Overview of the CCSSO Criteria– Content Alignment in English Language Arts/Literacy Student Achievement Partners June 2014.

Overview of the CCSSO Criteria– Content Alignment in English Language Arts/LiteracyStudent Achievement PartnersJune 2014

PAGE 2

CCSSO Section B, Align to Standards – ELA/LCriterion B.1: Assessing student reading and writing

achievement in both ELA and literacy

Criterion B.2: Focusing on complexity of texts

Criterion B.3: Requiring students to read closely and use evidence from texts

Criterion B.4: Requiring a range of cognitive demand

Criterion B.5: Assessing writing

Criterion B.6: Emphasizing vocabulary and language skills:

Criterion B.7: Assessing research and inquiry

Criterion B.8: Assessing speaking and listening

Criterion B.9: Ensuring high-quality items and a variety of item types

PAGE 3

CCSSO Criterion B.1

Assessing student reading and writing

achievement in both ELA and literacy:

The assessments are English language arts and

literacy tests that are based on an aligned balance

of high-quality literary and informational texts.

Key phrase: “aligned balance”

Key phrase: “high-quality”

PAGE 4

Aligned Balance of High-Quality TextsAligned Balance: • CCR standards require an increased emphasis on

informational text in the classroom and on assessments, with more informational than literary texts on high school assessments.

Why? Reading informational texts is crucial for college and career readiness. The vast majority of texts that students will encounter in college and the workforce will be sophisticated nonfiction. High Quality:• Texts must have the depth and quality that students need to

grapple with on the path to readiness. Such texts usually are previously published—they have been subjected to professional selection and editing processes.

Why? Because close, attentive reading of texts is required, texts should be worthy of students’ time. And without quality, complex texts, it’s not possible to develop quality, standards-aligned test questions.

PAGE 5

CCSSO Criterion B.2

Focusing on complexity of texts:

The assessments require appropriate levels of text

complexity; they raise the bar for text complexity

each year so students are ready for the demands of

college- and career-level reading no later than the

end of high school. Multiple forms of authentic,

previously published texts are assessed, including

written, audio, visual, and graphic, as technology and

assessment constraints permit.

Key phrase: “appropriate levels”

Key phrase: “raise the bar”

PAGE 6

Emphasis on Text ComplexityAppropriate Levels: • Texts are assigned to grade levels using both

quantitative and qualitative tools. Data for released texts are published for stakeholders.

Why is text complexity so important? Research in text complexity establishes that the greatest predictor of success in college and careers is students’ ability to read complex text independently and proficiently.

Raise the Bar: • Also, assessments, like instruction, are raising the bar

for text complexityWhy? Research has also shown that the complexity levels of the texts students have been required to read have been significantly below what is required to achieve readiness.

PAGE 7

CCSSO Criterion B.3

Requiring students to read closely and use

evidence from texts:

Reading assessments consist of test questions or

tasks, as appropriate, that demand that students

read carefully and deeply and use specific evidence

from increasingly complex texts to obtain and

defend correct responses.

Key phrase: “carefully and deeply”

Key phrase: “use specific evidence”

PAGE 8

Reading Closely and Using Evidence

Reading Carefully and Deeply: • Test questions should arise from and require close

reading and analysis of text. Questions should focus on the central ideas and important particulars of the text (not superficial aspects).

Why? Close, attentive reading and full understanding of complex texts is requisite for students to reach readiness and is a focus of standards-based instruction.

• Also, questions should assess the depth and specific requirements delineated in the standards at each grade level. Use of only traditional “general reading comprehension” questions is not sufficient.

Why? Many such questions fail to reach the depth of textual analysis required by CCR standards, nor will such questions adequately mirror or measure instruction.

PAGE 9

Reading Closely and Using Evidence

Using Specific Evidence: • Many test questions should require students to

directly point to textual evidence in support of a claim or inference.

Why? Research has shown that the ability to develop claims and support them with evidence from text(s) is crucial for college and career readiness.

Also, increasing students’ ability to command evidence is essential for students to make progress in reading as well as the other literacy strands.

