District-Determined Measure Example

Transcription

1 District-Determined Measure Example Reading and Writing in U.S. History Content Area and Grade Range: United States History II (1877-Present Day) Grades 9-10 DDM Summary: This common measure uses rubrics to assess student growth in the area of Literacy in History/Social Studies. The assessment uses 7 core course objectives aligned to the State Common Core Standards for Literacy in History/Social Studies. Developed by: Timothy Olivo, M.Ed., Teacher, BICO; Dave Kieffner, M.Ed., Teacher, BICO Reviewed by: Matt Holloway, Craig Waterman Pilot Districts: Bi-County Collaborative Date updated: April Table of Contents Introduction... 2 Instrument... 3 Administration Protocol... 3 Scoring Guide... 4 Measuring Growth and Setting Parameters... 5 Bi-County Collaborative DDM US History II 1

2 Introduction Subject area teachers within the Bi-County Collaborative developed this measure of student growth in the area of History/Social Studies. The developers reviewed curriculum content used in their districts, along with the MA Common Core Standards for Literacy in History/Social Studies, in order to come to agreement on core course objectives for reading and writing in the social studies content area. They also reviewed and discussed different approaches to measuring student learning, including pre-post assessments, repeated measures, holistic approach, post test only, portfolio, etc. Repeated Measures scored using two rubrics made the most sense to measure higher order comprehension skills and compositional proficiency. All questions are document-based and include primary and secondary sources pertaining to three eras of US History. The target audience for this common measure encompasses grade 9-10 high school students. The developers will submit all test items for a Baseline, Mid-Year, and Final Assessment, as well as a rubric to measure student growth between administrations. Content (Standard) Weight RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. WHST Write arguments focused on discipline-specific content. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline appropriate form and in a manner that anticipates the audience s knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and 15% of the measure 15% of the measure 15% of the measure 15% of the measure 40% of the measure Bi-County Collaborative DDM US History II 2

3 evidence, and between claim(s) and counterclaims. D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from or supports the argument presented. RH Cite specific textual evidence to support the analysis of primary and secondary sources. RH Assess the extent to which the reasoning and evidence in a text support the author s claims. 100% Instrument Include narrative text describing the instrument (e.g., a set of test items, a writing prompt, activity, etc.). Describe what students will do to complete the instrument. Be sure to include any directions students must read to complete the task(s).the actual instrument should be attached as an appendix and linked to here. This DDM measures student growth across the areas of literacy in reading and writing over the course of one US History II Course that is typically taken in grades The common course objectives are taken directly from the State Common Core Standards for Literacy in History/Social Studies. The DDM will be administered at the beginning of the school year (September), in the middle of the school year (January), and at the end of the school year (June); it is a repeated measures test. While the rubric and the questions are the same from test to test, the content is different. All questions are document based and are drawn from primary and secondary sources from respective eras in US History. The Baseline Assessment (given in September) is based on US History I content, while the Mid-Year Assessment content (January) is based on US History and the Final Assessment content (June) is based on US History 1929-present day. Administration Protocol The Administration Protocol addresses how the measure is intended to be implemented to best support a common conversation about student growth across classrooms. At a minimum the Administration Protocol should address the following questions: When is the measure administered? This may be defined by a time of year, before or after a particular unit or series of units, or at the beginning or end of a course. For a measure given at multiple points in the year, such as with a repeated measures model, be clear about when each administration period should take place. The DDM will be administered at the beginning of the school year (September), in the middle of the school year (January), and at the end of the school year (June); it is also a repeated measures test. Bi-County Collaborative DDM US History II 3

