english iii - richland parish school board core... · · 2012-10-02english language arts...

ENGLISH IIIAssessment GuideAugust 2012

©2012 by Louisiana Department of Education

Louisiana State Board of Elementary and Secondary Education

Ms. Penny Dastugue Ms. Kira Orange Jones Ms. Holly BoffyPresident Second BESE District Seventh BESE DistrictMember-at-Large

Ms. Lottie P. Beebe Ms. Carolyn HillMr. Charles E. Roemer Third BESE District Eighth BESE DistrictVice PresidentSixth BESE District Mr. Walter Lee Mr. John L. Bennett

Fourth BESE District Member-at-LargeMr. James D. Garvey, Jr.Secretary/Treasurer Mr. Jay Guillot Ms. Connie BradfordFirst BESE District Fifth BESE District Member-at-Large

Ms. Catherine PozniakExecutive Director

The mission of the Louisiana Department of Education (LDOE) is to ensure equal access to education and to promote equal excellence throughout the state. The LDOE is committed to providing Equal Employment Opportunities and is committed to ensuring that all its programs and facilities are accessible to all members of the public. The LDOE does not discriminate on the basis of age, color, disability, national origin, race, religion, sex, or genetic information. Inquiries concerning the LDOE’s compliance with Title IX and other civil rights laws may be directed to the Attorney, LDOE, Office of the General Counsel, P.O. Box 94064, Baton Rouge, LA 70804-9064; 877-453-2721 or [email protected]. Information about the federal civil rights laws that apply to the LDOE and other educational institutions is available on the website for the Office of Civil Rights, USDOE, at http://www.ed.gov/about/offices/list/ocr/.

This project is made possible through a grant awarded by the State Board of Elementary and Secondary Education from the Louisiana Quality Education Support Fund—8(g).

This public document was published at a total cost of $6,000.00. This web-only document was published for the Louisiana Department of Education, Office of Standards, Assessments, and Accountability, Division of Assessments and Accountability, P.O. Box 94064, Baton Rouge, LA 70804-9064, by Pacific Metrics Corporation, 1 Lower Ragsdale Drive, Building 1, Suite 150, Monterey, CA 93940. This material was published in accordance with the standards for printing by state agencies established pursuant to R.S. 43:31 and in accordance with the provisions of Title 43 of the Louisiana Revised Statutes.

For further information, contact: Louisiana Department of Education’s Help Desk

1-877-453-2721

Ask LDOE? www.louisianaschools.net/offices/publicaffairs/ask.aspx

iEnglish III EOC Tests Assessment Guide, August 2012 i

Table of ContentsPrefaceWhat Is End-of-Course Testing? ................................................................................................ iiiWhat Is the Purpose of the Assessment Guide? ........................................................................ iiiWhat Does the Assessment Guide Include? .............................................................................. iiiHow Have the EOC Assessments Been Affected by the Transition to the CCSS? .................... iiiHow Will Students and Teachers Transition to the CCSS and PARCC? ................................... iv

2012–2014: Transition .......................................................................................................... iv2014–2015: Full Implementation ......................................................................................... iv

Who Takes the English III EOC Test and When Is It Administered? ....................................... ivHow Is the English III EOC Test Related to the Louisiana Comprehensive Curriculum? ......... vWhat Are Some Key Differences between the English II and English III EOC Tests? .............. vWhere May I Find Additional Information about the English III EOC Test? ............................. vAdditional Resources ................................................................................................................. v

The English III EOC TestTest Design .................................................................................................................................. 1Reading Selections ...................................................................................................................... 2Characteristics of Test Items ....................................................................................................... 2Coverage by Focus Area ............................................................................................................. 2Scoring ........................................................................................................................................ 3

English III Grade-Level Expectations (GLEs)Eligible GLEs for the English III EOC Test ............................................................................... 4

Sample Items for the English III EOC TestWriting: Sample Item .................................................................................................................. 8English III Sample Writing Task ................................................................................................. 8Rubrics for Scoring Written Responses .................................................................................... 11Reading: Sample Passage and Test Items ................................................................................. 13Using Information Resources: Sample Items ........................................................................... 16Proofreading: Sample Items ...................................................................................................... 18

AppendixItem Development Process ....................................................................................................... 20Test Accommodations .............................................................................................................. 20Technology Requirements ........................................................................................................ 21English III EOC Glossary ......................................................................................................... 21English III Model Parenthetical Citations ................................................................................. 22English III Model Bibliographic Entries ................................................................................... 23English Language Arts Writer’s Checklist—English III ........................................................... 24

List of TablesTable 1: High School Assessment Implementation Plan ........................................................... ivTable 2: English III EOC Coverage by Focus Area .................................................................... 2Table 3: English III GLEs ........................................................................................................... 4Table 4: Rubric for the Content Dimension .............................................................................. 11Table 5: Rubric for the Style Dimension .................................................................................. 12

iiiEnglish III EOC Tests Assessment Guide, August 2012

Preface

Louisiana Believes embraces the principle that all children can achieve at high levels, as evidenced in Louisiana’s recent adoption of the Common Core State Standards (CCSS). Louisiana Believes also promotes the idea that Louisiana’s educators should be empowered to make decisions to support the success of their students. In keeping with these values, the Department has created transitional assessment guides to help prepare teachers and students as they transition to the new CCSS over the next two years. These guides reflect the State’s commitment to consistent and rigorous assessments and provide educators and families with clear information about expectations for student performance.

What Is End-of-Course Testing?End-of-Course (EOC) testing, a recommendation of the Louisiana High School Redesign Commission, is an increasingly common practice nationwide. EOC tests are based on state standards and help ensure consistent and rigorous instruction and expectations throughout the state. Beginning with first-time 9th graders in the 2010–2011 school year, EOC tests have replaced GEE for the graduation requirements. For further information, see chapter 23 of Bulletin 741.

