Evaluation for 6.1
Materials include assessment and guidance for teachers and administrators to monitor progress including how to interpret and act on data yielded.
Materials include assessment and guidance for teachers to monitor progress including how to act on subjective data yielded. Materials do not provide guidance on how to interpret and act on data yielded from digital multiple-choice assessments. Formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis. Assessments and scoring information provide limited guidance for interpreting and responding to student performance. Assessments are connected to the regular content to support student learning.
Examples include but are not limited to:
In the “Assessment” section of the online platform, there are prepared assessments, as well as the option for teachers to custom build assessments throughout the units. At the top of the teacher key, the TEKS and the description are given for each answer. Short-cycle assessments based on the different activities in the English Language Arts textbook are also available. These assessments are available throughout the year, aligning with the scope and sequence of SpringBoard and the TEKS.
In the “Teacher Wrap” section of the English Language Arts textbook, there are “Assess” and “Adapt” boxes which connect to “Check Your Understandings,” writing prompts, and other assessment opportunities within the activity. “Assess” describes target student output providing opportunities to measure student progress. “Adapt” suggests ways to adjust an activity in response to students’ needs.
In each unit of the English Language Arts textbook, there are two “Embedded Assessments” per unit. These assessments drive the instructional pathway and give students and teachers a clear destination so they can “begin with the end in mind.” These come with scoring support for teachers, including scoring guides and student examples. Turnitin Revision Assistant is also available as support with the Embedded Assessments and provides direct feedback to students as it relates to each assessment's rubric. Teachers have full access to all student work and feedback within Turnitin Revision Assistant.
Unit 1’s “Planning the Unit,” in the English Language Arts book, provides an explanation of how the materials are structured for the lessons leading to the two embedded assessments for this unit. Students look at the structure of argumentative text by looking at an essay, a cartoon, a spoken word poem, and an op-ed, all on the topic of technology. After looking at technology, students look at justice and civil rights issues to start working on creating their own argument based on that topic. This leads to the first embedded assessment, one where students go through the whole process of selecting a topic to create an argument for their argumentative essay. In the second half of the unit, for the second assessment, students present an argument they came up with, in an oral debate.
Unit 2’s “Planning the Unit,” in the English Language Arts book, provides an explanation of how the materials are structured for the lessons leading to the two embedded assessments for this unit. Students apply the argumentative skills they built in Unit 1 to works of literature and literary analysis. Students work with multiple texts to build an understanding of setting, background, and the different lenses of literature, like gender and violence; this helps them prepare to write their literary analysis for the first embedded assessment. Students research short stories from around the world, looking at the historical time periods and cultural settings of their contexts in order to better understand them. Students use this knowledge to pick their own historical and cultural settings as the “SpringBoard” for creative writing in embedded assessment number two.
Unit 4’s “Planning the Unit,” in the English Language Arts book, provides an explanation of how the materials are structured for the lessons leading to the two embedded assessments for this unit. Students look at how poets introduce topics and how they create poetic elements like mood, voice, and tone through language. Students practice these skills and then look at other creative writing pieces and how they present ideas. After looking at how writers structure creative writing, in their first embedded assessment, students write an analysis of a piece of creative writing. In the second half of the unit, students read and look at the performance elements of the play Antigone by Sophocles. For the embedded assessment, students demonstrate their understanding of performance elements by performing a scene from Antigone.
At the end of many activities in the English Language Arts textbook, the materials include a “Check for Understanding” box for the teacher to conduct a brief formative assessment of the students’ understanding of the material. In one Unit 2 activity, the teacher is advised to make sure the students focused on love, family, tradition, superstition, duty, or marriage. The materials advise the teacher to review the student narratives to determine if their writing is consistent with the elements of the story. In one Unit 4 activity, the guidance for the teacher includes reviewing the details the students used and looking for an accurate understanding of satire and an explanation of how the use of satire achieves the author’s purpose. It is also noted the students should include the word irony.
“Activity Quizzes” are quick, multiple-choice assessments that assess students’ learning of the knowledge and skills practiced in SpringBoard activities. Teachers can select which quizzes to assign over the span of a unit to monitor student understanding and make instructional adjustments based on results. These assessments are available on SpringBoard Digital.
“Zinc Reading Labs” can generate reports, administer placement tests, provide close-reading materials, and vocabulary activities. The tests are auto-graded and teachers can use the detailed reports to plan for differentiation. Placement tests can establish a baseline, establish students’ reading levels, and track them over time. Reports can track reading and vocabulary performance by class, pointing out their strengths and weaknesses. Individual reports are also available to track student performance across activities based on their initial assessment.
“Turnitin Revision Assistant” allows teachers to access students’ drafts and see feedback, helping them to gain insight on student progress over time, use feedback in student writing conferences, and identify trends in student writing to inform instruction.
The “Close Reading Workshops” end with an assessment, which teachers can assign as an individual, small-group, or whole-class activity. The assessments always require synthesis of the three texts from the workshop, but responses may take the form of an essay, a debate, a discussion, or a multimedia presentation. All writing workshops are TEKS-aligned and accompanied by a “Scoring Guide” in the form of a rubric to evaluate ideas, structure, and use of language.
No guidance for interpreting the data from digital, multiple-choice assessments once it is collected and scored is available. An abundance of opportunities exist to collect data, but no information is provided as to how to interpret and act on digital data yielded from multiple-choice assessments. Assessments are connected to the scope and sequence of the units and are aligned with the TEKS to support student learning. A summary explains difficulty level, Depth of Knowledge (DoK) Level, Bloom’s Level, and standards of the assessments. Answers are presented as explanations of why the answer was correct or incorrect, with appropriate text evidence.