4 The Baseline Assessment (given in September) is based on US History I content, while the Mid- Year Assessment content (January) is based on US History and the Final Assessment content (June) is based on US History 1929-present day. How is the measure administered? The test can be administered over two 45-minute class periods or one 90-minute block period. The instrument is not timed and accommodations will be made for students who need more time. How will accommodations be documented? Students will receive all testing accommodations that are indicated in the state and district testing sections of their IEPs. All accepted accommodations are to be documented by the teacher on the test. How are deviations to protocols addressed? If possible, students who missed the administration of an assessment due to absence or extended absence will make up the assessment upon their return as soon as arrangements can be made. This will be true up until 30 calendar days after the assessment. Any students who begin school mid-year will also make arrangements to make up the assessment as well, within 30 calendar days of the original administration. If students do not make this window, they will participate in the next administration portion of the common measure, i.e. mid-year and final assessments. Scoring Guide Use the two rubrics attached to evaluate student s work. Each of the reading questions (labeled 1-8) are aligned with the Rubric for Reading in History/Social Studies. Student s open responses are evaluated with the second rubric. Bi-County Collaborative DDM US History II 4

5 Baseline Assessment - US History These two documents were published in reaction to the Stamp Act. Read them carefully and answer the questions below. Document A (Modified) Boston-Gazette, October 7, 1765 My Dear Countrymen, AWAKE! Awake, my Countrymen and defeat those who want to enslave us. Do not be cowards. You were born in Britain, the Land of Light, and you were raised in America, the Land of Liberty. It is your duty to fight this tax. Future generations will bless your efforts and honor the memory of the saviors of their country. I urge you to tell your representatives that you do not support this terrible and burdensome law. Let them know what you think. They should act as guardians of the liberty of their country. I look forward to congratulating you on delivering us from the enemies of truth and liberty. Document B (Modified) Boston-Gazette Supplement, 27 January 1766, From a late London Paper. The riotous behavior of the people in Boston is remarkable. I would have been less surprised by their behavior if we had taxed their beer, because everyone drinks beer. But the Stamp Act is a tax on none of the necessities of life. It does not affect the poor. And even a poor person can afford this little amount of money. The tax on newspapers only affects the rich common people do not purchase newspapers. Isn t it surprising, then, that the mob in Boston has begun to riot against this tax even before it has officially gone into effect? Source: This letter was written in a London newspaper and then published in the Boston Gazette Supplement two months after the Stamp Act went into effect. 1. How does the author of Document A treat the Stamp Act? How do you know? What facts does this author choose to include to prove his or her point? What facts does he or she omit? 2. How does the author of Document B treat the Stamp Act? How do you know? What facts does this author choose to include to prove their point? What facts does he or she omits? 3. Why do you suppose the two authors chose to emphasize different facts? How did this affect their arguments? Explain in detail. Bi-County Collaborative DDM US History II 5

6 The Declaration of Sentiments, Seneca Falls Conference, 1848 (Modified) Read the following passage and answer the questions. Elizabeth Cady Stanton and Lucretia Mott, two American activists in the movement to abolish slavery organized the first conference to address Women's rights and issues in Seneca Falls, New York, in The Declaration of the Seneca Falls Convention was signed by sixty-eight women and thirty-two men. We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness.... Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance (loyalty) to it, and to insist upon the institution of a new government.... The history of mankind is a history of repeated injuries and usurpations (taking away power) on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. He has never permitted her to exercise her inalienable right to the elective franchise (right to vote). He has compelled her to submit to laws, in the formation of which she had no voice. He becomes, in marriage, for all intents and purposes, her master the law giving him power to deprive her of her liberty, and to administer punishment. He closes against her all the avenues to wealth and distinction which he considers most honorable to himself. As a teacher of religion, medicine, or law, she is not known. He has given to the world a different code of morals for men and women, by which moral delinquencies (crimes) which exclude women from society, are not only tolerated, but deemed of insignificant in man. He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect, and to make her willing to lead a dependent and abject life. Now, in view of this entire disfranchisement of one-half the people of this country in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of the United States. 4) What is the main idea, or purpose of the above passage? 5) Briefly summarize how the author s ideas in the above passage develop. Bi-County Collaborative DDM US History II 6

