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Links to Full ELA Network Interim Assessments

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In both 12th grade examples, students are required to make connections across sources as well as identify the main idea of different sources. This means students need to read to understand as well as use ideas to craft argument, which seems like a variety of important skills.

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I think that option 2, the synthesis task would be the best option for my students because it is what we focused on in Unit 2, so it will feel more familiar to students, it will also feel most connected to their future because about half my students are taking the AP Language and Composition test in May. I think it would give very valuable data for what I can focus on before the test.

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I noticed that the option 2 for 12th-grade is a much older released task, is it possible to find a more recent one? In 2019, the test was revised and the language of the question has changed a little (maybe that doesn't matter?). Just an idea.

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need to review test-taking strategies (annotate question before, etc)

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1. Why do we take these again? (I'd like to give to give students a strong rationale) I also feel like it deviates from our ethnic studies framework goal of curriculum and PT we create

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The content is something they might already have familiarity with if they studied Mesoamerican societies in 7th grade. The cognitive demands require that they be able to take notes on 5-6 pages of text and organize those notes into an essay.

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I agree with Maria but both options seem doable.

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I think for our students, the Art department should focus on something else for this time and not work on the assessment at all. Perhaps we can have lower stake projects for that time so the kids feel like they can get brain breaks. 

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I think for our students, the Art department should focus on something else for this time and not work on the assessment at all. Perhaps we can have lower stake projects for that time so the kids feel like they can get brain breaks. 

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I don't understand exactly what this question is asking.

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Students need to read multiple sources on the same topic and make decisions as readers and writers how to use the resources provided to make an informed decision for themeselves

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Content is aligned with common core standards that we have been focusing on in our lessons. Students are familiar and have extensively practicing these skills in history

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I'm noticing there are a lot of steps, and a lot of reading students are asked to do, before they even do the task. The material is something they have seen and studied about last year

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Content seems engaging and interesting! A good example of a GRASP assessment

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I'd like to see a connection between the assessments and our graduate profile (the competencies). I think that might help guide us with the "why."

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I noticed that it is a complex task that requires engaging in multiple steps. First they have to read the selections, then they have to analyze the selections and compare the selections to one another. It is similar to activities we have done in class where we compare multiple texts, but it has a social studies flair to it. I'm not sure about the 7th grade task, haven't had a chance to look at it yet.

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I would be interested just to see how they would do with the more advanced assessment? Perhaps just to expose them to this type of material?

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Nothing students haven't seen before. We have been working on similar assignments all year.

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Super clear alignment to the CC skills we've been working on in 9/10 history

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The task is focused on argumentative writing, which is not something I've fully covered with the kids. We have covered RACES and I've had students practice citing evidence multiple times to support their answers to questions, so I believe they'll be prepared in that aspect.

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I see that it requires students to synthesize different texts. I'm not totally sure how the topic will engage students

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In the 8th/9th grade ELA assessment, they are asked to compare and contrast two different societies. This assessment evaluates reading, comprehension, and the ability to make comparisons.

The comparing and contrasting activity in the beginning helps students to prep for their explanatory essay later in the assessment.

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I like how we are offering multiple readings where they can choose two to compare and contrast. This activity seems relevant for students that may have already fund of knowledge about this area of the world, and it is connected to our standards.

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The task seems relatable to students but also something where they are able to apply their critical thinking skills to come to their conclusions.

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I think the data from these assessments will be interesting to see where students are at and create goals for student improvements. As an art teacher I have done some work in PLC around literacy skills in the past, and it has been a great way to align across art disciplines with literacy strategies that apply to our content and help with ELA student outcomes!