1. English Language Arts Text-Dependent Analysis
Transition to College and Career Ready Assessment
English Language Arts
Text-Dependent Analysis

2. Nebraska Department of Education
Valorie Foy- Director of Assessment
Erin Kunkle- Writing Director

3. Table Introductions

4. Purpose of Today and Tomorrow
Provide information about the schedule for transition from NeSA-Reading to NeSA-English Language Arts
Familiarize educators with Text-Dependent Analysis (TDA)
Familiarize educators with the Text-Dependent Analysis (TDA) rubric through scoring sample responses
Address any questions on TDA

5. College and Career Ready
Reading
English Language Arts
Matched to revised standards—
College and Career Ready
English Language Arts

6. NeSA-College and Career Ready-English Language Arts—Item Types
Reading and writing
Text
Complexity
College and career readiness
Higher order thinking skills
Closer construct between valuable classroom instruction/activities and NeSA testing
Student engagement in assessment

7. “College and Career Ready”
NeSA-ELA
“College and Career Ready”
NeSA-Reading
“Barely Proficient”

8. NeSA-English Language Arts
New Item Types

9. Evidence-Based Selected-Response (EBSR)
Respond to informational or literature passage
Two Points
Part 1
Part 2
Analyzes passage
Chooses single correct answer from four answer choices
Elicits evidence from passage
Selects one answer based on response provided in Part 1

10. Auto-Scored Constructed Response (ASCR)
Technology-Enhanced Test Questions
Higher-level thinking skills without use of hand-scored test questions
Drag-and-drop
Hot-spot highlighting
Selection of multiple answers from drop-down menus

11. Sample Stand-Alone
Writing Items

12. A student is writing a research report about the Great Barrier Reef
A student is writing a research report about the Great Barrier Reef. Read both sources and the directions that follow.
The student took notes about information in the sources. Select two notes that correctly paraphrase or restate information from both sources.
8.2.1.i Avoid plagiarism

13. A student is writing an argumentative research report for history class about choosing presidents’ names for places or structures. Read the paragraph from the student's report and the directions that follow.
The student found a source. Read the source and click on two pieces of evidence that support the student's claim in her report.
8.2.1.c Gather and use relevant evidence to support claims

14. Reading
English Language Arts
2016

15. 2016
Transition Test
Grades 5-8 and 11
All Multiple Choice
Items match to legacy and Revised CCR standards
Embedded Field test
Grades
5-8 and 11
Multiple choice
New item types
Text Dependent Analysis
Revised CCR standards
Three sessions
60 minutes each-Last session Generous
Embedded Field test
Grades
3 and 4
Multiple choice
New item types
No Text Dependent Analysis
Revised CCR standards
Two sessions-
90 minutes each

16. Importance of Field Testing
You
Make
The
Difference
Students’ Best Efforts
Importance of Field Testing
Accurate Field Test Results
Never Purchased Items
Nebraska Items for Nebraska Students

17. Transition Materials for School Districts
English Language Arts
Transition Materials for School Districts

18. NeSA-English Language Arts Transition
November, 2015
NeSA-ELA Item Samplers 
Grades 3-8 and 11
December 2015
Online tools training,
Guided practice
December 14, June 30, 2016
NeSA-ELA Practice Test
New item types; Text Dependent Analysis will save for district use.
April 18-May 6, 2016
NeSA-ELA Text Dependent Analysis Pilot for Grades 3 and 4 (Online)

19. All online Same exceptions for online testing as currently allowed
English Language Arts
All online Same exceptions for online testing as currently allowed
Make table-smart art

20. Accommodations

21. Current Standard and Indicators
Legacy Indicators
Current Standard and Indicators
LA 8.2.1
Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level
Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

22. NeSA Approved Accommodations Document
See last page of the NeSA Approved Accommodations document for additional clarifications for NeSA-Field testing.

23. ELA Transition

24. Text Dependent Analysis
Six-Trait Writing
Ideas and Content
Organization
Voice/Word Choice
Sentence Fluency/Conventions

25. Standards Activity

26. ELA Standards: Linking Reading & Writing
Which Reading standards/indicators could be better addressed if a student provided their response in writing?
Which Writing standards/indicators likely require students to read text in order to create a writing response?
How might the integration between reading and writing impact how we assess the new CCR ELA Standards?

27. ELA Standards: Linking Reading & Writing

28. Text-Dependent Analysis (TDA)
Read text (informational and/or literature)
Respond to a writing prompt based on the text(s)
Draw on basic writing skills while inferring and synthesizing information from the passage(s) to develop a comprehensive response
Provide evidence from the passage(s) to support response

29. TDA Format Students read one or two passages
Students answer questions (MC, EBSR, ASCR)
Students respond to ONE TDA prompt

30. TDA Writer’s Checklist

31. TDA Example
Nebraska Department of Education, October 2015

32. Text-Dependent Analysis Item Grade 3
1299/6000

33. TDA can include paired passages
Grade 8: The passages There’s Still Gold in Those Hills and Letters from a Gold Miner are both about the history of gold mining in the United States. Explain how the passages help the reader understand the history and process of gold mining in the United States. Write a well-organized, structured response using specific evidence from BOTH passages to support your answer.
Two
Passages

34. TDA Prompt Format Set up/Lead in naming passage Prompt
“Write a well-organized, structured response using specific evidence from the (passage/poem/story) to support your answer.”

