The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, New York 12234
Information Booklet for Scoring
the Regents Comprehensive Examination in English
GENERAL INFORMATION
The general procedures to be followed in administering Regents Examinations
are provided in the publications Directions for Administering Regents
Examinations (DET 541), and Regents Examinations, Regents Competency
Tests, and Proficiency Examinations: School Administrator’s Manual,
2001 Edition. Copies of the Directions are shipped to schools
prior to each Regents Examination period and
may also be accessed on the Department’s web site at: http://www.emsc.nysed.gov/osa/hsgen.html.
The School Administrator’s Manual may be accessed on the Department’s
web site at: http://www.emsc.nysed.gov/osa/hsinfogen/hsinfogenarch/sam2001.pdf.
Questions about general administration procedures for Regents
Examinations should be directed to the Office of State Assessment at 518-474-8220
or 518-474-5902. For information about the rating of the Regents
Comprehensive Examination in English, contact Marguerite Pileggi in the Office
of State Assessment at 518-474-5912.
School administrators should print or photocopy this information booklet and
distribute copies to all school personnel who will be scoring this examination.
SCORING THE EXAMINATION
The Scoring Key and Rating Guide
The Scoring Key and Rating Guide contains:
- Correct answers to the multiple-choice questions
- Scoring rubrics
- Two to three prescored anchor papers at each score level, ranging from
high to low, with commentary
- Five prescored practice papers
Rating the Examination
The reliability of the scores is a fundamental concern in the measurement of
the student’s achievement. Therefore, each part of the examination
must be scored by at least two teachers. Qualified raters include teachers
of English, reading, English as a second language, and special education
who know the English curriculum and have received training. These raters
should have previously received training in rating tasks in the test sampler
draft as part of the turnkey training process that began in August 1998.
In order to ensure reliable scoring, the principal of each high school administering
the Regents Comprehensive Examination in English must appoint a scoring coordinator
who will:
- Manage the training and logistics of the scoring process.
- Provide task-specific training immediately before scoring.
- Assign two teachers to rate each task independently, with a third teacher
available to resolve discrepant scores.
Organizing the Rating and Recording
Before student responses can be read and rated, each school must set up a procedure
for collecting, arranging, and processing the answer papers and for maintaining
records of the examination results. The procedure used in a particular school
should be designed to produce a reliable score for each student and to facilitate
maintenance of the school’s records of each student’s score.
A suggested procedure for managing the mechanics of the rating process is
described on pages E-3 and E-4.
Scoring of Multiple-Choice Questions
Multiple-choice questions may be either hand scored or machine scored. When
hand scoring, indicate by means of a check mark each incorrect or omitted answer
to multiple-choice questions on the designated answer sheet for the appropriate
session. Do not place a check mark beside a correct answer. Use only red ink
or red pencil. In the box provided for each part, record the number of questions
the student answered correctly for that part. Transfer the number of correct
answers for each part of the multiple-choice questions to the appropriate spaces
in the box in the upper right corner of each student’s Session One answer
sheet.
Machine-scorable answer sheets must be provided and scored by the school. A
separate sheet must be used for each session of the examination; students may
not use the same answer sheet for both sessions. Answer sheets supplied by
the school must provide the same number of response options as are given in
the examination questions, and the choices must be labeled 1, 2, 3, 4, not
A, B, C, D. Instructions for using the answer sheets must be developed locally
and provided to the proctors administering the examination.
Before answer sheets can be machine scored, several samples must be both machine
and manually scored to ensure the accuracy of the machine-scoring process.
All discrepancies must be rectified before student answer sheets are machine
scored. When machine scoring is completed, a sample of the scored answer sheets
must be scored manually to verify the accuracy of the machine-scoring process.
Detailed Directions for Training Raters to Score Student Responses
In training raters to score student responses for each part of the examination,
follow the procedures outlined below:
Introduction to the Task
The introduction to the task may take place once the administration of the
session has begun. However, any use of the actual Scoring Key and Rating Guide
for the session may not begin until after the Uniform Statewide Admission
Deadline.
