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Teacher:___________________________
Final Exam Assessment Audit8th ELA
_______________________ _____
Course:
Objectives:
I.
Alignment: to determine what and how often standards are being assessed on our
summative exams/experiences and get a quick snapshot on distribution of item
difficulty.
1- Remember, recall, list, identify, etc.
2- Describe, explain, analyze, compare, contrast, etc.
3- Evaluate, create, synthesize, justify, etc.
II.
Needs Assessment:
a. To identify content gaps in the content being covered on the final exam with
short term changes and long terms changes in mind (recognizing that a huge
adjustment in final may not reflect the course taught this calendar year)
b. To determine if the assessment is doing what you want it to do - Does it provide
a meaningful snapshot of what students should know and be able to do? Is this
how you want them to show their learning?
III.
PARCC considerations: To reflect on the rigor and mode of delivery of items on the
exam (grades 5-8) in light of PARCC with short term changes and long terms
changes in mind.
Part I: Alignment
Read through the exam and complete the checklists below related to the standards, the
assessments format and rigor.
Test
Questi
on
Numbe
r
Item
Difficul
ty
Reading: Literature
Reading: Informational
Item
Difficult
y
(1, 2, 3)
INTEGRATION OF
KNOWLEDGE AND
IDEAS
Test
Item
Numb
er
Stran
d
Stra
nd
INTEGRATION OF KNOWLEDGE
AND IDEAS
RI 8.8 Delineate and evaluate the argument and specific claims in a text,
RI 8.1 Cite the textual evidence that most strongly supports an analysis
of what the text says explicitly as well as inferences drawn from the text.
RI 8.2 Determine a central idea of a text and analyze its development
over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text.
RI 8.3 Analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
RI 8.4 Determine the meaning of words and phrases as they are used in
a text, including figurative, connotative, and technical meanings; analyze
the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
RI 8.5 Analyze in detail the structure of a specific paragraph in a text,
including the role of particular sentences in developing and refining a key
concept.
RI 8.6 Determine an author's point of view or purpose in a text and
analyze how the author acknowledges and responds to conflicting
evidence or viewpoints.
RI 8.7 Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to present a
particular topic or idea.
Test
Item
Numb
er
Item
Difficult
y
(1, 2, 3)
Writing
Stran
d
Item
Difficult
y
(1, 2, 3)
Stra
nd
specific expectations.)
Test
Item
Numb
er
Item
Difficult
y
(1, 2, 3)
Language
Stra
nd
Item Type
Tally
Item Type
EBSR (Evidence-Based
Selected Responses) with
single answer
EBSR (Evidence-Based
Selected Responses) with
multiple answers
Genre:
Lexile Measure:
What are the qualitative characteristics of the text? (see chart)
Meaning/Purpose
Structure
Language
Text:
Genre:
Lexile Measure:
What are the qualitative characteristics of the text? (see chart)
Meaning/Purpose
Structure
Language
Text:
Kn
Genre:
Lexile Measure:
What are the qualitative characteristics of the text? (see chart)
Kn
Meaning/Purpose
Structure
Language
Writing Demands:
Expository
Blended
Persuasion
Narrative
Research
Prompt(s):
Does the written task require students to address linked texts or other stimuli
(charts, data, graphs, etc.) directly?
Does the written task require students to cite evidence from the text to support
analysis, inferences and claims?
Does a portion of the writing assessment mirror real-world activity (i.e., actual
editing or revision, writing for multiple audiences)?
Kn
What next?