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SCORING KEY and RATING GUIDE Mechanics of Rating

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SCORING KEY and RATING GUIDE Mechanics of Rating SESSION TWO FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ENGLISH Tuesday, January 28, 2003— 9:15 to 12:15 p.m., only E SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be used for rating papers in the Comprehensive Examination in English. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Administering and Scoring the Comprehensive Examination in English. Scoring of Multiple-Choice Questions Indicate by means of a checkmark each incorrect or omitted answer to multiple- choice questions on the Session Two answer sheet; do not place a checkmark beside a correct answer. Use only red ink or red pencil. In the box provided under each part, record the number of questions the student answered correctly for that part. Transfer the number of correct answers for the Part A multiple-choice questions to the appropriate spaces in the box in the upper right corner of each student’s SESSION ONE answer sheet. Session Two Correct Answers Part A (1) 4 (2) 2 (3) 3 (4) 1 (5) 4 (6) 3 (7) 2 (8) 1 (9) 2 (10) 4 The University of the State of New York THE STATE EDUCATION DEPARTMENT Albany, New York 12234 [OVER] COMPREHENSIVE ENGLISH — SESSION TWO — continued Rating of Essays (1) Follow your school’s procedures for training for rating. This process should include: Introduction to the task— • Raters read the task and summarize its purpose, audience, and format • Raters read passage(s) and plan own response to 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 •Trainer reviews procedures for assigning scores •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 papers individually •Trainer records scores and leads discussion until raters feel confident enough to move on to actual scoring (2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on the rating sheet provided, not directly on the student’s essay or answer sheet. Do not correct the student’s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. The scoring coordinator will be responsible for coordinating the movement of papers, calculating a final score for each student’s essay, and recording that information on the student’s answer paper for Session One, and determining the student’s final score for the examination. The chart located at the end of these scoring materials should be used for determining the final examination score. [2] SESSION TWO – PART A – SCORING RUBRIC READING AND WRITING FOR LITERARY RESPONSE 6 5 4 3 2 1 QUALITY Responses at this Responses at this Responses at this Responses at this Responses at this Responses at this level: level: level: level: level: level: Meaning: the extent to -establish a controlling -establish a controlling -establish a controlling -establish a controlling -convey a confused or -provide minimal or no which the response idea that reveals an in- idea that reveals a idea that shows a basic idea that shows a basic incomplete evidence of textual exhibits sound depth analysis of both thorough understanding understanding of both understanding of the understanding of the understanding understanding, texts of both texts texts texts texts -make no connections interpretation, and -make insightful -make clear and explicit -make implicit -make few or superficial -make a few connections between the texts or analysis of the task connections between the connections between the connections between the connections between the but fail to establish a among ideas in the texts and text(s) controlling idea and the controlling idea and the controlling idea and the controlling idea and the controlling idea ideas in each text ideas in each text ideas in each text ideas in the texts Development: the -develop ideas clearly -develop ideas clearly -develop some ideas -develop ideas briefly, -are incomplete or -are minimal, with no extent to which ideas and fully, making and consistently, with more fully than others, using some evidence largely undeveloped, evidence of development are elaborated using effective use of a wide reference to relevant and with reference to from the texts hinting at ideas, but specific and relevant range of relevant and specific evidence and specific and relevant -may rely primarily on references to the text are evidence from the specific evidence and appropriate literary evidence and plot summary vague, irrelevant, text(s) appropriate literary elements from both texts appropriate literary repetitive, or unjustified elements from both texts elements from both texts Organization: the -maintain the focus -maintain the focus -maintain a clear and -establish, but fail to -lack an appropriate -show no focus or extent to which the established by the established by the appropriate focus maintain, an appropriate focus but suggest some organization response exhibits controlling idea controlling idea -exhibit a logical focus organization, or suggest - [3] direction, shape, and -exhibit a logical and exhibit a logical sequence of ideas but - exhibit a rudimentary a focus but lack coherence coherent structure sequence of ideas may lack internal structure but may organization through skillful use of through use of consistency include some appropriate devices and appropriate devices and inconsistencies or transitions transitions irrelevancies Language Use: the -are stylistically -use language that is -use appropriate -rely on basic -use language that is -are minimal extent to which the sophisticated, using fluent and original, with language, with some vocabulary, with little imprecise or unsuitable -use language that is response reveals an language that is precise evident awareness of awareness of audience awareness of audience for the audience or incoherent or awareness of audience and engaging, with a audience and purpose and purpose or purpose purpose inappropriate and purpose through notable sense of voice -vary structure and -occasionally make -exhibit some attempt to -reveal little awareness effective use of words, and awareness of length of sentences to effective use of sentence vary sentence structure of how to use sentences sentence structure, audience and purpose control rhythm and structure or length or length for effect, but to achieve an effect and sentence variety -vary structure and pacing with uneven success length of sentences to enhance meaning Conventions: the -demonstrate control of -demonstrate control of -demonstrate partial -demonstrate emerging -demonstrate a lack of -are minimal, making extent to which the the conventions with the conventions, control, exhibiting control, exhibiting control, exhibiting assessment of response exhibits essentially no errors, exhibiting occasional occasional errors that do occasional errors that frequent errors that make conventions unreliable conventional spelling, even with sophisticated errors only when using not hinder hinder comprehension comprehension difficult -may be illegible or not punctuation, language sophisticated language comprehension recognizable as English paragraphing, capitalization, grammar, and usage • 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. PaAnchorrt A — Paper Practice – Part Paper A—Level – A 6 – A [4] PaAnchorrt A — Paper Practice – Part Paper A—Level – A 6 – A [5] PaAnchorrt A — Paper Practice – Part Paper A—Level – A 6 – A Anchor Level 6 – A Quality Commentary The response: Meaning Establishes a controlling idea that reveals an in-depth analysis of both texts (true friendship is indeed an invaluable resource for use in battling the perplexing problems inherent in our uncertain world) and makes insightful connections between that idea and each text. For Passage I, evidence of the resource of friendship is seen in the response’s observation that on closer inspection, however, we see why the narrator is cautioning his friend. In Passage II, the response notes that Damon and Pythias are true symbols of loyalty and friendship. Development Develops ideas clearly and fully, elaborating on the idea in Passage I that the world may be outwardly … attractive, but is actually quite different. Discussion of the admonition used by the author strengthens this idea. The response describes the deep friendship of Damon and Pythias and the difficult problems that they face, effectively using relevant and specific evidence from Passage II. The discussion of literary techniques is relevant and specific, making appropriate references to simile in Passage I, and theme and symbolism in Passage II. Organization Maintains a focus on the power of true friendship to overcome the difficulties of the world. Coherence is maintained not only through skillful use of conventional transitions (After reading both
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