- Raters read the task and summarize its purpose, audience, and format.
- Raters read passage(s) and plan a response to the task.
- Raters share response plans and summarize expectations for student responses.
Introduction to the Rubric and Anchor Papers
- Trainer reviews rubric with reference to the task. At this point, raters
should also be directed to the additional scoring considerations printed
at the bottom of each rubric. For all parts of the examination, if a student
writes only a personal response and makes no reference to the text(s), the
response can be scored no higher than a 1. Responses totally unrelated to
the topic, illegible, incoherent, or blank should be given a 0. A response
totally copied from the text(s) with no original student writing should be
scored as a 0. Additionally, for all parts except Session One, Part A (listening
task), a student response that addresses only one document can be scored
no higher than a 3.
- Trainer reviews procedures for assigning holistic scores (i.e., by matching
evidence from the response to the language of the rubric and by weighing
all qualities equally).
- Trainer leads review of each anchor paper and commentary. (Note:
Anchor papers are ordered from high to low within each score level.)
Practice Scoring Individually
- Raters score a set of five practice papers individually. Raters should
score the five papers independently without looking at the scores provided
after the five papers.
- Trainer records scores and leads discussion until raters feel comfortable
enough to move on to actual scoring.
Suggested Rating Procedure
The following procedure is recommended for managing the mechanics of the rating
process. The Rating Sheet and the Record Sheet are included in the Appendix.
You may photocopy as many copies as needed.
- Designate one person as the coordinator of the rating process. The scoring
coordinator will be responsible for coordinating the movement of papers,
calculating a final score for each student’s essays, recording that
information on the student’s answer paper for Session One, and determining
the student’s final score for the examination.
- Set aside one room as a central rating room for collecting, sorting, circulating,
and storing answer sheets/essay booklets and for preparing and maintaining
records.
- Provide a suitable location for the rating of essays.
- Allow time to provide training for scoring the specific task for all raters
immediately before the rating of the students’ responses (about two
hours per task).
- Provide adequate time for rating (3-4 minutes per response for one rating).
- Divide raters into two-person teams for each part. Designate one team member
as Rater 1 and the other as Rater 2. Make every effort to avoid
having a teacher rate his or her own students’ responses.
- After the session has been administered, separate the essay booklets into
Part A and Part B. Before separating the parts, be sure to verify that the
student has entered his or her name and the school name and has circled the
correct session on each page of the essay booklet. After separating the parts,
staple together all of the pages of the student’s Part A response.
Staple together all of the pages of the student’s Part B response.
- Arrange the essay responses for each part according to a sequence, using
whatever order is most convenient, e.g., class period, alphabetical, or local
identification number. Beginning with the first paper in the sequence, enter
each student’s name on a copy of the Record Sheet. (Master for duplicating
appears in the Appendix.)
- Divide each group of essays into bundles of 25-30 papers.
- Prepare a rating sheet for each bundle. (See sample rating sheet in the
Appendix.) After recording the students’ names on the Rating Sheet,
photocopy the Rating Sheet. Each rater will need a separate rating sheet
for each bundle of essay papers he or she rates.
- Distribute the bundles of essay papers to the rating teams, making sure
that each rating team receives two rating sheets for each bundle. Each rater
on a team should rate one of the bundles and record his or her ratings on
one of the rating sheets. The two raters should exchange bundles. The second
rater should record his or her scores on the second rating sheet. No
scores or corrections should be indicated on the essay papers.
- After each team has completed rating a bundle, the team should return those
answer papers to the central rating room. Remove the rating sheets completed
by each rater from the bundles and enter the scores on the Record Sheet.
Make sure each response has two independent ratings. Enter the resolved scores
in the appropriate columns on the Record Sheet.
- Review the two scores for each student to determine if the student’s
scores for that part are discrepant, i.e., a difference of two or more points
between the two scores. Separate the students’ responses with discrepant
scores and make another bundle. Prepare a separate rating sheet for those
discrepant papers. List the names of the students on a new rating sheet and
attach the sheet to the corresponding bundle of student responses. Assign
each of these bundles to a rater to obtain a third independent rating of
the students’ responses. Make sure that the third rater is not one
of the original two raters of that response.