Finally, assessments must mirror instruction, which is now focusing on textual evidence more than ever before.

PAGE 10

CCSSO Criterion B.4

Requiring a range of cognitive demand:

The assessments require all students to demonstrate

a range of higher-order, analytical thinking skills in

reading and writing based on the depth and

complexity of college- and career-ready standards,

allowing robust information to be gathered for

students with varied levels of achievement.

Key word: “range”

PAGE 11

Cognitive Demand

Range of Demand:• Assessments should exhibit a range of cognitive

demand appropriate to CCR standards themselves, i.e., assessments truly aligned with the standards meet an appropriate distribution of demand.

Why focus on cognitive demand? One of the most important aspects of rigor in ELA/literacy is students’ ability to read and write at the appropriate level of complexity and depth. Reaching the demand embodied in the depth and complexity of CCR standards is among the highest priorities of the standards movement.

PAGE 12

CCSSO Criterion B.5

Assessing writing:

Assessments emphasize writing tasks that require

students to engage in close reading and analysis of

texts so that students can demonstrate college- and

career-ready abilities.

Key phrase: “analysis of texts”

PAGE 13

Writing to Sources

Analysis of Texts:• CCR assessments shift away from a traditional

emphasis on writing that calls for students to use only their prior knowledge or experience. Instead, assessments of writing focus on writing to sources, i.e., students using evidence from texts to present careful analyses, well-defended claims, and clear information.

Why? As mentioned under B.3, students must gain the ability to develop claims and support them with textual evidence—in other words, write to sources.Also, we again see the importance of the link between instruction and assessment; as instruction embraces writing to sources, so must assessment.

PAGE 14

CCSSO Criterion B.6

Emphasizing vocabulary and language skills:

The assessments require students to demonstrate

proficiency in the use of language, including

vocabulary and conventions.

Key word: “proficiency”

PAGE 15

Vocabulary and Language

Vocabulary:• Test questions should reflect requirements for

college and career readiness by focusing on general academic (tier 2) words, asking students to use context to determine meaning, and assessing words that are important to the central ideas of the text.

Why? Vocabulary knowledge is essential to college and career readiness. Nearly a century of research has shown the strong correlation between students’ vocabulary levels and disparities in reading comprehension and academic achievement.

PAGE 16

Vocabulary and Language

Language:• Test questions should mirror real-world activities

(e.g., actual editing or revision, actual writing) and focus on common student errors and those conventions most important for readiness.

Why? To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively.

PAGE 17

CCSSO Criterion B.7

Assessing research and inquiry:

The assessments require students to demonstrate

research and inquiry skills, demonstrated by the

ability to find, process, synthesize, organize, and

use information from sources.

PAGE 18

CCSSO Criterion B.8

Assessing speaking and listening:

Over time, and as assessment advances allow, the

assessments measure the speaking and listening

communication skills students need for college and

career readiness.

PAGE 19

CCSSO Criterion B.9

Ensuring high-quality items and a variety of

item types:

High-quality items and a variety of types are

strategically used to appropriately assess the

standard(s).

Key phrase: “high-quality”

Key phrase: “strategically used”

PAGE 20

Importance of Item Quality and Variety

High Quality:• The previous eight criteria underlie this one.

Items are high quality when they are based on complex text and are text dependent. Questions and prompts calling for writing are high quality when they are text based. Vocabulary and language questions have quality when they focus on requirements for readiness.

Strategically Used: • A variety of item types is requisite to assess the

full depth and complexity of CCR standards.

PAGE 21

CCSSO Section B

The CCSSO Section B criteria are based on key findings about college and career readiness in ELA/literacy. To be ready by the end of high school, students must:

1. Be adept at reading high-quality, informational texts as well as literature (B.1).

2. Regularly encounter texts with appropriate and challenging text complexity (B.2).

3. Continually read and think deeply (B.3, B.4).

4. Use and cite textual evidence in support of claims and inferences (B.3, B.5, B.9).

5. Be proficient in vocabulary, language, and research (B.6. B.7), as well as speaking and listening (B.8).