What Is the Purpose of the Assessment Guide? The Assessment Guide provides an overview of the English III EOC test. In addition to providing teachers with a description of the overall design of the test, this guide presents sample test items and suggested resources for additional information. Teachers should use this guide to

● become familiar with the English III EOC test format, ● include similar item formats in classroom instruction and assessments, ● align instruction and assessment with the Louisiana Comprehensive Curriculum and

Grade-Level Expectations (GLEs), and ● provide appropriate test accommodations.

What Does the Assessment Guide Include? This guide includes information about

● test design (format and test blueprint), ● test content (GLEs covered by the test), ● scoring of the test, and ● sample test items.

How Have the EOC Assessments Been Affected by the Transition to the Common Core State Standards (CCSS)?In 2010, the Board of Elementary and Secondary Education (BESE) approved the CCSS (www.doe.state.la.us/topics/common_core.html), which will eventually replace Louisiana’s English language arts (ELA) and mathematics standards and GLEs. After adopting the CCSS, Louisiana became a governing member of a 24-state consortium—the Partnership for Assessment of Readiness for College and Careers (PARCC)—working to develop next-generation assessments that measure the full range of the CCSS.

ivEnglish III EOC Tests Assessment Guide, August 2012

In preparation for the PARCC assessments, which are to be administered starting in the 2014–2015 school year, the Department has created transitional assessments in ELA and mathematics. This revised guide provides information about the changes to the English EOC assessments during the transition to the CCSS.

How Will Students and Teachers Transition to the CCSS and PARCC?The state has developed an implementation plan to ease the transition to the more rigorous new standards and assessments. This plan, outlined below, includes two years of implementation of transitional curriculum and assessments. Full implementation of the CCSS and PARCC assessments will occur in the 2014–2015 school year. Table 1 provides an overview of the assessment plan for high school.

Table 1: High School Assessment Implementation Plan

2012–2013 2013–2014 2014–2015Transitional Transitional PARCC

2012–2014: TransitionThe transitional EOC assessments will be administered during the 2012–2013 and 2013–2014 school years. The major change for the English III test will be in the writing session. The writing prompt will now focus on a key instructional shift—writing grounded in textual evidence. Instead of responding to a writing prompt that asks students to use very short passages, students will now be expected to read two full-length sources on the same issue and then write an essay that takes a position on the issue and includes evidence from both sources to support the response. While the writing prompt on the EOC English III test may seem more difficult, the tests will be equated, which means that achieving Approaching Basic, Basic, Mastery, or Advanced will be at the same level of difficulty as previous administrations.

Also, the English III EOC transitional test will only include items that measure content common to the grade 11 GLEs and the CCSS. For a list of GLEs to be taught and tested, go to www.doe.state.la.us/topics/gle.html.

2014–2015: Full ImplementationThe new PARCC assessments for the EOC ELA courses will be administered starting in the spring of 2015. The CCSS will replace the GLEs in English II and III.

Who Takes the English III EOC Test and When Is It Administered? The English III EOC test is an online assessment that is administered to all public school students upon the completion of an English III or AP English Language and Composition course. The test is administered each May to students on traditional schedules, each December and May to students on block schedules, and in June to students who need to retest. Exact dates for administration are published in the EOC Test Administration Manual as well as on the homepage for EOC testing, www.louisianaeoc.org.

vEnglish III EOC Tests Assessment Guide, August 2012

How Is the English III EOC Test Related to the Louisiana Comprehensive Curriculum?The Louisiana Comprehensive Curriculum for English III was used originally as a resource to determine the appropriate content and coverage for the test. However, other curricula developed by local districts and approved by the state that address GLEs at the appropriate level of rigor will also suitably prepare students for the test. A chart of GLEs eligible for testing is included on pages 4 through 7.

What Are Some Key Differences between the English II and English III EOC Tests?

English II English III

Writing prompt asks students to read one passage, fiction or nonfiction, and write an expository essay that uses evidence from the passage to support their response.

Writing prompt asks students to read two informational sources on an issue and write an essay that takes a position on the issue and uses evidence from both sources in the response.

Test items that assess a student’s knowledge of proper formatting of bibliographic entries and parenthetical citations will reference the sixth edition of the Modern Language Association Handbook.

Test items that assess a student’s knowledge of proper formatting of bibliographic entries and parenthetical citations will reference the seventh edition of the Modern Language Association Handbook.

Where May I Find Additional Information about the English III EOC Test?Information about the English III EOC test can be found on the EOC Tests homepage, www.louisianaeoc.org. Questions should be addressed to the Louisiana Department of Education (LDOE), Division of Assessments and Accountability, by calling toll free 877-453-2721.

Additional Resources The LDOE has developed several resources to assist educators as they prepare students for the English III EOC test. The following materials are available on the LDOE website, www.louisianaschools.net, or on the EOC Tests homepage, www.louisianaeoc.org:

● Grade-Level Expectations (GLEs) for English Language Arts, Grade 11 www.doe.state.la.us/topics/gle.html

● Louisiana Transitional Comprehensive Curriculum for English III www.doe.state.la.us/topics/comprehensive_curriculum.html

● EOC online demonstration site and tutorials www.louisianaeoc.org (demo site under Login drop-down menu; tutorials under

Technology Resources drop-down menu) ● PASS (Practice Assessment/Strengthen Skills)

www.louisianapass.org ● EOC Released test items illustrating EOC achievement levels and student work

www.louisianaeoc.org/released_test_items.php

viEnglish III EOC Tests Assessment Guide, August 2012

● Louisiana Instructional Resources Database www.doe.state.la.us/lde/portals/curriculum.html

● Focused Learning Lessons www.doe.state.la.us/topics/focused_learning_lessons.html

● Enhanced Assessments of Grade-Level Expectations (EAGLE)—Grade 11 English www.louisianaeagle.org/pma/orca2/diag.htm

● EOC Tests: Frequently Asked Questions (FAQs) www.louisianaeoc.org (under Welcome drop-down menu)