- After all the necessary third ratings have been obtained, remove the rating
sheets from the bundles of student responses and determine the resolved scores
by using the method for resolving discrepant scores described on page E-5.
Enter the resolved scores in the appropriate columns on the Record Sheet.
- Repeat this process for all parts of the examination.
- Transfer the resolved scores to the appropriate spaces on the students’ Session
One answer sheets.
Method for Determining the Score for Each Essay
Two Ratings:
1. Compare the two ratings.
2. If the two ratings agree, the
student receives that score.
3. If the two ratings are contiguous,
average the two scores.
4. If the two ratings are not contiguous,
a third rating is necessary.
Three Ratings:
1. Compare
the three ratings.
2. If
two of the three ratings agree, the student receives that score.
3. If
the three ratings are different, the student receives the middle score.
Examples:
Rater 1 |
Rater 2 |
Rater 3 |
Resolved Score* |
Reason |
2 |
2 |
— |
2 |
Two ratings agree. Use that score. |
2 |
3 |
— |
2.5 |
Two ratings are contiguous. Average the two scores. |
2 |
4 |
4 |
4 |
Two ratings are two or more points apart. Third rating
is done. Two of the three ratings agree. Use that score. |
2 |
5 |
4 |
4 |
Two ratings are two or more points apart. Third rating
is done. Three ratings differ. Use the middle score. |
0 |
1 |
— |
0.5 |
Two ratings are contiguous. Average the two scores. |
* If the final score ends in .5, do not round at this point.
Entering Essay Scores on the Record Sheet
The examples below show how students’ scores should be
recorded on the Record Sheet.
Name |
Session One
Essay A Scores |
Session One
Essay B Scores |
Session Two
Essay A Scores |
Session Two
Essay B Scores |
Rater 1 |
Rater 2 |
Rater 3 |
Resolved Score |
Rater 1 |
Rater 2 |
Rater 3 |
Resolved Score |
Rater 1 |
Rater 2 |
Rater 3 |
Resolved Score |
Rater 1 |
Rater 2 |
Rater 3 |
Resolved Score |
Student A |
4 |
4 |
— |
4 |
4 |
6 |
5 |
5 |
4 |
3 |
— |
3.5 |
4 |
2 |
5 |
4 |
Student B |
0 |
1 |
— |
.5 |
1 |
3 |
2 |
2 |
1 |
1 |
— |
1 |
1 |
4 |
2 |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Determining the Student’s Final Examination Score
A box like the one shown to the right will appear on the student’s Session
One answer sheet for the Comprehensive Examination in English.
Record the student’s scores for the essays and multiple-choice questions
in Session One and Session Two on the designated lines. Add all four essay
scores together. (If the total essay score ends in .5, that score should be
rounded up to the nearest whole number at this time.) Write that score in the
box labeled “Total Essay Score.” (The maximum total essay score
is 24.)
Add the number of correct answers for the multiple-choice questions on the
three parts. Write that score in the box labeled “Total Multiple Choice.” (The
maximum total multiple-choice score is 26.)
To determine the student’s final examination score, use the chart provided
for each administration on the Department’s web site at: http://www.emsc.nysed.gov/osa.
Locate the student’s total essay score across the top of the chart and
the student’s total multiple-choice score down the left side of the chart.
The point where those two scores intersect is the student’s final examination
score. The format of the chart is illustrated below. The chart provided for
each administration will include scores ranging from 0 to 100 within the cells
of the chart. Because the scaled scores corresponding to raw scores in the
conversion chart may change from one examination administration to another,
it is crucial that, for each administration, you use only the
conversion chart provided for that administration to determine the student’s
final score.
Total
Essay
Score Ü |
Regents Comprehensive
Examination in English
Chart for Determining the Final Examination
Score |
0 |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
19 |
20 |
21 |
22 |
23 |
24 |
Total
Multiple-Choice Score |
0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
1 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
7 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
8 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
9 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
10 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
11 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
12 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
13 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
14 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
15 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
16 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
17 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
18 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
19 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
20 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
21 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
22 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
23 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
24 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
25 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
26 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
When the teacher scoring committee completes the scoring process, test scores
must be considered final and must be entered onto students’ permanent
records.
