I BOOKLET FOR SCORING THE REGENTS COMPREHENSIVE .

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EThe University of the State of New YorkTHE STATE EDUCATION DEPARTMENTAlbany, New York 12234INFORMATION BOOKLET FOR SCORINGTHE REGENTS COMPREHENSIVE EXAMINATION IN ENGLISHGENERAL INFORMATIONThe general procedures to be followed in administering Regents examinations are provided in thepublications Directions for Administering Regents Examinations (DET 541), and Regents Examinations,Regents Competency Tests, and Proficiency Examinations: School Administrator’s Manual, 2001Edition. Copies of the Directions are shipped to schools prior to each Regents examination periodand may also be accessed on the Department’s web site at: http://www.emsc.nysed.gov/osa/hsgen.html.The School Administrator’s Manual may be accessed on the Department’s web site enarch/sam2001.pdf.Questions about general administration procedures for Regents examinations should be directed tothe Office of State Assessment at 518-474-8220 or 518-474-5902. For information about the rating of theRegents Comprehensive Examination in English, contact Anton Kastberg or Marguerite Pileggi in theOffice of State Assessment at 518-474-5912.This information booklet may be photocopied so that all school personnel who will be scoring thisexamination will have a copy.SCORING THE EXAMINATIONFor the awarding of a Regents-endorsed diploma, a score of 65 shall be considered passing. Forstudents who first started Grade 9 in the 1996-97 through the 2004-05 school years, scores of 55-64, asdetermined by the school, may be considered passing for the awarding of a local diploma.The Scoring Key and Rating GuideThe Scoring Key and Rating Guide contains: Correct answers to the multiple-choice questionsScoring rubricsTwo to three prescored anchor papers at each score level, ranging from high to low, withcommentaryFive prescored practice papersRating the ExaminationThe reliability of the scores is a fundamental concern in the measurement of the student’sachievement. Therefore, each part of the examination must be scored by at least two teachers. Qualifiedraters include teachers of English, reading, English as a second language, and special education who knowthe English curriculum and have received training. These raters should have previously received trainingin rating tasks in the test sampler draft as part of the turnkey training process that began in August 1998.DET 541E (6-05 – 6,500)95-90681

In order to ensure reliable scoring, the principal of each high school administering the RegentsComprehensive Examination in English must appoint a scoring coordinator who will: Manage the training and logistics of the scoring process.Provide task-specific training immediately before scoring.Assign two teachers to rate each task independently, with a third teacher available to resolvediscrepant scores.Organizing the Rating and RecordingBefore student responses can be read and rated, each school must set up a procedure for collecting,arranging, and processing the answer papers and for maintaining records of the examination results. Theprocedure used in a particular school should be designed to produce a reliable score for each student andto facilitate maintenance of the school’s records of each student’s score. A suggested procedure formanaging the mechanics of the rating process is described on pages 3 and 4.Scoring of Multiple-Choice QuestionsMultiple-choice questions may be either hand scored or machine scored. When hand scoring, indicateby means of a check mark each incorrect or omitted answer to multiple-choice questions on thedesignated answer sheet for the appropriate session. Do not place a check mark beside a correct answer.Use only red ink or red pencil. In the box provided for each part, record the number of questions thestudent answered correctly for that part. Transfer the number of correct answers for each part of themultiple-choice questions to the appropriate spaces in the box in the upper right corner of each student’sSession One answer sheet.Machine-scorable answer sheets must be provided and scored by the school. A separate sheet must beused for each session of the examination; students may not use the same answer sheet for both sessions.Answer sheets supplied by the school must provide the same number of response options as are given inthe examination questions, and the choices must be labeled 1, 2, 3, 4, not A, B, C, D. Instructions forusing the answer sheets must be developed locally and provided to the proctors administering theexamination.Before answer sheets can be machine scored, several samples must be both machine and manuallyscored to ensure the accuracy of the machine-scoring process. All discrepancies must be rectified beforestudent answer sheets are machine scored. When machine scoring is completed, a sample of the scoredanswer sheets must be scored manually to verify the accuracy of the machine-scoring process.Detailed Directions for Training Raters To Score Student ResponsesIn training raters to score student responses for each part of the examination, follow the proceduresoutlined below:Introduction to the TaskThe introduction to the task may take place once the administration of the session has begun.However, any use of the actual Scoring Key and Rating Guide for the session may not begin until after theUniform Statewide Admission Deadline. Raters read the task and summarize its purpose, audience, and format.Raters read passage(s) and plan a response to the task.Raters share response plans and summarize expectations for student responses.2