1English III EOC Tests Assessment Guide, August 2012

The English III EOC Test

Test DesignThe English III EOC test includes three sessions:

● one writing session, which requires students to read two informational sources on an issue and write an essay that takes a position on the issue and uses evidence from both sources in the response

● two sessions with multiple-choice items

To better prepare students for the Common Core State Standards, the writing session on the English III EOC transitional assessment will focus on a key instructional shift—writing grounded in textual evidence. Students will be required to read two sources about an issue and write an essay that takes a position on the issue and includes evidence from both sources in the response. Students are expected to type the final draft of their response in the online testing environment using standard typing skills. To begin a paragraph, students use the Enter key, and then use the Tab key or the space bar to indent the paragraph. They are encouraged to use a pen or pencil and scratch paper provided by the Test Administrator to plan their response and compose a rough draft. Students will be provided with a dictionary, a thesaurus, and a copy of the English III Writer’s Checklist for this session of the test only.

The two multiple-choice sessions consist of four reading passages and their related items. The passages selected for the test will come from the following periods of American literature that are emphasized in the English III curriculum:

● Colonial Period or Revolutionary Period ● National Period or the Civil War Period ● Rise of Realism and Naturalism ● Early Years of the Twentieth Century

A range of genres will be used to accurately reflect the dominant literature in each time period.

The multiple-choice sessions will also include discrete items. These items are not related to a passage but will relate to the American literary periods. The discrete items will assess using information resources and proofreading skills.

Though the English III EOC test is not timed, the suggested time for the writing session is 60 minutes. Each multiple-choice session of the test is designed to be administered in approximately 40 minutes. The total suggested testing time for the entire test is approximately 140 minutes. The suggested testing times are estimates only; there are no strict time limits for EOC tests. Not allowing sufficient time to complete a test is considered an administrative error.

The EOC Test Administration Manual describes the process for distributing and collecting materials for each session of the test (i.e., a pen or pencil and scratch paper) and provides information regarding reading test directions to students, assisting students with the log-in process, and accomplishing other activities related to test administration.


Reading SelectionsThe majority of the test items are based on reading selections from traditional American literature and nonfiction. Reading selections reflect the breadth and depth of the Louisiana content standards and GLEs for English III and range from 600 to 1,500 words. The reading passages are selected from the American literary periods studied by students in English III and are listed on the previous page under Test Design.

As students answer questions, they may need to reference specific lines or paragraphs in a reading selection. As a navigation tool for students, the lines or paragraphs are numbered along the sides of reading selections. Standard methods of numbering lines and paragraphs vary based on the genre:

● every fifth line in poems ● every speech in dramas ● every paragraph in fiction and nonfiction passages

Characteristics of Test ItemsThe only constructed-response item on the English III EOC test is the writing prompt, and students are expected to respond with a well-developed multiparagraph essay that uses evidence from both sources. A typical writing prompt features two informational sources and asks students to use the sources to support or challenge the issue presented in the sources.

Multiple-choice items assess knowledge, conceptual understanding, and application of skills in each of the course areas. Multiple-choice items consist of an interrogatory stem followed by four response options (A, B, C, D). They are scored as correct or incorrect.

Coverage by Focus AreaThe focus areas covered by the English III EOC test include Reading and Responding (standards 1 and 7), Writing (standard 2), Proofreading (standard 3), and Using Information Resources (standard 5). Table 2 shows the approximate percentage of the total available points allotted to each standard for the English III EOC test. Note that Speaking and Listening (standard 4) is not assessed.

Table 2: English III EOC Coverage by Focus Area

Focus Area Approximate Percentage

Reading and Responding (1 and 7) 50

Writing (2) 17

Proofreading (3) 13

Using Information Resources (5) 21

TOTAL 100


ScoringThe English III EOC test is worth 48 points total. One item is an essay worth 8 points, and 40 of the items are multiple choice. Student responses to the multiple-choice items are computer scored and are worth one point each. Any additional multiple-choice items on the test are embedded field test items, and student responses to these items do not count toward the student’s final score.

The essay is read at least twice. During both reads, the essay is scored for two dimensions (Content and Style) using a scoring scale of 1 to 4 points for each dimension. The essay may receive a maximum of 4 points per dimension and 8 points total. The following types of essays are considered unscorable and receive zero points:

● incoherent ● too brief ● not written in English ● a restatement of the prompt ● a refusal to respond ● blank ● off topic


English III Grade-Level Expectations (GLEs)

Eligible GLEs for the English III EOC TestAs Louisiana students and teachers transition to the CCSS and PARCC assessments, the English III test will include only items measuring GLEs aligned to the CCSS. Table 3 provides a list of English III GLEs1 to be taught and tested during the transition. The table identifies the GLEs and the corresponding CCSS alignment.

Table 3: English III GLEs

GLE Text of GLE Aligned CCSS

1 Extend basic and technical vocabulary using a variety of strategies, including:

● analysis of an author’s word choice ● use of related forms of words

RL.11-12.4RI.11-12.4L.11-12.4L.11-12.5L.11-12.6

2 Analyze the significance of complex literary and rhetorical devices in American texts, including:

● apostrophes ● rhetorical questions ● implicit metaphors (metonymy and synecdoche)

RL.11-12.6RI.11-12.9

9 Demonstrate understanding of information in American literature using a variety of strategies, for example:

● interpreting and evaluating presentation of events and information ● evaluating the credibility of arguments in nonfiction works ● making inferences and drawing conclusions ● evaluating the author’s use of complex literary elements,

(e.g., symbolism, themes, characterization, ideas) ● comparing and contrasting major periods, themes, styles, and

trends within and across texts ● making predictions and generalizations about ideas and information ● critiquing the strengths and weaknesses of ideas and information ● synthesizing

RL.11-12.1RL.11-12.9RI.11-12.1RI.11-12.5RI.11-12.6

10 Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including:

● school library catalogs ● online databases ● electronic resources ● Internet-based resources

RI.11-12.7

1 The GLEs for grades 11 and 12 are combined into a single document. Only the English III GLEs are reflected in this table.