Principals and other administrative staff in a school or district do not have
the authority to set aside the scores arrived at by the teacher scoring committee
and rescore student examination papers or to change any scores assigned through
the procedures described in this manual and in the scoring materials provided
by the Department. Any principal or administrator found to have done so, except
in the circumstances described below, will be in violation of Department policy
regarding the scoring of State examinations. Teachers and administrators who
violate Department policy with respect to scoring State examinations may be subject
to disciplinary action in accordance with Sections 3020 and 3020-a of Education
Law or to action against their certification pursuant to Part
83 of the Regulations of the Commissioner of Education.
On rare occasions, an administrator may learn that an isolated error occurred
in the calculation of a final score for a student or in recording students’ scores
in their permanent records. For example, the final score may have been based
on an incorrect summing of the student’s raw scores for parts of the test
or from a misreading of the conversion chart. When such errors involve no more
than five students’ final scores on any Regents Examination and when such
errors are detected within four months of the test date, the principal may arrange
for the corrected score to be recorded in the student’s permanent record.
However, in all such instances, the principal must advise the Office of State
Assessment in writing that the student’s score has been corrected. The
written notification to the Department must be signed by the principal or superintendent
and must include the names of the students whose scores have been corrected,
the name of the examination, the students’ original and corrected scores,
and a brief explanation of the nature of the scoring error that was corrected.
If an administrator has substantial reason to believe that the teacher scoring
committee has failed to accurately score more than five student answer papers
on any examination, the administrator must first obtain permission in writing
from the Office of State Assessment before arranging for or permitting a rescoring
of student papers. The written request to the Office of State Assessment must
come from the superintendent of a public school district or the chief administrative
officer of a nonpublic or charter school and must include the examination title,
date of administration, and number of students whose papers would be subject
to such rescoring. This request must also include a statement explaining why
the administrator believes that the teacher scoring committee failed to score
appropriately and, thus, why he or she believes rescoring the examination papers
is necessary. As part of this submission, the school administrator must make
clear his or her understanding that such extraordinary re-rating may be carried
out only by a full committee of teachers constituted in accordance with the scoring
guidelines presented above and fully utilizing the scoring materials for this
test provided by the Department.
The Department sometimes finds it necessary to notify schools of a revision
to the scoring key and rating guide for an examination. Should this occur after
the scoring committee has completed its work, the principal is authorized to
have appropriate members of the scoring committee review students’ responses
only to the specific question(s) referenced in the notification and to adjust
students’ final examination scores when appropriate. Only in such circumstances
is the school not required to notify or obtain approval from the Department to
correct students’ final examination scores.
Appendix
Rubrics
Rating Sheet
Record Sheet
SESSION ONE – PART A – SCORING RUBRIC
LISTENING AND WRITING FOR INFORMATION AND UNDERSTANDING
QUALITY |
6
Responses at this level: |
5
Responses at this level: |
4
Responses at this level: |
3
Responses at this level: |
2
Responses at this level: |
1
Responses at this level: |
Meaning: the extent to which the response exhibits sound
understanding, interpretation, and analysis of the task and text(s)
Development: the extent to which ideas are elaborated using
specific and relevant evidence from the text(s)
Organization: the extent to which the response exhibits direction,
shape, and coherence
Language Use: the extent to which the response reveals an
awareness of audience and purpose through effective use of words,
sentence structure, and sentence variety
Conventions: the extent to which the response exhibits conventional
spelling, punctuation, paragraphing, capitalization, grammar, and
usage |
-reveal an in-depth analysis of the text
-make insightful connections between information and ideas in the
text and the assigned task
-develop ideas clearly and fully, making effective use of a wide range