Introduction to the Rubric and Anchor Papers Trainer reviews rubric with reference to the task. At this point, raters should also be directed tothe additional scoring considerations printed at the bottom of each rubric. For all parts of theexamination, if a 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 nooriginal student writing should be scored as a 0. Additionally, for all parts except Session One,Part A (listening task), a student response that addresses only one document can be scored nohigher than a 3.Trainer reviews procedures for assigning holistic scores (i.e., by matching evidence from theresponse to the language of the rubric and by weighing all qualities equally).Trainer leads review of each anchor paper and commentary. (Note: Anchor papers are orderedfrom high to low within each score level.)Practice Scoring Individually Raters score a set of five practice papers individually. Raters should score the five papersindependently without looking at the scores provided after the five papers.Trainer records scores and leads discussion until raters feel comfortable enough to move on toactual scoring.Suggested Rating ProcedureThe following procedure is recommended for managing the mechanics of the rating process. TheRating Sheet and the Record Sheet are included in the Appendix. You may photocopy as many copies asneeded.1.2.3.4.5.6.7.8.Designate one person as the coordinator of the rating process. The scoring coordinator will beresponsible for coordinating the movement of papers, calculating a final score for each student’sessays, recording that information on the student’s answer paper for Session One, anddetermining the student’s final score for the examination.Set aside one room as a central rating room for collecting, sorting, circulating, and storinganswer sheets/essay booklets and for preparing and maintaining records.Provide a suitable location for the rating of essays.Allow time to provide training for scoring the specific task for all raters immediately before therating of the students’ responses (about two hours per task).Provide adequate time for rating (3-4 minutes per response for one rating).Divide raters into two-person teams for each part. Designate one team member as Rater 1 andthe other as Rater 2. Make every effort to avoid having a teacher rate his or her own students’responses.After the session has been administered, separate the essay booklets into Part A and Part B.Before separating the parts, be sure to verify that the student has entered his or her name and theschool name and has circled the correct session on each page of the essay booklet. Afterseparating the parts, staple together all of the pages of the student’s Part A response. Stapletogether all of the pages of the student’s Part B response.Arrange the essay responses for each part according to a sequence, using whatever order is mostconvenient, e.g., class period, alphabetical, or local identification number. Beginning with thefirst paper in the sequence, enter each student’s name on a copy of the Record Sheet. (Master forduplicating appears in the Appendix.)3

9. Divide each group of essays into bundles of 25-30 papers.10. Prepare a rating sheet for each bundle. (See sample rating sheet in the Appendix.) Afterrecording the students’ names on the Rating Sheet, photocopy the Rating Sheet. Each rater willneed a separate rating sheet for each bundle of essay papers he or she rates.11. Distribute the bundles of essay papers to the rating teams, making sure that each rating teamreceives two rating sheets for each bundle. Each rater on a team should rate one of the bundlesand record his or her ratings on one of the rating sheets. The two raters should exchangebundles. The second rater should record his or her scores on the second rating sheet. No scoresor corrections should be indicated on the essay papers.12. After each team has completed rating a bundle, the team should return those answer papers tothe central rating room. Remove the rating sheets completed by each rater from the bundles andenter the scores on the Record Sheet. Make sure each response has two independent ratings.Enter the resolved scores in the appropriate columns on the Record Sheet.13. Review the two scores for each student to determine if the student’s scores for that part arediscrepant, i.e., a difference of two or more points between the two scores. Separate thestudents’ responses with discrepant scores and make another bundle. Prepare a separate ratingsheet for those discrepant papers. List the names of the students on a new rating sheet and attachthe sheet to the corresponding bundle of student responses. Assign each of these bundles to arater to obtain a third independent rating of the students’ responses. Make sure that the thirdrater is not one of the original two raters of that response.14. After all the necessary third ratings have been obtained, remove the rating sheets from thebundles of student responses and determine the resolved scores by using the method forresolving discrepant scores described on page 5. Enter the resolved scores in the appropriatecolumns on the Record Sheet.15. Repeat this process for all parts of the examination.16. Transfer the resolved scores to the appropriate spaces on the students’ Session One answersheets.4