14 Develop complex compositions, essays, and reports that include the following:

● a clearly stated central idea/thesis statement ● a clear, overall structure (e.g., introduction, body, appropriate

conclusion) ● supporting paragraphs organized in a logical sequence

(e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction)

● transitional words, phrases, and devices that unify throughout

W.11-12.1W.11-12.2W.11-12.4

15 Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include the following:

● word choices appropriate to the identified audience and/or purpose ● vocabulary selected to clarify meaning, create images, and set

a tone ● information/ideas selected to engage the interest of the reader ● clear voice (individual personality)

W.11-12.4

16 Develop complex compositions using writing processes such as the following:

● selecting topic and form (e.g., determining a purpose and audience)

● prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements)

● drafting ● conferencing with peers and teachers ● revising for content and structure based on feedback ● proofreading/editing to improve conventions of language ● publishing using available technology

W.11-12.5W.11-12.6

17 Use the various modes to write complex compositions, including: ● definition essay ● problem/solution essay ● a research project ● literary analyses that incorporate research ● cause-effect essay ● process analyses ● persuasive essays

W.11-12.1W.11-12.2

Table 3: English III GLEs (continued)



19 Extend development of individual style to include the following: ● avoidance of overused words, clichés, and jargon ● a variety of sentence structures and patterns ● diction that sets tone and mood ● vocabulary and phrasing that reflect the character and

temperament (voice) of the writer

L.11-12.3

21 Apply standard rules of sentence formation, including parallel structure

Retained2

22 Apply standard rules of usage, for example: ● avoid splitting infinitives ● use the subjunctive mood appropriately

L.11-12.1

23 Apply standard rules of mechanics and punctuation, including: ● parentheses ● brackets ● dashes ● commas after introductory adverb clauses and long introductory

phrases ● quotation marks for secondary quotations ● manuscript form

L.11-12.2

24 Use a variety of resources (e.g., dictionaries, thesauruses, glossaries, technology) and textual features, (e.g., definitional footnotes, sidebars) to verify word spellings

L.11-12.2

34 Select and critique relevant information for a research project using the organizational features of a variety of resources, including:

● print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references)

● electronic texts (e.g., database keyword searches, search engines, e-mail addresses)

W.11-12.8

35 Locate, analyze, and synthesize information from a variety of complex resources, including:

● multiple print texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals)

● electronic sources (e.g., Web sites or databases) ● other media (e.g., community and government data, television

and radio resources, and audio and visual materials)

SL.11-12.2W.11-12.7


2This GLE was moved to another grade but will be taught and tested in this grade to decrease the possibility that the transition will create curricular gaps.



36 Analyze the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date, coverage)

W.11-12.8SL.11-12.2SL.11-12.4

37 Access information and conduct research using various grade-appropriate data-gathering strategies/tools, including:

● formulating clear research questions ● evaluating the validity and/or reliability of primary and/or

secondary sources ● using graphic organizers (e.g., outlining, charts, timelines, webs) ● compiling and organizing information to support the central

ideas, concepts, and themes of a formal paper or presentation ● preparing annotated bibliographies and anecdotal scripts

W.11-12.7

38 Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following:

● researched information that supports main ideas ● facts, details, examples, and explanations from sources ● complete documentation (e.g., endnotes or parenthetical

citations, works cited lists or bibliographies) consistent with a specified style guide

W.11-12.9W.11-12.8

39 Use word processing and/or technology to draft, revise, and publish various works, including:

● functional documents (e.g., requests for information, resumes, letters of complaint, memos, proposals), using formatting techniques that make the document user-friendly

● analytical reports that include databases, graphics, and spreadsheets

● research reports on high-interest and literary topics

W.11-12.6

40 Use selected style guides to produce complex reports that include the following:

● credit for sources (e.g., appropriate parenthetical documentation and notes)

● standard formatting for source acknowledgment

W.11-12.8



Sample Items for the English III EOC Test

The sample items on the pages that follow are similar in content and format to those that will appear on the English III EOC transitional test. Correct answers to multiple-choice items are indicated by an asterisk (*).

Writing: Sample ItemWriting will be assessed through a writing prompt that requires students to read two sources about an issue and then write a well-developed multiparagraph essay that takes a position on the issue and uses evidence from both sources in their response. A sample writing prompt follows. The writing item measures aspects of the following GLEs:

● GLE 14—Develop complex compositions, essays, and reports that include the following: a clearly stated central idea/thesis statement; a clear, overall structure (e.g., introduction, body, appropriate conclusion); supporting paragraphs organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological order, parallel construction); transitional words, phrases, and devices that unify throughout.

● GLE 19—Extend development of individual style to include the following: avoidance of overused words, clichés, and jargon; a variety of sentence structures and patterns; diction that sets tone and mood; vocabulary and phrasing that reflect the character and temperament (voice) of the writer.

English III Sample Writing TaskRead through the writing task below (question 1). Then read the sources by clicking on the Sources button at the top of the screen. Use specific details from both sources in your essay.

To record your answer, type your essay in the box below question 1. When you are satisfied with your essay, click Submit.

1. After reading the sources, write a well-developed multiparagraph essay that discusses how you think technology affects people. Use specific details from Source 1 and Source 2 to support your response.


SOURCES POP-UP WINDOW:

Here are two sources that present views on how technology affects individuals. Source 1 is an article written in 2010. Source 2 is from a blog written in 2011.

As you read both sources, reflect on your own views about technology.

Source 1—from the article “Technology Overuse and Arrested Development”

While no one can argue that technology isn’t making our lives more convenient, there has been much debate as to whether it is actually making us smarter. A recent study indicates that American children spend an average of eight hours a day with media, including television, computers, and video games. Many researchers argue that this is negatively affecting their learning and social development. At the very least, researchers contend that logging all these hours with media takes away from time spent in imaginative play and leisure reading, which are directly linked to promoting creativity and literacy.

