2009-10 State Scoring Guide Professional Development Assessing the Essential Skill of Reading
Essential Skill – Reading Overview of Requirements
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Transcript of Essential Skill – Reading Overview of Requirements
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Essential Skill – ReadingOverview of Requirements
2112-13
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GoalsParticipants will know: Requirements for
demonstrating proficiency in the Essential Skill of Reading
Official State Scoring Guide traits
Resources & professional development available
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OAR: 581-22-0615Students first enrolled in grade 9 in 2008-09 (and beyond) will be required to demonstrate proficiency in the following essential skill:
Essential Skill of Reading Requirements
Read and comprehend
a variety of text
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Read & comprehend a variety of text• Demonstrate the ability to read and
understand text.• Summarize key points of text,
distinguishing factual from non-factual and literal from inferential
• Interpret significant ideas and themes, including those conveyed through figurative language and use of symbols.
• Follow instructions from informational or technical text to perform a task*
*not assessed in work samples
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3 Ways to DemonstrateProficiency in Reading
1. OAKS Reading/Literature AssessmentScore of 236
2. Other Approved Test OptionsACT or PLAN 18
WorkKeys 5Compass 81
Asset 42Accuplacer 86SAT/PSAT 440/44AP & IB various
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3. Local Work SamplesReading Work Sample scored using Official State Scoring Guide
Two Reading Work Samples Required
Students must earna score of 12 or
higheron each work sample
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Level of RigorWork samples must
meet the level of rigor required on the OAKS assessment.
Work samples provide an optional means to demonstrate proficiency not an easier means.
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Official Scoring Guide TraitsDemonstrate
understanding
Develop an interpretation
Analyze text
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Demonstrate Understanding
Main ideas, relevant details, sequence of events, relationship among ideas, facts/opinions
Literal Comprehension
“Getting the gist”
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Develop an Interpretation“Reading between the
lines”Unstated main
ideas/themesInferences,
interpretations, conclusions, generalizations, and predictions
Inferential Comprehension
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Analyze Text ― Informational
Author’s purpose, ideasand reasoning
Author’s stylistic decisionsTextual evidence
“Looking at the author’s craft”
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Analyze Text ― Literary
Author’s stylistic decisionsLiterary elementsLiterary devicesTextual evidence
“Applying knowledge of literature”
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Simplified Reading Scoring Guide
Beginning1
2
3
4
5
Emerging
Developing
Proficient
Strong
Exemplary 6
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Formative Assessment
The Scoring Guide is intended to be more than a final assessment tool.
Both teachers and students can use the Scoring Guide to improve reading skills.
and the Scoring Guide
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Rumor versus RealityRumor Reality
Only one rater is required
In the case of a borderline passing paper, districts may wish to have more than 1 rater.
• Work Samples must be scored by 2 raters
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Rumor versus RealityRumor Reality
Students may revise and resubmit work samples to be rescored
Students may not revise after a work sample has been scored
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Rumor versus RealityRumor Reality
Feedback is allowed using ONLY the Scoring Guide and/or the Official Scoring Form
Teachers may not provide any feedback
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Rumor versus RealityRumor Reality
TRUE – raters must be trained to use the scoring guide accurately
Only trained raters can score work samples
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Research shows …“Students who receive
intensive focused literacy instruction and tutoring will graduate from high school and attend college in significantly greater numbers than those not receiving such attention. . . .
M.L. KamilAdolescents and Literacy:Reading for the 21st Century
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Despite these findings, few middle or high schools have a comprehensive approach to teaching literacy across the curriculum.”
M.L. KamilAdolescents and Literacy:Reading for the 21st Century
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Resources
DISCS – Dynamic Interactive Scoring Calibration Systemhttp://discs.orvsd.org/ Tutorial Practice Scoring Work Samples
ODE website:http://ode/state.or.us/go/worksamples Scoring Guides Sample Student Papers Work Samples