Method for Determining the Score for Each EssayTwo Ratings:1.2.3.4.Compare the two ratings.If the two ratings agree, the student receives that score.If the two ratings are contiguous, average the two scores.If the two ratings are not contiguous, a third rating is necessary.Three Ratings:1.2.3.Compare the three ratings.If two of the three ratings agree, the student receives that score.If the three ratings are different, the student receives the middle score.Examples:ResolvedScore*Rater 1Rater 2Rater 322—2Two ratings agree. Use that score.23—2.5Two ratings are contiguous. Averagethe two scores.4Two ratings are two or more pointsapart. Third rating is done. Two ofthe three ratings agree. Use that score.244Reason2544Two ratings are two or more pointsapart. Third rating is done. Threeratings differ. Use the middle score.01—0.5Two ratings are contiguous. Averagethe two scores.* If the final score ends in .5, do not round at this point.5

Entering Essay Scores on the Record SheetThe examples below show how students’ scores should be recorded on the Record Sheet.NameSession OneEssay A ScoresSession OneEssay B ScoresSession TwoEssay A ScoresSession TwoEssay B ater1Rater2Rater3ResolvedScoreStudent A44—4465543—3.54254Student B01—.5132211—114226

Determining the Student’s Final Examination ScoreA box like the one shown to the right will appear on the student’sSession One — Essay ASession One answer sheet for the Comprehensive Examination inEssay BEnglish.Record the student’s scores for the essays and multiple-choiceSession Two — Essay Aquestions in Session One and Session Two on the designated lines. AddEssay Ball four essay scores together. (If the total essay score ends in .5, thatTotal Essay Scorescore should be rounded up to the nearest whole number at this time.)Write that score in the box labeled “Total Essay Score.” (Themaximum total essay score is 24.)Session One —Add the number of correct answers for the multiple-choiceA—Multiple Choicequestions on the three parts. Write that score in the box labeled “TotalB—Multiple ChoiceMultiple Choice.” (The maximum total multiple-choice score is 26.)Session Two —To determine the student’s final examination score, use the chartprovided for each administration on the Department’s web site at:A—Multiple Choicehttp://www.emsc.nysed.gov/osa. Locate the student’s total essay scoreTotal Multiple Choiceacross the top of the chart and the student’s total multiple-choice scoredown the left side of the chart. The point where those two scoresFinal Scoreintersect is the student’s final examination score. The format of thechart is illustrated below. The chart provided for each administrationwill include scores ranging from 0 to 100 within the cells of the chart. Because the scaled scorescorresponding to raw scores in the conversion chart may change from one examination administration toanother, it is crucial that, for each administration, you use only the conversion chart provided for thatadministration to determine the student’s final score.TotalEssayScore «01Regents Comprehensive Examination in EnglishChart for Determining the Final Examination Score01234567891011234567Total Multiple-Choice 161718192021222324