Studies indicate that children’s nervous systems cannot keep up with the fast-moving and frenzied nature of today’s technology. Diagnoses of anxiety and depression are on the rise, along with attention, coordination, sensory processing, and sleep disorders—all of which have been linked to technology overuse in a myriad of studies, including a 2010 report in Education News.

A study published in 2009 in Psychiatry and Clinical Neurosciences evaluated 2,336 high school students and concluded that students who spent an excessive amount of time on the Internet reported being more tired during the daytime and were “at risk of drowsy driving, injuries in the workplace, and poor school performance.” Similarly, another recent study on media consumption, published by the Kaiser Foundation, tracked teenagers’ technology use from 1999–2010 and concluded that 47% of heavy media users reported getting lower grades compared to only 23% of light users.

Even more frightening are the findings of Chinese researchers that showed deterioration in the brains of teenagers who spent between 8–13 hours on the Internet each day.

Neuroscientists have indicated that increased technology usage has led to decreased memory skills, including the inability to remember phone numbers and birthdates. Scientists also believe that incessant use of cell phones and other electronic devices deprive our brains of essential downtime, leading to distraction and an inability to come up with new ideas. A trip to the park is no longer a relaxing vision: a runner rushes by while listening to music; a teenager sits on a blanket while scrolling through emails; a woman reads today’s news on her e-reader. Indeed, researchers believe our brains, through the continuous use of the Internet, have begun to mimic the processors of Silicon Valley.1 We absorb a swift stream of information, but are we losing the ability to thoughtfully analyze and comprehend?

1. A name given to a business region near San Jose, California, noted for its computing and electronics industries


Source 2—from the blog “We’re Adapting Better Than We Think”

The fact that there is even a current argument as to whether technology has a positive effect on this generation speaks to our freedom of speech rights and little else. Technology’s impact on education is astounding, and the evidence speaks for itself. According to a study published by an educational technology foundation, students scored in a higher percentile when using computer-based instruction than students who received no computer-based instruction; the differential was close to 15%.

Internet media has increased our individual and general knowledge at local, national, and international levels. This mass media keeps people informed of recent events within a short amount of time rather than waiting to read about it in the following day’s newspaper. It is technology that has created the “globalization” of our world in which a child in the U.S. can know exactly what is going on with a child in Japan through the use of media sources and social networking. Because of students’ increased consumption of media—including the Internet, instant messaging, blogging, and texting—some researchers argue that students today are actually reading more than previous generations.

Most technology experts believe that people under 35 who have grown up with constant access to technology have multitasking skills for retrieving information that are more acute than those of older generations. Scientists believe our brains are re-wired to process vast amounts of information at quicker speeds in the same way the human brain increased in mass and size from our earliest ancestors. Researchers also conclude the current generation has higher problem-solving skills due to their familiarity with social media sites, as well as the ability to synthesize information from a myriad of sources.

In the end, the way in which technology has made us smarter is in its simplest form: we have access to more information. Just 20 years ago, researching and becoming knowledgeable on a subject required weeks, months, or even years at a library, pouring over card catalogs and periodicals. Now we can have that information literally at our fingertips. We are no longer limited by the paper medium, nor do we have to spend hours on one author’s conclusions. Type the word “aerodynamics” in a search engine, spend a few hours reading over the results, and you can walk away with a moderate understanding of the subject’s complexity. And the best part is you can move on to “astrophysics” the next day. It certainly doesn’t give you the knowledge of a scientist, but it’s a pretty good start.

English III Sample Writing Task (continued)


Rubrics for Scoring Written ResponsesEssays are scored for two dimensions: 1) Content and 2) Style. Each dimension is scored on a 1- to 4-point scale for a total of 8 possible points. Tables 4 and 5 present the rubrics used to score the English III essays. Each rubric includes descriptions of each score point along with performance descriptions to further explain the features of each dimension.Content RubricThe Content Rubric considers how well students present their position; the development of that position, including the appropriate and accurate use of evidence from both sources and how well the evidence is integrated; and the organization of their ideas.

Table 4: Rubric for the Content Dimension

CONTENT: Position, Development, and OrganizationKey Questions: Does the writer present a clear position and share insightful information related to the given task? Does the writer’s use of the sources strengthen the position and show an understanding of both sources? Does the organizational structure enhance the writer’s ideas and make the essay easier to read?

Scor

e Po

int 4

Consistent, though not necessarily perfect, control of almost all of the trait’s features; many strengths are present.

3Reasonable control of the trait’s features; essay has some strengths and some weaknesses.

2Inconsistent control of the trait’s features; weaknesses outweigh the strengths.

1Little or no control of the trait’s features; a minimal attempt is made to develop an essay.

A response in which there is evidence from only one of the two sources can receive no higher than a score of 2 in Content. A score of “3” or “4” cannot be assigned unless there is evidence from both sources.

POSI

TIO

N • The writer’s position is sharply focused.

• The writer’s position is clear and generally focused.

• The writer’s position is vague or superficial.

• The writer’s position is unclear or absent.

DE

VE

LO

PME

NT

/USE

OF

SOU

RC

ES

• The development is thorough. Supporting ideas include details that are specific, relevant, and accurate.

• Well-chosen evidence from BOTH sources strengthens the writer’s position and shows a thorough understanding of the sources.

• Information from both sources has been skillfully integrated. (The writer is effective at handling information from the source that may conflict with his or her position.)

• The development is adequate but may be uneven. Supporting ideas include details that are, for the most part, relevant and accurate.

• Sufficient and appropriate evidence from BOTH sources is used to support the writer’s position and shows an understanding of the sources.

• The writer elaborates on the source information (does more than summarize the sources).

• The development is inadequate. Supporting ideas may be repetitive or list-like or show gaps in thinking.

