ERB News CTP
Posted: October 08, 2014 by David Clune

CTP English Language Arts CCSS Alignment Study

ERB is pleased to announce that we engaged WestEd in an alignment study of the CTP English Language Arts items to the Common Core State Standards for English Language Arts (CCSS). WestEd, a national educational organization, has been a leader in moving research into practice through research and development programs; by providing training and technical assistance; and by working with policymakers and practitioners at state and local levels to carry out school improvement and innovative change efforts. WestEd is at the forefront of providing alignment services for states, districts, and several non-profit organizations including ACT and the College Board. WestEd also serves as the Project Management Partner for the multi-state Smarter Balanced Consortium. 

 

CCSS Alignment Results 
We received strong alignment results for the CTP ELA items:

  • 81% of the CTP ELA items were found to align at either a strong or a partial degree to the CCSSM.
  • 52% of the CTP ELA items were rated at DOK 2 (described below).

 

Criteria Used to Align the CTP ELA Items to the CCSSM

WestEd content experts analyzed the correspondence between the CTP ELA items and the CCSSM in grades 1-12. They rated the degree of match between the items and the CCSSM and they also rated the cognitive complexity of the prompts. 

 

Degree of Match Criteria

  • Strong: The item assesses a fundamental skill or concept as explicitly stated in the standard. 
  • Partial: The item addresses the standard at a lower level of complexity or does not cover the full intent of the standard. 
  • None: The item does not address any of the content of the standard.

 

Depth of Knowledge (DOK) Using Webb’s Scale for Reading and Writing

  • Level 1: requires students to recall details or information directly stated in the text, or requires students to recognize errors in sentences or short passages, drawing on their (recalled) knowledge of grammar, usage, and conventions.
  • Level 2: requires students to draw an inference based on specific evidence in the text or a portion of the text or to determine the main idea of a paragraph or short passage.
  • Level 3: require students to interpret or analyze an abstract concept or theme based on multiple pieces of evidence throughout a text.
  • Level 4: requires higher level thinking and synthesis and analysis of complex ideas or themes most likely over an extended period of time.

 

In Detail: CTP ELA Items Aligned to the following CCSS

 

The ERB CTP ELA item pool consists of 4, 182 items in an online environment, and 392 paper-based items. The items are organized within files identified as Reading Comprehension, Verbal Reasoning, Word Analysis, Writing Concepts and Skills, Writing Mechanics, Auditory Comprehension and Vocabulary. 

 

The Common Core State Standards for English Language Arts reflect the skills and knowledge students will need to succeed in college, career, and life. They are grounded in research, aligned with college and career expectations, and based on rigorous content and the application of knowledge through higher-order thinking skills.

 

Table 1 in Appendix A on page 3 shows one CCSS standard for each level of CTP ELA domains with the highest number of aligned items for Reading Comprehension, Verbal Reasoning, Word Analysis, Writing Concepts and Skills, Writing Mechanics, Auditory Comprehension and Vocabulary. 

 

What does this mean for my school?

 

  • The alignment of the ERB CTP ELA items to the CCSS is a very valuable resource for teachers. It provides teachers with flexibility in how and when they assess their students, as well as assessing a particular standard.

 

  • The findings of this study provide guidelines for ERB to bring the CTP ELA items into full alignment with the CCSS and beyond by 2015. All CCSS ELA content standards will be represented. 

 

  • ERB looks forward to collaborating with our member schools as we enhance our CTP English Language services.  ERB has partnered with top national experts in assessment design and currently plans to launch a formative complement to our CTP ELA. The details of this formative solution will be outlined over the next few months with an expected project launch date of fall 2014.

 

APPENDIX A

 

Table 1: CCSS Grade Level Standards in CTP ELA Domain Levels

 

CTP Level CCSS Grade Levels Percentage of Items Aligned to CCSS  CCSS Code CCSS-ELA Standard
RC Level 1 1 11% L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
RC Level 2 2 36% RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RC Level 3 3 45% RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RC Level 4 4 50% RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RC Level 5 5 45% RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RC Level 6 6 57% RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RC Level 7 7 41% RL.7.1 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
RC Level 8 8 36% RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RC Level 9 9-10 69% RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RC Level 10 9-10 85% RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
VR Level 3 4 16% RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
VR Level 4 4 11% RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
VR Level 5 5 14% RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
VR Level 6 6 14% RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
VR Level 7 7 16% RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
VR Level 8 8 21% RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
VR Level 9 9-10 9% RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
VR Level 10 9-10 9% RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
WA Level 1 1 34% RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
WA Level 2 2 37% RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
WCS Level 3 3 11% W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)
WCS Level 4 4 49% W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
WCS Level 5 5 64% W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WCS Level 6 6 75% W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WCS Level 7 7 76% W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WCS Level 8 8 77% W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WCS Level 9 9 68% W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WCS Level 10 9-10 24% W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
WM Level 2 2 27% L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
WM Level 3 3 20% L.3.2e-f Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
WM Level 4 4 26% L.4.2d Spell grade-appropriate words correctly, consulting references as needed.
WM Level 5 5 20% L.5.2e Spell grade-appropriate words correctly, consulting references as needed.
WM Level 6 4 16% L.4.2a Use correct capitalization
WM Level 7 4 26% L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
WM Level 8 4 20% L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
WM Level 9 3 12% L.3.1f Ensure subject-verb and pronoun-antecedent agreement.
WM Level 10 6 20% L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
AC Level 1 1 82% SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
AC Level 2 2 80% SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
AC Level 3 3 82% SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
V Level 4 4 100% L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
V Level 5 5 100% L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
V Level 6 6 100% L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
V Level 7 7 100% L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
V Level 8 8 100% L.8.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content,

choosing flexibly from a range of strategies.

V Level 9 9 100% L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
V Level 10 10 100 L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

 

 

 

 

 

 

 

 

 

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