of relevant and specific details from the text
-maintain a clear and appropriate focus
-exhibit a logical and coherent structure through skillful use of appropriate
devices and transitions
-are stylistically sophisticated, using language that is precise and
engaging, with a notable sense of voice and awareness of audience and
purpose
-vary structure and length of sentences to enhance meaning
-demonstrate control of the conventions with essentially no errors,
even with sophisticated language |
-convey a thorough understanding of the text
-make clear and explicit connections between information and ideas
in the text and the assigned task
-develop ideas clearly and consistently, using relevant and specific
details from the text
-maintain a clear and appropriate focus
-exhibit a logical sequence of ideas through use of appropriate
devices and transitions
-use language that is fluent and original, with evident awareness
of audience and purpose
-vary structure and length of sentences to control rhythm and pacing
-demonstrate control of the conventions, exhibiting occasional errors
only when using sophisticated language |
-convey a basic under-standing of the text
-make implicit connections between information and ideas in the text
and the assigned task
-develop some ideas more fully than others, using specific and relevant
details from the text
-maintain a clear and appropriate focus
-exhibit a logical sequence of ideas but may lack internal consistency
-use appropriate language, with some awareness of audience and purpose
-occasionally make effective use of sentence structure or length
-demonstrate partial control, exhibiting occasional errors that do
not hinder comprehension |
-convey a basic under-standing of the text
-make few or superficial connections between information and ideas
in the text and the assigned task
-develop ideas briefly, using some details from the text
-establish, but fail to maintain, an appropriate focus
-exhibit a rudimentary structure but may include some inconsistencies
or irrelevancies
-rely on basic vocabulary, with little awareness of audience or purpose
-exhibit some attempt to vary sentence structure or length for effect,
but with uneven success
-demonstrate emerging control, exhibiting occasional errors that hinder
comprehension |
-convey a confused or inaccurate under-standing of the text
-allude to the text but make unclear or unwarranted connections
to the assigned task
-are incomplete or largely undeveloped, hinting at ideas, but references
to the text are vague, irrelevant, repetitive, or unjustified
-lack an appropriate focus but suggest some organization, or suggest
a focus but lack organization
-use language that is imprecise or unsuitable for the audience
or purpose
-reveal little awareness of how to use sentences to achieve an effect
-demonstrate a lack of control, exhibiting frequent errors that make
comprehension difficult |
-provide minimal or no evidence of textual understanding
-make no connections between information in the text and the assigned
task
-are minimal, with no evidence of development
-show no focus or organization
-are minimal
-use language that is incoherent or inappropriate
-are minimal, making assessment of conventions unreliable
-may be illegible or not recognizable as English |
• If the student writes only a personal response and makes no
reference to the text(s), the response can be scored no higher than a 1.
• Responses totally unrelated to the topic, illegible, incoherent,
or blank should be given a 0.
• A response totally copied from the text(s) with no original
student writing should be scored a 0.
SESSION ONE – PART B – SCORING RUBRIC
READING AND WRITING FOR INFORMATION AND UNDERSTANDING
QUALITY |
6
Responses at this level: |
5
Responses at this level: |
4
Responses at this level: |
3
Responses at this level: |
2
Responses at this level: |
1
Responses at this level: |
Meaning: the extent to which the response exhibits sound
understanding, interpretation, and analysis of the task and text(s)
Development: the extent to which ideas are elaborated using
specific and relevant evidence from the document(s)
Organization: the extent to which the response exhibits direction,
shape, and coherence
Language Use: the extent to which the response reveals an
awareness of audience and purpose through effective use of words,
sentence structure, and sentence variety
Conventions: the extent to which the response exhibits conventional
spelling, punctuation, paragraphing, capitalization, grammar, and
usage |
-reveal an in-depth analysis of the documents
-make insightful connections between information and ideas
in the documents and the assigned task
-develop ideas clearly and fully, making effective use of a wide range
of relevant and specific details from the documents
-maintain a clear and appropriate focus
-exhibit a logical and coherent structure through skillful use of appropriate