7 Integrate the chart below that compares resources between the North and the South with the statement: "You people of the South don't know what you are doing. This country will be drenched in blood, and God only knows how it will end. It is all folly, madness, a crime against civilization! You people speak so lightly of war; you don't know what you're talking about. War is a terrible thing! You mistake, too, the people of the North. They are a peaceable people but an earnest people, and they will fight, too. They are not going to let this country be destroyed without a mighty effort to save it... Besides, where are your men and appliances of war to contend against them? The North can make a steam engine, locomotive, or railway car; hardly a yard of cloth or pair of shoes can you make. You are rushing into war with one of the most powerful, ingeniously mechanical, and determined people on Earth right at your doors. You are bound to fail. Only in your spirit and determination are you prepared for war. In all else you are totally unprepared, with a bad cause to start with. At first you will make headway, but as your limited resources begin to fail, shut out from the markets of Europe as you will be, your cause will begin to wane. If your people will but stop and think, they must see in the end that you will surely fail." - William T. Sherman, letter to a Southern friend at the outset of the war 6) Does the chart support Sherman s statement? How can you tell? Explain in detail. Bi-County Collaborative DDM US History II 7

8 Historical Background on King Philip s War After the Pequot War, a war between New England settlers and Indians in , New England was free of major Indian wars for about 40 years. During this period, the region's Native American population declined rapidly and suffered severe losses of land and cultural independence. Between , New England's Native American population fell from 140,000 to 10,000, while the English population grew to 50,000. Meanwhile, the New England Puritans launched a campaign to convert the Indians to Protestantism. One leading missionary convinced about 2000 Indians to live in "praying towns," where they were expected to adopt white customs. In 1675, the chief of the Pokanokets, Metacomet (whom the English called King Philip) forged a military alliance including about two-thirds of the region's Indians. In 1675, he led an attack on Swansea, Massachusetts. Over the next year, both sides raided villages and killed hundreds of victims. Twelve out of ninety New England towns were destroyed. This war was called King Philip s War. Relative to the size of the population, King Philip's War was the most destructive conflict in American history. Five percent of New England's population was killed a higher proportion than Germany, Britain, or the United States lost during World War II. Indian casualties were far higher; perhaps 40 percent of New England's Indian population was killed or fled the region. When the war was over, the power of New England's Indians was broken. The region's remaining Indians would live in small, scattered communities, serving as the colonists' servants, slaves, and tenants. 7) Identify two potential causes of King Philip's War. How can you tell? Explain in detail. 8) Identify two effects of King Philip s War. How can you tell? Explain in detail. Bi-County Collaborative DDM US History II 8

9 Include the following: Write an essay about the claim(s) the author makes. a. Clearly explain the author s claim and whether it is relevant. b. Support your response with substantial and pertinent textual evidence from the text. c. Give at least three clear, strong, and accurate reasons that support the author s claim(s) and determine whether or not the author provides substantial reasoning and evidence to support his or her claim. d. Organize your essay with strong topic sentences, relevant detail sentences, and powerful concluding sentences with transitional words and phrases. e. Use correct grammar, punctuation, and spelling and sentences that are well constructed, clear, and complete. Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave, Written by Himself. Boston: Anti-Slavery Office, (1845) The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids; not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey s ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. You will be free as soon as you are twenty-one, but I am a slave for life! Have not I as good a right to be free as you have? These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free. I was now about twelve years old, and the thought of being a slave for life began to bear heavily upon my heart. Just about this time, I got hold of a book entitled The Columbian Orator. Every opportunity I got, I used to read this book. Among much of other interesting matter, I found in it a dialogue between a master and his slave. The slave was represented as having run away from his master three times. The dialogue represented the conversation which took place between them, when the slave was retaken the third time. In this dialogue, the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave. The slave was made to say some very smart as well as impressive things in reply to his master things which had the Bi-County Collaborative DDM US History II 9

