Using the ISAT Reading Extended Response Rubrics

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Using the ISAT Reading Extended Response Rubrics

• National Board Resource Center at Illinois State
  University

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ISBE Website for ISAT Resources

• www.isbe.net/assessment

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Pre-Session Reflection

• How do you assess students comprehension of
  text?
• What tools help you to know at what level the
  student is performing?

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Outline of the Agenda

• Pre-Session Reflection
• Overview of Architecture of Teaching
• Overview of ISAT Extended Response Rubric
• Models of Rubric Criteria in Student Responses
• Analyzing Student Work
• Designing Questions for Student Responses
• Post-Session Reflection
• Todo List
• Evaluation

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Session Goal

• To give teachers opportunities to understand and
  use the ISAT Reading Extended Response Rubric to
• assess student progress toward meeting ISAT
  objectives.
• Design instruction that will impact student
  progress toward meeting ISAT objectives.

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Architecture of Teaching

• Knowledge of Students
• Set Worthwhile Goals.
• Select and Use Appropriate Instructional
  Strategies.
• Select and Use Appropriate Assessment Strategies.
• Evaluate Effectiveness.
• Set New Worthwhile Goals.

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Criteria in the Reading Extended Response Rubric

• Draw inferences, conclusions, or
  generalizations about the text and support them
  with textual evidence.
• Illinois Assessment Framework 1.3.23 through
  1.8.1
• Make comparisons across reading passages.
• Illinois Assessment Framework 1.3.18 through
  1.8.14
• Distinguish between relevant and irrelevant
  information.
• Illinois Assessment Framework 1.3.14 through
  1.8.09

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ISAT Reading Extended Response Rubrics

• Review the Rubrics on the Handouts
• Extended Response Rubric for all Grades
• Student-friendly Rubrics
• Grades 2/3/4
• Grades 5/6
• Grades 7/8

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Extended Response Rubric Criteria for a Score of 4

• To Score a 4
• KEY IDEAS Answer the prompt by discussing key
  ideas.
• TEXT REFERENCES Include relevant text
  references.
• MAKE CONNECTIONS or DRAW CONCLUSIONS Does not
  have to be but can be personal experience.
• EXTEND rather than simply state ideas by telling
  more.
• BALANCE text references and connections.

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Level 4 Extended Response Rubric Reading Grade 3

• I explain the main ideas and important
  information from the text.
• I connect my own ideas or experiences to the
  authors ideas.
• I use examples and important details to support
  my answer.
• I balance the authors idea with my own ideas.

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Level 4 Extending Response RubricReading Grade 5

• I explain the important information the author
  stated and meant.
• I connect the important ideas to my own ideas or
  experiences.
• I include examples and important details to
  support my explanation.
• I use the authors ideas and my own explanation
  in a balanced way.

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Level 4 Extended Response RubricReading Grade 8

• I demonstrate understanding by explaining the key
  ideas from the text, both stated and unstated.
• I used information from the text to interpret or
  connect the text to other situations or texts
  through analysis, evaluation, inference and
  comparison.
• I effectively weave text examples into my
  interpretation.

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Extended Response Model of Student Writing
Meeting Criteria

• Example from FloodThis excerpt is a partial
  student response.
• Grandmother didnt want to leave the house
  because her husband died there (Key Idea and Text
  Reference), and she thought the levee wouldnt
  break (Conclusion drawn by student implied in
  text), so she stood up to the family. (Extension)

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Extended Response Model of Student Writing
Meeting Criteria

• Example from Geothermal EnergyThis excerpt is
  a partial student response.
• Because it will be plentiful (Key Idea), and
  scientists are working to limit the pollution
  problem (Key Idea), I think geothermal energy
  will be the best way to overcome our energy
  problems. (Conclusion/Interpretation) We can use
  this energy for centuries to come, too.
  (Extension)

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Extended Response Model of Student Writing
Meeting Criteria

• Example from Solomon SingerThis excerpt is a
  partial student response.
• Solomon finds a café that reminds him of home.
  (Text Reference) This reminds me of when Cousin
  Katrina came to visit. She was homesick for
  Russia until we took her to Old Town. (Personal
  Experience) She was happy just like Solomon.
  (Extension)

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Extended Response Model of Student Writing
Meeting Criteria

• Example from Jane AddamsThis excerpt is a
  partial student response.
• Each person should help their community by
  donating their time and assistance just like Jane
  Addams did. (Key Idea and Text Reference) Jane
  Addams is similar to Helen Keller because both
  women devoted their lives to helping others.
  (Connection). This is how people can contribute
  to society. (Extension)

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Understanding The Text and Question

• Read
• The text and the question.
• The student response to the question about the
  text.

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Review a Student Work Sample

• Underline the main idea and important
  information.
• Circle the students personal connections to the
  authors ideas.
• Highlight facts, reasons, and examples from the
  text.
• Identify if there is a balance between the
  authors and the students ideas?

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Analyzing Student Work

• Review the first sample of student work and look
  for evidence of the listed criteria.
• Identify what the student knows and does not
  know.
• Review the rubric and decide if the student is in
  the top or bottom half of the rubric.
• Continue the discussion to come to consensus
  about the score based on the evidence found for
  the criteria in the rubric.
• As a whole group, facilitate a discussion of
  student progress in the first sample of student
  work.

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2nd Student Work Sample Analysis

• In groups, review the second sample of student
  work for the same text.
• 1. Look for evidence of the listed criteria.
• 2. Identify what the student knows and does not
  know.
• 3. Review the rubric and decide if the student
  is in the top or bottom half of the rubric.
  Continue the discussion to come to consensus
  about the score based on the evidence found for
  the criteria in the rubric.
• As a whole group, facilitate a discussion of
  student progress in the first sample of student
  work.

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Designing Questions for Student Responses

• The Reading Extended Response Questions should
  elicit higher order thinking skills
• making predictions,
• explaining cause and effect,
• main ideas,
• drawing conclusions,
• differentiating between relevant and irrelevant.
• Text References
• Ideas, Observations, Prior Knowledge
• Balance

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Sample Questions With Explanation Tag Line

• 3rd grade How have pigs been useful animals
  throughout history? Explain your answer using
  information in the article and your own ideas.
• 7th grade How did historians change American
  attitudes toward Paul Revere? Use information
  from the article and your own observations and
  conclusions to support your answer.

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Composing Response Questions

• In grade level groups,
• Design questions for students to respond to texts
  they are reading
• Add the sentence tag from the ISAT question at
  grade level to connect text and prior knowledge.

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Post-Session Reflection

• What do my students know and not know about
  using a rubric to self-assess their responses to
  text?
• What will I need to teach them so they may
  progress to prepare for the ISAT Reading Extended
  Response?

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Todo List for Next Session

• If appropriate, present the student-friendly
  rubric to students and teach them what criteria
  will be used to assess their responses to text.
• Assign questions to students about text so they
  may show evidence of meeting the criteria in the
  rubric. Use samples from the texts and be sure
  to include the tag lineExplain your answer using
  information in the text and your own ideas or one
  of the other examples from the ISAT sample
  books.
• Bring multiple samples of questions and students
  responses to the next session to use to
  collaboratively assess student progress.

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Evaluation

• Please complete the Evaluation Form.