• There is evidence from only one source, or the response merely summarizes the sources, usually without explanation, or misrepresents the sources.

• The development is minimal. There are little or no supporting ideas, and details included are irrelevant and/or inaccurate.

• The connection between ideas may be confusing.

• There is no evidence from either source or the evidence shows a misunderstanding of the source(s).

• Essay is too brief to provide an adequate sample of writing; minimal attempt.

OR

GA

NIZ

ATIO

N

• The organizational strategy demonstrates evidence of planning and a purposeful, logical progression of ideas.

• There is an effective introduction and conclusion and thoughtful transitions that convey a sense of wholeness.

• The organizational strategy is apparent with a progression of ideas that allows the reader to move through the text with little confusion.

• The introduction, conclusion, and transitions often work well.

• There is an attempt at organization, but there may be digressions, repetition, or contradictory information.

• The introduction and conclusion are weak or may be missing. There may be a lack of adequate transitions.

• The response lacks an identifiable organizational strategy (random order).

• The lack of an introduction, conclusion, and/or progression of ideas makes it difficult for the reader to move through the text.


Style RubricThe Style Rubric considers word choice; sentence fluency, which includes sentence structure and sentence variety; and voice, the individual personality of the writing.

Table 5: Rubric for the Style Dimension

STYLE: Word Choice, Sentence Fluency, and VoiceKey Questions: Would you keep reading this essay if it were longer? Do the words, phrases, and sentences enrich the content and allow the reader to move through the writing with ease?

Scor

e Po

int

4

Consistent, though not necessarily perfect, control of almost all of the trait’s features; many strengths are present.

3

Reasonable control of the trait’s features; the essay has some strengths and some weaknesses.

2

Inconsistent control of the trait’s features; the weaknesses outweigh the strengths.

1

Little or no control of the trait’s features; a minimal attempt is made to develop an essay.

WO

RD

CH

OIC

E

• The use of language is purposeful and reinforces the writer’s position.

• Word choice is precise, effective, and includes some striking words and phrases as appropriate to the task.

• The use of language is appropriate and communicates the writer’s position.

• Word choice is fitting; includes some interesting words and phrases.

• The use of language is generic and does nothing to strengthen the writer’s position.

• Word choice is limited and/or repetitive.

• Many words are used incorrectly.

• Language is simple and/or may be inappropriate to the task.

• Word choice is basic; words are used incorrectly.

• Essay is too brief to provide an adequate sample of writing; minimal attempt.

SEN

TE

NC

E

FLU

EN

CY

• Sentences are fluent and vary in length, structure, and beginnings.

• Sentences are generally varied in length and structure, and most sentences have varied beginnings.

• Sentences show little or no variety in length and structure and some may be awkward or lack fluency. Many sentences begin the same way leading to a monotonous reading.

• The sentences are simple and lack variety, and their construction makes the response confusing and difficult to read.

VO

ICE • The writer’s voice

(individual personality) is compelling and engaging.

• The writer’s voice is present but may not be particularly compelling.

• The writer’s voice is weak and/or inconsistent.

• Voice is not evident.


Reading: Sample Passage and Test Items

In 1782, George Washington received a letter from one of his army officers stating that he and others in the army wished the newly independent country to become a kingdom with Washington as the king. This is the reply Washington sent. A few changes have been made to update the spelling and usage for modern readers.

Washington’s Letter to Colonel Nicolaby George Washington

Sir:

With a mixture of great surprise and astonishment I have read with attention the sentiments you have submitted to my perusal.1 Be assured, Sir, no occurrence in the course of the War has given me more painful sensations than your information of there being such ideas existing in the army as you have expressed, and I must view with abhorrence2 and reprehend with severity for the present the communication of these sentiments. They will rest in my own bosom, unless any further agitation of the matter shall make a disclosure necessary.

I am much at a loss to conceive what part of my conduct could have given encouragement to an address which to me seems big with the greatest mischief that can befall my country. If I am not deceived in the knowledge of myself, you could not have found a person to whom your schemes are more disagreeable. At the same time, in justice to my own feeling, I must add that no man possesses a more sincere wish to see ample justice done to the army than I do. As far as my powers and influence in a constitutional way extend, they shall be employed to the utmost of my abilities to affect it, should there be any occasion. Let me influence you then, if you have any regard for your country, concern for yourself, or posterity or respect for me, to banish these thoughts from your mind and never communicate, as from yourself, or anyone else, a sentiment of the like nature.

With esteem, I am Sir,

Your most obedient servant,

George Washington

1perusal: to read or examine with great care2abhorrence: disgust, objection


This item measures aspects of GLE 9—Demonstrate understanding of information in American literature using a variety of strategies, for example: a) interpreting and evaluating presentation of events and information; b) evaluating the credibility of arguments in nonfiction works; c) making inferences and drawing conclusions; d) evaluating the author’s use of complex literary elements, (e.g., symbolism, themes, characterization, ideas); e) comparing and contrasting major periods, themes, styles, and trends within and across texts; f) making predictions and generalizations about ideas and information; g) critiquing the strengths and weaknesses of ideas and information; and h) synthesizing.

Read this quotation from paragraph 1.

They will rest in my own bosom, unless any further agitation of the matter shall make a disclosure necessary.

Which sentence best describes Washington’s statement?

A Washington is so disturbed by the situation, he must alert others.

B Although he is disturbed by the situation, he shall keep it a secret for now.

C Washington is unsure of what to do with the agitators and asking for assistance.

D Although he is angered by the situation, he understands the agitators feelings.

This item measures aspects of GLE 1—Extend basic and technical vocabulary using a variety of strategies, including: analysis of an author’s word choice and use of related forms of words.

In the last paragraph, the phrase “a sentiment of the like nature” most likely means

A an idea that is encouraged.

B an obvious conclusion.

C a thought that is similar.

D a natural occurrence.

*

*



Washington’s reaction to the suggestion that he become king could best be described as

A despair.

B curiosity.

C revulsion.

