th

Common Core A1 Regents

Assessment changes:• Focus on the priority Standards• Fluency according to PARCC• Multiple problems on the came standards• Four good resources:

Progressions documents; PARCC Model Content Frameworks; A Story of Functions; Illustrative Mathematics

Common Core A1 Regents

Test Blueprint

Conceptual Category Percent of Examby Points

Number and Quantity 2% - 8%

Algebra 50% - 56%

Functions 32% - 38%

Statistics and Probability 5% - 10%

Common Core A1 Regents2014 Regents Exam Test Design

Algebra I Exam

Number of Questions

Point Valueper Question

Total Point Value per Section

Part I 24 MC 2 48Part II 8 CR 2 16Part III 4 CR 4 16Part IV 1 CR 6 6Total 37 - 86

Common Core Regents Exams

Likely to have five levels of distinction rather than the four we have had

Resources continue to be posted:• ELA 11 resources• A1 resources• Test guides soon• Transition memo (the September update)

PARCC

• No PARCC in 2014-2015• Continue to prepare for computer-based

testing• Wider net for field testing volunteers• Release of sample items continues• Maryland now LEA state• Final decision???

PISA

• Test is a little different than the others• US results unchanged• Other countries “moving ahead”• Job growth in the industrialized world has

almost exclusively been at the top end of the PISA skill distribution,” explained Schleicher, “while routine cognitive skills, the kinds of things that are easy to teach but also easy to digitize and outsource, have seen the steepest decline in demand.”

PISA

• Poverty matters• Early childhood matters• The highest performing countries are

pursing goals and strategies that are different than the US

• AFT video

PISA – So What?

• The most successful students are those who feel real “ownership” of their education

• Students feel they personally can make a difference in their own outcomes

• Students feel education will make a difference for their future

PISA – So What?

Culture in the highest performing PISA schools:• Teachers participate in shaping standards

and curriculum• Teachers have ample time for continuous

professional development• Ample planning and collaboration time• Teachers have ownership of their practice

and standards, and hold each other accountable