devices and transitions
-are stylistically sophisticated, using language that is precise and
engaging, with a notable sense of voice and awareness of audience and
purpose
-vary structure and length of sentences to enhance meaning
-demonstrate control of the conventions with essentially no errors,
even with sophisticated language |
-convey a thorough understanding of the documents
-make clear and explicit connections between information and ideas
in the documents and the assigned task
-develop ideas clearly and consistently, using relevant and specific
details from the documents
-maintain a clear and appropriate focus
-exhibit a logical sequence of ideas through use of appropriate
devices
and transitions
-use language that is fluent and original, with evident awareness
of audience and purpose
-vary structure and length of sentences to control rhythm and pacing
-demonstrate control of the conventions, exhibiting occasional errors
only when using sophisticated language |
-convey a basic understanding of the documents
-make implicit connections between information and ideas in the documents
and the assigned task
-develop some ideas more fully than others, using specific and relevant
details from the documents
-maintain a clear and appropriate focus
-exhibit a logical sequence of ideas but may lack internal consistency
-use appropriate language, with some awareness of audience and purpose
-occasionally make effective use of sentence structure or length
-demonstrate partial control, exhibiting occasional errors that do
not hinder comprehension |
-convey a basic understanding of the documents
-make few or superficial connections between information and ideas
in the documents and the assigned task
-develop ideas briefly, using some details from the documents
-establish, but fail to maintain, an appropriate focus
-exhibit a rudimentary structure but may include some inconsistencies
or irrelevancies
-rely on basic vocabulary, with little awareness of audience or purpose
-exhibit some attempt to vary sentence structure or length for effect,
but with uneven success
-demonstrate emerging control, exhibiting occasional errors that hinder
comprehension |
-convey a confused or inaccurate understand-ing of the documents
-allude to the documents but make unclear or unwarranted connections
to the assigned task
-are incomplete or largely undeveloped, hinting at ideas, but references
to the documents are vague, irrelevant, repetitive, or unjustified
-lack an appropriate focus but suggest some organization, or suggest
a focus but lack organization
-use language that is imprecise or unsuitable for the audience
or purpose
-reveal little awareness of how to use sentences to achieve an effect
-demonstrate a lack of control, exhibiting frequent errors that make
comprehension difficult |
-provide minimal or no evidence of understanding
-make no connections between information in the documents and the
assigned task
-are minimal, with no evidence of development
-show no focus or organization
-are minimal
-use language that is predominantly incoherent, inappropriate, or copied
directly from the text
-are minimal, making assessment of conventions unreliable
-may be illegible or not recognizable as English |
• If the student addresses only one text, the response can be
scored no higher than a 3.
• If the student writes only a personal response and makes no
reference to the text(s), the response can be scored no higher than a 1.
• Responses totally unrelated to the topic, illegible, incoherent,
or blank should be given a 0.
• A response totally copied from the text(s) with no original
student writing should be scored a 0.
ESSION TWO – PART A – SCORING RUBRIC
READING AND WRITING FOR LITERARY RESPONSE
QUALITY |
6
Responses at this level: |
5
Responses at this level: |
4
Responses at this level: |
3
Responses at this level: |
2
Responses at this level: |
1
Responses at this level: |
Meaning: the extent to which the response
exhibits sound understanding, interpretation, and analysis of the task
and text(s)
Development: the extent to which ideas are elaborated using
specific and relevant evidence from the text(s)
Organization: the extent to which the response exhibits direction,
shape, and coherence
Language Use: the extent to which the response reveals an
awareness of audience and purpose through effective use of words,
sentence structure, and sentence variety
Conventions: the extent to which the response exhibits conventional
spelling, punctuation, para-graphing, capitaliza-tion, grammar, and
usage |
-establish a controlling idea that reveals
an in-depth analysis of both texts
-make insightful connections between the controlling idea and the ideas
in each text
-develop ideas clearly and fully, making effective use of a wide
range of relevant and specific evidence and appropriate literary
elements from both texts
-maintain the focus established by the controlling idea