D apprehension.


Which best describes this correspondence?

A It is an illustration of how a former president addressed ordinary citizens.

B It is a memoir by a late politician.

C It is an example of popular expressions typical of a former time period.

D It demonstrates the tone and style of writing that war generals used.

*

*


Using Information Resources: Sample ItemsUsing Information Resources will be assessed through discrete multiple-choice items. Two sample items follow.

This item measures aspects of GLE 34—Select and critique relevant information for a research project using the organizational features of a variety of resources, including print texts (e.g., prefaces, appendices, annotations, citations, bibliographic references) and electronic texts (e.g., database keyword searches, search engines, e-mail addresses).

Beth wants to conduct an online search about “Lady Bird” Johnson and her life during the Vietnam War. Which keywords would yield the most relevant information for her search?

A First Ladies and biography

B “Lady Bird” Johnson biography

C women during the Vietnam War

D “Lady Bird” Johnson and the Vietnam War*


This item measures aspects of GLE 38—Write extended research reports (e.g., historical investigations, reports about high interest and library subjects) which include the following: researched information that supports main ideas, facts, details, examples, and explanations from sources, complete documentation (e.g., endnotes or parenthetical citations, works cited lists or bibliographies) consistent with a specified style guide.

Tom is writing an essay about the kind nature of Eleanor Roosevelt. Which quote from his research would best support his essay topic?

A “Great minds discuss ideas; average minds discuss events; small minds discuss people.” —Eleanor Roosevelt

B “I have lost more than a beloved friend. I have lost an inspiration. She would rather light candles than curse the darkness, and her glow has warmed the world.” —Adlai Stevenson

C “No one can make you feel inferior without your consent.” —Eleanor Roosevelt

D “Eleanor shattered the ceremonial mold in which the role of the First Lady had traditionally been fashioned.” —Doris Kearns Goodwin

*


Proofreading: Sample ItemsProofreading will be assessed through discrete multiple-choice items. Two sample items follow.

This item measures aspects of GLE 23—Apply standard rules of mechanics and punctuation, including parentheses, brackets, dashes, commas after introductory adverb clauses and long introductory phrases, quotation marks for secondary quotations, manuscript form.

Read this section from a student’s essay. Jacqueline Bouvier Kennedy was the wife of the 35th president of the United States, John F. Kennedy. After Kennedy’s assassination, she remarried and moved to Greece. In the final, two decades of her life she became a book editor.

Which is the correct way to revise the underlined sentence?

A No change.

B In the final two decades, of her life, she became a book editor.

C In the final two decades of her life, she became a book editor.

D In the final, two decades, of her life, she became a book editor.

*


This item measures aspects of GLE 21—Apply standard rules of sentence formation, including parallel structure.

Read this paragraph from a student’s report about Martha Washington.

Martha Washington dedicated herself to her children, her home, and her husband. Putting strangers at ease and to ensure guests felt welcome were important to her. She believed that happiness depended on one’s attitude and not on one’s circumstances. The first First Lady did not care for empty praise, showy ceremonies, or false relationships.

Which is the correct way to revise the underlined part of the paragraph?

A No change.

B to ensure guests feel welcome

C she ensured her guests feel welcome

D ensuring guests felt welcome*


Appendix

Item Development ProcessTest items for the English III EOC test are developed by professional test developers under contract with the state.

Items are reviewed and approved by Louisiana educators through state-level item review workshops. All EOC test items are developed to align with the GLEs for English III.

Test Accommodations Accommodations are available to qualifying students who are classified as IDEA Special Education, Section 504, and Limited English Proficient (LEP). Test accommodations should not be different from or in addition to the accommodations provided in the classroom during instruction and as indicated on the student’s Individualized Education Program (IEP), Section 504 Individual Accommodation Plan (IAP), or LEP accommodation plan. Testing and instructional accommodations must be based on each student’s needs as documented in the student’s IEP, IAP, or LEP plan.

For students with disabilities, test accommodations are provided to minimize the effects of a disability to ensure that a student can demonstrate the degree of achievement he or she actually possesses. An accommodation is a change in the setting of the test administration, the timing, scheduling, presentation format, and/or method of response to the assessment. Not all students with disabilities will need test accommodations, but many will need them to provide a valid and accurate measure of their abilities. The goal in using accommodations is to give students with disabilities an equal opportunity in assessment, not to give students with disabilities an unfair advantage over other students or to subvert or invalidate the purpose of the test. The accommodation should allow the test score to reflect a student’s proficiency in the area tested, without the interference of his or her disability.

Students classified as LEP may receive LEP accommodations if they are used regularly in the student’s classroom instruction and assessment. LEP accommodations are provided for these students to aid them in accessing the content.

Special online test forms are available to students who are assigned Large Print or Tests Read Aloud accommodations. Braille test forms also are available. Other allowed accommodations for students with IEPs or Section 504 IAPs are Assistive Technology, Communication Assistance, Individual/Small Group Administration, and Extended Time. Use of the following LEP accommodations will be determined by the classroom teacher and ESL teacher or other individual providing language services: Extended Time, Individual/Small Group Administration, Provision of English/Native Language Word-to-Word Dictionary (No Definitions), Test Administered by ESL Teacher or by Individual Providing Language Services, and Tests Read Aloud.

Since accommodations used during state assessments must be an ongoing part of classroom instruction and assessment, it is crucial that general educators be knowledgeable about accommodations, use them routinely in the classroom, and be prepared to implement the use of approved accommodations during state assessments.


For a list of approved test accommodations that may be used for students with disabilities or LEP students and suggestions for implementing accommodations during assessment, refer to the EOC Test Administration Manual, which will be available approximately two weeks prior to testing, and the Guidelines for Test Accommodations posted on the LDOE website, www.louisianaschools.net.

Technology RequirementsThe English III test is administered online only, with the exception of the braille test; therefore, schools will need to ensure that appropriate technology requirements are met. The EOC Test Administration Manual provides general information on how to prepare for online testing. For more specific technology information, refer to the EOC Tests Technology Guidelines, which are posted on the EOC Tests homepage.