10 desired though unexpected effect; for the conversation resulted in the voluntary emancipation of the slave on the part of the master. In the same book, I met with one of Sheridan s mighty speeches on and in behalf of Catholic emancipation. These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder. What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights. The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved. The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellowslaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound, and seen in everything. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm. Bi-County Collaborative DDM US History II 10

11 Rubric for Reading in History/Social Studies Core Course Objectives (CCO s) RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. (Questions 1-3) identifies each author s point of view. Student effectively compares and contrasts the views of each author on the topic. Response includes specific and relevant details used by the author to emphasize their respective accounts. identifies each author s point of view. Student compares and contrasts most of the views of each author on the topic. Response includes mostly specific and/or relevant details used by the author to emphasize their respective accounts. identifies only one of author s point of view. Student compares or contrasts some of the views of each author on the topic. Response includes a few details used by the author to emphasize their respective accounts. Student does not correctly identify either of the author s point of view. Student does not include accurate comparisons or contrasts between the authors. Response includes little or no details used by the authors to emphasize their respective accounts RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. (Questions 4-5) identifies the central idea of the source with elaboration. Student writes a brief, clear, and accurate summary of the development of key events or ideas. identifies the central idea of the source. Student writes a brief, mostly clear and accurate summary of the development of key events or ideas. Student partially identifies the central idea of the source. Student writes a brief summary of events or ideas from the text. Student does not identify the central idea of the source. Student does not include a brief summary of events or ideas from the text. RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (Question 6) Student can accurately analyze and expound on pertinent data from visual representation(s) and completely integrate it with evidence from written text to provide an accurate response to the prompt. Student can accurately analyze data from a visual representation and integrate it with evidence from written text to provide and accurate response to the prompt. Student identifies some data from a visual representation and partially integrates it with evidence from written text. Student is unable to identify data from a visual representation or integrate it with evidence from written text. RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. (Questions 7-8) identifies at least two causes and two effects from the events described in the text. Student provides sound reasoning and multiple supports to illustrate connections. identifies two causes and two effects from the events described in the text. Student provides reasoning and supports. Student identifies only one cause and one effect from the events described in the text. Some reasoning and supports may be given. Student cannot identify a cause or effect from the events described in the text. Bi-County Collaborative DDM US History II 11

12 Student Open Response Rubric Claim (WHST A) I make a claim(s) and clearly explain why it is relevant. I make a claim(s) but may not fully explain why it is relevant. My claim(s) is only partially stated and/or unclear. I do not say what my claim is. Evidence (WHST B and RH Cite specific textual evidence to support analysis of primary and secondary sources.) I provide strong textual evidence that is on topic to support my claim(s). I provide some textual evidence to support my claim(s). I provide basic textual evidence to support my claim. I provide inaccurate or no textual evidence to support my claim. Reasoning (WHST C and RH Assess the extent to which the reasoning and evidence in a text support the author s claims. ) I give at least three clear, strong, and accurate reasons in support of the author s claim(s). I give at least two accurate reasons in support of my claim(s). My reasons are confusing and do not effectively support my claim. I do not give reasons in support of my claim. Organization (WHST A, WHST C, and WHST.9-10.E) My organization has an effective purpose. I include strong topic sentences, relevant detail sentences, and powerful concluding sentences. My transitional words/phrases are advanced. My organization has an effective purpose. I include topic sentences, relevant detail sentences, and clincher sentences. I include transition words/phrases. My organization is not in a logical order. I may get off topic at times. My writing is disorganized and lacks structure. Sentence Fluency & Conventions (WHST D) My sentences are wellconstructed, clear, and complete. I use correct grammar, punctuation, and spelling. My sentences are mostly clear and complete. I have missed some errors in capitalization, punctuation, or spelling. My sentences may be unclear and/or incomplete. I have several errors in capitalization, punctuation, or spelling. My sentences are unclear and incomplete. I have numerous errors in capitalization, punctuation or spelling make my paper hard to read. Bi-County Collaborative DDM US History II 12