-exhibit a logical and coherent structure through skillful use of appropriate
devices and transitions
-are stylistically sophisticated, using language that is precise and
engaging, with a notable sense of voice and awareness of audience and
purpose
-vary structure and length of sentences to enhance meaning
-demonstrate control of the conventions with essentially no errors,
even with sophisticated language |
-establish a controlling idea
that reveals a thorough understanding of both texts
-make clear and explicit connections between the controlling idea and
the ideas in each text
-develop ideas clearly and consistently, with reference to relevant
and specific evidence and appropriate literary elements from both
texts
-maintain the focus established by the controlling idea
-exhibit a logical sequence of ideas through use of appropriate
devices and transitions
-use language that is fluent and original, with evident awareness
of audience and purpose
-vary structure and length of sentences to control rhythm and pacing
-demonstrate control of the conventions, exhibiting occasional errors
only when using sophisticated language |
-establish a controlling idea that shows
a basic understanding of both texts
-make implicit connections between the controlling idea and the ideas
in each text
-develop some ideas more fully than others, with reference to specific
and relevant evidence and appropriate literary elements from both
texts
-maintain a clear and appropriate focus
-exhibit a logical sequence of ideas but may lack internal consistency
-use appropriate language, with some awareness of audience and purpose
-occasionally make effective use of sentence structure or length
-demonstrate partial control, exhibiting occasional errors that do
not hinder comprehension |
-establish a controlling idea that shows
a basic understanding of the texts
-make few or superficial connections between the controlling idea and
the ideas in the texts
-develop ideas briefly, using some evidence from the texts
-may rely primarily on plot summary
-establish, but fail to maintain, an appropriate focus
-exhibit a rudimentary structure but may include some inconsistencies
or irrelevancies
-rely on basic vocabulary, with little awareness of audience or purpose
-exhibit some attempt to vary sentence structure or length for effect,
but with uneven success
-demonstrate emerging control, exhibiting occasional errors that hinder
comprehension |
-convey a confused or incomplete understanding
of the texts
-make a few connections but fail to establish a controlling idea
-are incomplete or largely undeveloped, hinting at ideas, but references
to the text are vague, irrelevant, repetitive, or unjustified
-lack an appropriate focus but suggest some organization, or suggest
a focus but lack organization
-use language that is imprecise or unsuitable for the audience
or purpose
-reveal little awareness of how to use sentences to achieve an effect
-demonstrate a lack of control, exhibiting frequent errors that make
comprehension difficult |
-provide minimal or no evidence of textual
understanding
-make no connections between the texts or among ideas in the texts
-are minimal, with no evidence of development
-show no focus or organization
-are minimal
-use language that is incoherent or inappropriate
-are minimal, making assessment of conventions unreliable
-may be illegible or not recognizable as English |
• If the student addresses only one text, the response can be
scored no higher than a 3.
• If the student writes only a personal response and makes no
reference to the text(s), the response can be scored no higher than a 1.
• Responses totally unrelated to the topic, illegible, incoherent,
or blank should be given a 0.
• A response totally copied from the text(s) with no original
student writing should be scored a 0.
SESSION TWO – PART B – SCORING RUBRIC
READING AND WRITING FOR CRITICAL ANALYSIS
QUALITY |
6
Responses at this level: |
5
Responses at this level: |
4
Responses at this level: |
3
Responses at this level: |
2
Responses at this level: |
1
Responses at this level: |
Meaning: the extent to which the response
exhibits sound understanding, interpretation, and analysis of the task
and text(s)
Development: the extent to which ideas are elaborated using
specific and relevant evidence from the text(s)
Organization: the extent to which the response exhibits direction,
shape, and coherence
Language Use: the extent to which the response reveals an
awareness of audience and purpose through effective use of words,
sentence structure, and sentence variety
Conventions: the extent to which the response exhibits conventional
spelling, punctuation, para-graphing, capitaliza-tion, grammar, and
usage |
-provide an interpretation of the "critical
lens" that is faithful to the com-plexity of the statement and
clearly establishes the criteria for analysis