English III EOC GlossaryThis brief glossary includes definitions of specialized vocabulary associated with the EOC assessments.

● accommodation: a change in the setting of the test administration, the timing, scheduling, presentation format, and/or method of response to the assessment

● blueprint: a table or chart that identifies how items on an assessment will be distributed across standards or Grade-Level Expectations

● constructed-response item: any open-ended item in which students write their own responses

● discrete item: an item that is not related to a passage and stands alone

● item: a question or prompt that is designed to measure particular knowledge, skills, or abilities

● multiple-choice item: an item in which students select a correct answer from among more than one response option (For the purpose of the English III EOC test, there are four response options.)

● response options: answer choices in a multiple-choice test item

● rubric: a set of rules or criteria for scoring student responses to the writing prompt

● speech: line(s) spoken by characters in a drama

● unscorable response: a written response that is incoherent, too brief, not written in English, a restatement of the prompt, a refusal to respond, blank, or off topic

English III EOC Model Parenthetical Citations and Model Bibliographic EntriesFor some items on the English III EOC test, students may access the model pop-up windows, shown on pages 23 and 24.

English Language Arts Writer’s Checklist—English IIIFor the writing session only, students may access the Writer’s Checklist pop-up window, shown on pages 24 and 25.


English III Model Parenthetical Citations

The following samples are based on formats from the MLA (Modern Language Association) Handbook for Writers of Research Papers. They show acceptable formats for parenthetical citations of both quoted and paraphrased information.

Parenthetical Citations for Paraphrased Information

A Work by a Single AuthorThe point of the argument is that quality is more important than quantity (Keller 165–166).

A Work with Two or More AuthorsThe point of the argument is that quality is more important than quantity (Keller and Leer 208).

Two or More Works by the Same Author with Author’s Name in TextThe point of Keller’s argument is that quality is more important than quantity (Business Facts 165–166).

A Work by an Author Whose Name Is Attributed in the SentenceKeller draws the conclusion that quantity is less important than quality (165–166).

A Work from a website with a Known AuthorThe point of the argument is that quality is more important than quantity (Keller) or (America Learns).

Parenthetical Citations for Directly Quoted Information

A Work by a Single Author“Quality is more important than quantity” (Keller 165–166).

A Work with Two or More Authors“Quality is more important than quantity” (Keller and Leer 208).

A Work by an Author Whose Name Is Attributed in the SentenceAccording to Keller, “Quality is more important than quantity” (165–166).


English III Model Bibliographic Entries

The following sample bibliographic entries are adapted from the MLA (Modern Language Association) Handbook for Writers of Research Papers, Seventh Edition. They show acceptable formats for bibliographic entries.

A Book by a Single Author

Harris, Celia. Interesting Habitats. Chicago: Grayson, 1996. Print. (Author) (Title of work) (City) (Publisher)(Year)(Medium)

A Book by More Than One Author

Bly, Jay, and Rosa Garcia. Marsh Birds. New York: Wenday, 1998. Print. (Authors) (Title of work) (City) (Publisher)(Year)(Medium)

An Encyclopedia Entry

“Dwarfed Trees.” Encyclopedia Americana. 2007. Print. (Title of article) (Name of encyclopedia) (Year)(Medium)

A Magazine Article

Chen, Davis. “Bear Facts.” Wildlife Source 9 July 2002: 14–25. Print. (Author) (Title of article)(Publication name) (Date) (Pages)(Medium)

Book Issued by an Organization Identifying No Author

Boston Coin Club. Rare Cents. Boston: Boston Coin Club, 2003. Print. (Organization) (Title of work) (City) (Publisher) (Year)(Medium)

A WWW Site (World Wide Web)

Learn. Math Council. 1993. Web. 2 May 1998 <http://www.learn.com/>. (Site)(Site sponsor)(Date created)(Medium)(Date accessed)(Web address)


English Language Arts Writer’s ChecklistEnglish III

As you write your essay, remember these important points.

Content:

� Read the instructions, the writing task, and both sources, and respond as directed.

� Present a clear central idea (position).

� Give enough details to support and develop your central idea, your position.

� Use well-chosen information from both sources in your essay.

� Present your ideas in a logical order, and include an introduction and conclusion.

Style:

� Use words that reinforce your position and express your meaning well.

� Write in complete sentences and use a variety of sentence types and lengths to make your writing easy to follow.

Important Reminders:

Your essay will be scored on content. ● your central idea ● development of ideas ● use of both sources ● organization

Your essay will be scored on style. ● word choice ● expression of ideas ● sentence variety

END-OF-COURSE

TESTS


Directions for Writing

Follow the steps below to help you write a successful essay.

Step 1: Planning

3 Read the instructions, the writing task, and both sources carefully.

3 Think about what you will write before you begin.

3 As you read the sources, jot down notes that will help you create your essay. Include relevant information from both sources to support your central idea, your position.

3 Use the paper provided by your test administrator for planning your composition and/or writing your rough draft.

Step 2: Drafting and Revising

3 Type your essay in the space provided.

3 To begin a paragraph, use the Enter key. Then use the Tab key or the space bar to indent the paragraph.

3 Review your essay to make sure you have covered all the points on the Writer’s Checklist.

3 Read through your essay.

3 Rearrange ideas or change words to make your meaning clear and improve your essay.

Step 3: Proofreading

3 Correct any errors in usage (subject-verb agreement, verb tenses, word meanings, and word endings).

3 Correct errors in punctuation, capitalization, and spelling.

3 Use appropriate formatting.

END-OF-COURSE

TESTS

END-OF-COURSE

TESTS

Louisiana Department of EducationOffice of Standards, Assessments, and Accountability

Division of Assessments and Accountability

August 2012

english iii - richland parish school board core... · · 2012-10-02english language arts...

Documents