35. TDA Prompt Guidelines No “pop quizzes”
Goes beyond what has been considered typical grade level complexity
Road Map vs. Road Signs
Prompts will elicit various modes of writing

36. Examples & Non-Examples
Not Text-Dependent Analysis
Text-Dependent Analysis
Give three examples of how animals sleep in different ways.
Both passages tell about ways that different animals sleep in the wild. Explain why animals sleep in different ways.
Identify the literary devices the author uses in the story. Provide evidence from the story in your response.
Mood is the feeling or emotion that a reader experiences from a poem or story. Explain how the poet’s word choice helps create mood throughout the poem.

37. TDA Rubric Development: Process
Written by a group of 25 Nebraska educators
Grounded in the College & Career Ready ELA Standards
Reviewed by the Assessment & Accountability Advisory
Reviewed by 60+ DACs
Incorporates Feedback from October ELA Transition Workshops

38. TDA Rubric Development: Standards
1.6
Reading Comprehension
2.1
Writing Process
2.2
Writing Modes
4.1
Information Fluency

39. TDA Rubric Development: Domains
Analysis of Text
Use of Evidence
Writing Skills

40. TDA Rubric Development: Levels
Number of Levels
Language of Levels
Level descriptor words

41. TDA Rubric Development: Holistic/Analytic3
Analysis of Text 3
Use of Evidence 4
Writing Skills 2

42. Writing Scoring at DRC
Rangefinders selected and annotated in Nebraska by Nebraska Educators
DRC hires room leaders--on site in Minnesota
DRC hires graders—on site in Minnesota—approx per grade level
Graders train for two days
Graders must pass two practice sets-(essays scored by Nebraska graders)
Graders are back-checked by room leaders

43. Writing Scoring at DRC
Nebraska Department of Education is present the entire time
NDE makes decisions, i.e. Essay on topic?
Questions are answered using evidence from Nebraska Rangefinding
No set number of essays to read per hour
All scorers are together for scoring

44. Scoring of Text-Dependent Analysis
Nebraska educators select and annotate the rangefinders
Current plan—Single score on 4 point rubric-Holistic-DRC
Analysis this spring—if scored twice, how closely do scores correlate—Scoring by Nebraska educators
Verifications????

45. TDA Rubric Highlight/underline the significant words in each bullet.
Which skill(s) does each bullet address?
How is the bullet differentiated at each level (1, 2, 3, 4)?

46. TDA Prompts & Standards
Individual TDA prompts are aligned to one of the following 1.6 Reading Comprehension indicators:
1.6.a
1.6.f
1.6.b
1.6.g
1.6.c
1.6.h
1.6.d
1.6.i
1.6.e
1.6.j

47. Effective Analysis of Text
Answers the question (1.6._)
Shows they understood the texts (1.6)
Addresses literal and inferential meanings in the texts (1.6.i)

48. Effective Use of Evidence
Locate/organize/evaluates information from texts to answer questions (4.1.a)
Provides evidence that is:
specific (1.6.i),
relevant (2.1.c),
accurate – ‘from the text’ (1.6.i, 2.1.c, 2.2.b, 4.1.a), &
sufficiently supports claims or ideas (2.1.c, 2.2.b).

49. Effective Writing Skills
Writes a response that:
is organized (2.1.b, 2.1.e)
is structured (2.1.b, 2.2.a, 2.1.e)
attributes information to the sources; avoids plagiarism (2.1.i, 4.1.b)
uses precise vocabulary (1.5.c, 2.2.d)
is grammatically correct (2.1.d, 2.1.h)

50. Rubric Levels

51. TDA ‘Pre-Pilot’
Informal opportunity to see what Nebraska students might write on a TDA
2,077 responses from 14 districts statewide
Primarily administered online with the exception of grades 6 & 7
October 2015
New item type

52. Passage & TDA Prompt Read TDA prompt Read the passage
What do students have to do in order to be successful?
Read the passage
Highlight evidence for response in passage.

53. Sampler Score Examples
Read Sample A
Score independently using the TDA rubric

54. Rubric Scoring

55. Sampler Score Examples
Read Sample A
Score independently using the TDA rubric
Table discussion:
What are the strengths & weaknesses of the response?
Overall does the response demonstrate effective analysis of text, use of evidence, and writing skills?
Review annotations
Record comments on Sample Response Score Sheet (Pink)

56. Sampler Score Examples
Read Samples B, C, & D
Score independently
Review annotations
Table discussion:
What are the strengths & weaknesses of each response?
What are the differences between the 1 and 2? 2 and 3? 3 and 4?
Record comments on Sample Response Score Sheet (Pink)

57. Score Sample Responses
Read Samples E, F, G, H, I
Score independently
Table discussion
What are the strengths & weakness of each response?
Where does the response fall on each aspect of the rubric?
Record scores and annotation comments on Sample Response Score Sheet (Pink)

58. Teaching Points Read Sample J Table discussion:
Score independently
Table discussion:
What are the strengths & weaknesses of the response?
What questions might you ask when conferencing with the student to guide them to effectively revise their response?
Record scores and annotation comments on Sample Response Score Sheet (Pink)

59. Table Discussion
What are your overall observations about the student writing?
What did students do well?
What are some common student misconceptions or areas of need?
Did anything surprise you about what students wrote?
What might be some of your next steps?

60. TDA Resources NDE Statewide Assessment ELA Transition Webpage
Rubric & Writer’s Checklist
TDA Prompt Guidelines
Grade Level Samplers- Coming Soon!
Grade Level Sample Response Packets (with Nebraska educator annotations)- Coming Soon!
NeSA-ELA Practice Test with TDA- December 14

61. Q & A

62. Feedback ELA Transition: valorie.foy@Nebraska.gov
TDA feedback directly on handouts OR
Feedback Form