8

AppendixRubricsRating SheetRecord Sheet9

SESSION ONE – PART A – SCORING RUBRICLISTENING AND WRITING FOR INFORMATION AND UNDERSTANDING6Responses at thislevel:5Responses at thislevel:4Responses at thislevel:3Responses at thislevel:Meaning: the extent towhich the responseexhibits soundunderstanding,interpretation, andanalysis of the taskand text(s)-reveal an in-depthanalysis of the text-make insightfulconnections betweeninformation and ideas inthe text and theassigned task-convey a thoroughunderstanding of thetext-make clear and explicitconnections betweeninformation and ideas inthe text and theassigned task-convey a basic understanding of the text-make implicitconnections betweeninformation and ideas inthe text and theassigned task-convey a basic understanding of the text-make few or superficialconnections betweeninformation and ideas inthe text and theassigned task-convey a confused orinaccurate understanding of the text-allude to the text butmake unclear orunwarrantedconnections to theassigned task-provide minimal or noevidence of textualunderstanding-make no connectionsbetween information inthe text and theassigned taskDevelopment: theextent to which ideasare elaborated usingspecific and relevantevidence from thetext(s)-develop ideas clearlyand fully, makingeffective use of a widerange of relevant andspecific details from thetext-develop ideas clearlyand consistently, usingrelevant and specificdetails from the text-develop some ideasmore fully than others,using specific andrelevant details from thetext-develop ideas briefly,using some details fromthe text-are incomplete orlargely undeveloped,hinting at ideas, butreferences to the textare vague, irrelevant,repetitive, or unjustified-are minimal, with noevidence ofdevelopmentOrganization: theextent to which theresponse exhibitsdirection, shape, andcoherence-maintain a clear andappropriate focus-exhibit a logical andcoherent structurethrough skillful use ofappropriate devices andtransitions-maintain a clear andappropriate focus-exhibit a logicalsequence of ideasthrough use ofappropriate devices andtransitions-maintain a clear andappropriate focus-exhibit a logicalsequence of ideas butmay lack internalconsistency-establish, but fail tomaintain, an appropriatefocus-exhibit a rudimentarystructure but mayinclude someinconsistencies orirrelevancies-lack an appropriatefocus but suggest someorganization, or suggesta focus but lackorganization-show no focus ororganizationLanguage Use: theextent to which theresponse reveals anawareness of audienceand purpose througheffective use of words,sentence structure,and sentence variety-are stylisticallysophisticated, usinglanguage that is preciseand engaging, with anotable sense of voiceand awareness ofaudience and purpose-vary structure andlength of sentences toenhance meaning-use language that isfluent and original, withevident awareness ofaudience and purpose-vary structure andlength of sentences tocontrol rhythm andpacing-use appropriatelanguage, with someawareness of audienceand purpose-occasionally makeeffective use ofsentence structure orlength-rely on basicvocabulary, with littleawareness of audienceor purpose-exhibit some attempt tovary sentence structureor length for effect, butwith uneven success-use language that isimprecise or unsuitablefor the audience orpurpose-reveal little awarenessof how to use sentencesto achieve an effect-are minimal-use language that isincoherent orinappropriateConventions: theextent to which theresponse exhibitsconventional rammar, and usage-demonstrate control ofthe conventions withessentially no errors,even with sophisticatedlanguage-demonstrate control ofthe conventions,exhibiting occasionalerrors only when usingsophisticated language-demonstrate partialcontrol, exhibitingoccasional errors thatdo not hindercomprehension-demonstrate emergingcontrol, exhibitingoccasional errors thathinder comprehension-demonstrate a lack ofcontrol, exhibitingfrequent errors thatmake comprehensiondifficult-are minimal, makingassessment ofconventions unreliable-may be illegible or notrecognizable as EnglishQUALITY2Responses at thislevel: 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 0.1Responses at thislevel:

SESSION ONE – PART B – SCORING RUBRICREADING AND WRITING FOR INFORMATION AND UNDERSTANDING6Responses at thislevel:5Responses at thislevel:4Responses at thislevel:3Responses at thislevel:2Responses at thislevel:Meaning: the extent towhich the responseexhibits soundunderstanding,interpretation, andanalysis of the taskand text(s)-reveal an in-depthanalysis of thedocuments-make insightfulconnections betweeninformation and ideas inthe documents and theassigned task-convey a thoroughunderstanding of thedocuments-make clear and explicitconnections betweeninformation and ideas inthe documents and theassigned task-convey a basicunderstanding of thedocuments-make implicitconnections betweeninformation and ideas inthe documents and theassigned task-convey a basicunderstanding of thedocuments-make few or superficialconnections betweeninformation and ideas inthe documents and theassigned task-convey a confused orinaccurate understanding of the documents-allude to the documentsbut make unclear orunwarrantedco

The general procedures to be followed in administering Regents examinations are provided in the publications Directions for Administering Regents Examinations (DET 541), and Regents Examinations, Regents Competency Tests, and Proficiency Examinations: School Administrator’s Manual, 2001 Edition.

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