1. ELA Assessments Text-driven Standards-based Open-ended questions
Rubrics
December 10, 2018

2. ELA Assessments
8th grade
1st grade
December 10, 2018

3. How to Create a Reading Assessment
Reread the designated unit standards with a text in mind.
Draft a question for each standard.
Draft rubric criteria for proficiency for each question/standard.
Take the test! 
Compare answers & revise criteria for proficiency.
Complete the criteria for remaining rubric levels.
December 10, 2018

4. Step 1: Reread the designated unit standards with a text in mind.
Grade 3 -- Unit 2 -- Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.7
December 10, 2018

5. Step 2: Draft a question for each standard.
Grade 3 -- Unit 2 -- Standards: RL.3.1, RL.3.2, RL.3.3
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
QUESTION:
What is the lesson or message in Sebastian’s Roller Skates?
(Use key details from the beginning, middle, and end of the story to explain this lesson.)
It’s okay to add supports to the question to ensure that students know what’s expected in an answer!
December 10, 2018

6. Step 3:
Draft rubric criteria for proficiency for each question/standard.
QUESTION:
What is the lesson or message in Sebastian’s Roller Skates? (Use key details from the beginning, middle, and end of the story to explain this lesson.) 1 2 3
PROFICIENT 4
Criteria
Identifies a relevant lesson or message
Supports the lesson with key story events
December 10, 2018

7. Step 4:
Take the test! 
QUESTION:
What is the lesson or message in Sebastian’s Roller Skates? (Use key details from the beginning, middle, and end of the story to explain this lesson.)
Think: What does a proficient (level 3) response look like at this grade level?
December 10, 2018

8. Step 5: Compare answers and revise criteria for proficiency.
QUESTION:
What is the lesson or message in Sebastian’s Roller Skates? (Use key details from the beginning, middle, and end of the story to explain this lesson.)
What do my partners write as level 3 examples?
What qualities am I noticing?
Which answer best matches the criteria?
December 10, 2018

9. Step 5: Compare answers and revise criteria for proficiency. 1 2 4
QUESTION:
What is the lesson or message in Sebastian’s Roller Skates? (Use key details from the beginning, middle, and end of the story to explain this lesson.) 1 2 3
PROFICIENT 4
Criteria
Identifies a relevant lesson or message
Frames the lesson in a way that can be applied to multiple texts
Supports Explains the lesson with key story events from the beginning, middle, and end
Uses key details to elaborate upon each event
December 10, 2018

10. Step 6:
Complete the rubric criteria for the remaining levels (1, 2, & 4)
QUESTION:
What is the lesson or message in Sebastian’s Roller Skates? (Use key details from the beginning, middle, and end of the story to explain this lesson.) 1 2 3
PROFICIENT 4
Criteria
Does not identify a relevant lesson
Provides events that may not match the lesson
Identifies a relevant lesson
May make the lesson specific to the text
Provides some story events from B, M, and E
Identifies a relevant lesson or message
Frames the lesson in a way that can be applied to multiple texts
Supports Explains the lesson with key story events from the beginning, middle, and end
Uses key details to elaborate on each event
All of 3, plus:
Includes key character traits, feelings, and changes
Adds character interpretation
Try to avoid “deficit language” in your level 2. Instead of telling what the student can’t do, try to name what they CAN do.
December 10, 2018

11. Let’s Review:
Reread the designated unit standards with a text in mind.
Draft a question for each standard.
Draft rubric criteria for proficiency for each question/standard.
Take the test! 
Compare answers & revise criteria for proficiency.
Complete the criteria for remaining rubric levels.
December 10, 2018

12. Your Turn: Reread the designated unit standards with a text in mind.
Draft a question for each standard.
Draft rubric criteria for proficiency for each question/standard.
Take the test! 
Compare answers & revise criteria for proficiency.
Complete the criteria for remaining rubric levels.
Let’s start here!
December 10, 2018

13. Step 2: Draft a question for each standard.
Grade 3 -- Unit 2 -- Standards: RL.3.1, RL.3.2, RL.3.3
RL.3.3:  Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
QUESTION:
Remember: It’s okay to add supports to the question to ensure that students know what’s expected in an answer!
December 10, 2018

14. Step 2: Draft a question for each standard.
Grade 3 -- Unit 2 -- Standards: RL.3.1, RL.3.2, RL.3.3
RL.3.3:  Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
QUESTION:
Sebastian changed from the beginning of the story to the end. Describe Sebastian at the end of the story. What made him this way?
Remember: It’s okay to add supports to the question to ensure that students know what’s expected in an answer!
December 10, 2018

15. Step 3:
Draft rubric criteria for proficiency for each question/standard.
QUESTION:
Sebastian changed from the beginning of the story to the end. Describe Sebastian at the end of the story. What made him this way? 1 2 3
PROFICIENT 4
Criteria
December 10, 2018

16. Step 4:
Take the test! 
QUESTION: Sebastian changed from the beginning of the story to the end. Describe Sebastian at the end of the story. What made him this way?
Think: What does a proficient (level 3) response look like at this grade level?
December 10, 2018

17. Step 5: Compare answers and revise criteria for proficiency. 1 2 4
QUESTION: Sebastian changed from the beginning of the story to the end. Describe Sebastian at the end of the story. What made him this way? 1 2 3
PROFICIENT 4
Criteria
December 10, 2018

18. Steps 5 & 6 Protocol: In teams of 3:
Pass & read each teammate’s answer, adding to or revising the “3” column
Come to consensus on a level 3 exemplar & criteria
Which answer best matches the criteria?
Complete the rubric criteria for levels 1, 2 and 4
December 10, 2018

19. Step 6:
Complete the rubric criteria for the remaining levels (1, 2, & 4) 1 2 3
PROFICIENT 4
Criteria
All of 3, plus:
Try to avoid “deficit language” in your level 2. Instead of telling what the student can’t do, try to name what they CAN do.
December 10, 2018

20. How to Create a Reading Assessment
Reread the designated unit standards with a text in mind.
Draft a question for each standard.
Draft rubric criteria for proficiency for each question/standard.
Take the test! 
Compare answers & revise criteria for proficiency.
Complete the criteria for remaining rubric levels.
December 10, 2018

21. What’s Next?
Scope & sequences that identify exact standards to use in planning assessments
Lists of titles to use for assessment-planning
Time to work in grade level teams on Saturday, April 28th!
December 10, 2018