-use the criteria to make insightful analysis of the chosen texts
-develop ideas clearly and fully, making effective use of a wide
range of relevant and specific evidence and appropriate literary
elements from both texts
-maintain the focus established by the critical lens
-exhibit a logical and coherent structure through skillful use of appropriate
devices and transitions
-are stylistically sophisticated, using language that is precise and
engaging, with a notable sense of voice and awareness of audience and
purpose
-vary structure and length of sentences to enhance meaning
-demonstrate control of the conventions with essentially no errors,
even with sophisticated language |
-provide a thoughtful interpretation
of the "critical lens" that clearly establishes the criteria
for analysis
-use the criteria to make a clear and reasoned analysis of the chosen
texts
-develop ideas clearly and consistently, with reference to relevant
and specific evidence and appropriate literary elements from both
texts
-maintain the focus established by the critical lens
-exhibit a logical sequence of ideas through use of appropriate
devices and transitions
-use language that is fluent and original, with evident awareness
of audience and purpose
-vary structure and length of sentences to control rhythm and pacing
-demonstrate control of the conventions, exhibiting occasional errors
only when using sophisticated language |
-provide a reasonable interpretation of
the "critical lens" that establishes the criteria for analysis
-make implicit connec-tions between criteria and the chosen texts
-develop some ideas more fully than others, with reference to specific
and relevant evidence and appropriate literary elements from both texts
-maintain a clear and appropriate focus
-exhibit a logical sequence of ideas but may lack internal consistency
-use appropriate language, with some awareness of audience and purpose
-occasionally make effective use of sentence structure or length
-demonstrate partial control, exhibiting occasional errors that do
not hinder comprehension |
-provide a simple interpretation of the "critical
lens" that suggests some criteria for analysis
-make superficial connections between the criteria and the chosen texts
-develop ideas briefly, using some evidence from the text
-may rely primarily on plot summary
-establish, but fail to maintain, an appropriate focus
-exhibit a rudimentary structure but may include some inconsistencies
or irrelevancies
-rely on basic vocabulary, with little awareness of audience or purpose
-exhibit some attempt to vary sentence structure or length for effect,
but with uneven success
-demonstrate emerging control, exhibiting occasional errors that hinder
comprehension |
-provide a confused or incomplete interpretation
of the "critical lens"
-may allude to the "critical lens" but do not use it to analyze
the chosen texts
-are incomplete or largely undeveloped, hinting at ideas, but references
to the text are vague, irrelevant, repetitive, or unjustified
-lack an appropriate focus but suggest some organization, or suggest
a focus but lack organization
-use language that is imprecise or unsuitable for the audience
or purpose
-reveal little awareness of how to use sentences to achieve an effect
-demonstrate a lack of control, exhibiting frequent errors that make
comprehension difficult |
-do not refer to the "critical lens"
-reflect minimal or no analysis of the chosen texts
-are minimal, with no evidence of development
-show no focus or organization
-are minimal
-use language that is incoherent or inappropriate
-are minimal, making assessment of conventions unreliable
-may be illegible or not recognizable as English |
• If the student addresses only one text, the response can be
scored no higher than a 3.
• If the student writes only a personal response and makes no
reference to the text(s), the response can be scored no higher than a 1.
• Responses totally unrelated to the topic, illegible, incoherent,
or blank should be given a 0.
• A response totally copied from the text(s) with no original
student writing should be scored a 0.
Comprehensive Examination in English
Rating Sheet
Examination Date: |
|
Rater’s Name: |
|
|
|
Check One: |
Rater Number: 1 2 3 (circle
one) |
|
|
Session One Session
Two |
School: |
|
|
Essay A o Essay
A o |
Date: |
|
|
Essay
B o Essay
B o |
Student’s Name |
Essay Score |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Comprehensive Examination in English
Record Sheet
Examination Date:
(month and year) |
|
School: |
|
District: |
|
Name |
Session One
Essay A Scores |
Session One
Essay B Scores |
Session Two
Essay A Scores |
Session Two
Essay B Scores |
Rater
1 |
Rater 2 |
Rater 3 |
Resolved Score |
Rater
1 |
Rater 2 |
Rater 3 |
Resolved Score |
Rater
1 |
Rater 2 |
Rater 3 |
Resolved Score |
Rater
1 |
Rater 2 |
Rater 3 |
Resolved Score |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|