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North Carolina Essential Standards Assessment Examples

World Languages: Novice Low - Advanced Mid


What is the purpose of this tool?

Assessment is a vital component of the teaching and learning process. These assessment examples are aligned to new content standards and reinforce teaching the standards to their intended level of deep mastery. The purpose of providing examples is to illustrate ways in which the standards or part(s) of the standards might be assessed in the classroom.

How do I send Feedback?

We intend the examples in this document to be helpful and specific. That said, we believe that as this document is used, educators will find ways in which the tool can be improved and made even more useful. Please send feedback to us at feedback@dpi.nc.gov and we will use your input to refine our instructional tool. Thank You!

Where are the new Common Core State and North Carolina Essential Standards?

All standards are located at http://www.ncpublicschools.org/acre/

World Language Assessment Examples



Thank you to all stakeholders who took the time to provide feedback via nearly 600 survey responses and additional written email communications to the draft Assessment Examples (AEs) for World Languages.

The Assessment Examples were developed as part of North Carolina's Race to the Top plan to support standards implementation and are not intended to be used as standardized statewide tests, but to serve as examples of some ways that standards (or parts of the standards) might be assessed in the classroom, by individual teachers. The examples are intended to help illustrate ways that the standards could be assessed, but are not required or mandated for statewide student or teacher accountability, and are not Measures of Student Learning (MSLs). Teachers are encouraged to implement assessments in ways that make sense to their teaching situations and best fit the needs of their students.

The AEs that have been reviewed and approved, along with a description of the development process, are below.

NOTE: The AEs from the TOPS partnership are labeled with information about RBT categories and Item Type, as explained below.

Each AE draft item has a table in the top right corner that indicates the Revised Bloom's Taxonomy (RBT) Knowledge and Cognitive Process categorizations for the objective.
The first column indicates the Knowledge Dimension
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D. Meta-Cognitive Knowledge
The 2nd Column indicates the Cognitive Process
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
If you would like to view an expanded version of the RBT Taxonomy Table with explanations of the Knowledge and Cognitive Process Dimensions, go to
http://ances.ncdpi.wikispaces.net/file/view/RBT+CognitiveProcesses+Knowledge+Definitions.pdf.

At the bottom of each AE draft item, there is a table indicating the type of item, which is also shown in the document's name:
SR=Selected Response (No World Language AE drafts are this type of assessment item.)
BCR=Brief Constructed Response
ER=Extended Response
PT=Performance Task

Proficiency Level


All AEs are intended to be completed in the target language.

Standards

AE Files


Feedback from the review process is being used by NCDPI consultants and experts in the program areas (Classical Languages, Dual & Heritage Languages and Modern Languages) to revise 22 AEs (as noted below) and to expand all 96 AEs for classroom use in various programs.

Novice Low
NL.CLL.1
NL.CLL.1.2_PT_Draft.doc

NL.CLL.2
NL.CLL.2.1_PT_Draft.doc
NL.CLL.3
NL.CLL.3.3_PT_Draft.doc
NL.CLL.4
NL.CLL.4.1_PT_RevisedaDec12.doc and NL.CLL.4.1_PT_RevisedbDec12.doc
NL.COD.1
NL.COD.1.2_PT_Draft.doc
NL.COD.2
NL.COD.2.3_BCR_RevisedDec12.doc
NL.COD.3
NL.COD.3.1_PT_Draft.doc
NL.COD.4
NL.COD.4.1_PT_RevisedaDec12.doc and NL.COD.4.1_PT_RevisedbDec12.doc
NL.CMT.1
NL.CMT.1.2_PT_Draft.doc
NL.CMT.2
NL.CMT.2.1_BCR_Draft.doc
NL.CMT.3
NL.CMT.3.2.RevisedDec12.doc
NL.CMT.4
NL.CMT.4.1_BCR_RevisedaDec12.doc and NL.CMT.4.1_BCR_RevisedbDec12.doc
Novice Mid
NM.CLL.1
NM.CLL.1.1_PT_Draft.doc

NM.CLL.2
NM.CLL.2.1_PT_RevisedDec12.doc
NM.CLL.3
NM.CLL.3.1_PT_Draft.doc
NM.CLL.4
NM.CLL.4.2_BCR_RevisedDec12.doc
NM.COD.1
NM.COD.1.2_PT_RevisedDec12.doc
NM.COD.2
NM.COD.2.3_PT_RevisedDec12.doc
NM.COD.3
NM.COD.3.3_PT_Draft.doc
NM.COD.4
NM.COD.4.1_PT_RevisedDec12.doc
NM.CMT.1
NM.CMT.1.1_BCR_RevisedDec12.doc
NM.CMT.2
NM.CMT.2.2_PT_Draft.doc
NM.CMT.3
NM.CMT.3.1_PT_Draft.doc
NM.CMT.4
NM.CMT.4.1_BCR_Draft.doc
Novice High
NH.CLL.1
NH.CLL.1.4_PT_Draft.doc

NH.CLL.2
NH.CLL.2.1_BCR_RevisedDec12.docx
NH.CLL.3
NH.CLL.3.2_PT_Draft.doc plus new NH.CLL.3.1newRevisedDec12.doc
NH.CLL.4
NH.CLL.4.2_BCR_RevisedDec12.docx
NH.COD.1
NH.COD.1.3_BCR_Draft.doc
NH.COD.2
NH.COD.2.1_PT_Draft.doc
NH.COD.3
NH.COD.3.1_PT_RevisedaDec12.doc and NH.COD.3.1_PT_RevisedbDec12.doc
NH.COD.4
NH.COD.4.1_ER_Draft.doc
NH.CMT.1
NH.CMT.1.2_PT_Draft.doc
NH.CMT.2
NH.CMT.2.1 RevisedDec12.doc
NH.CMT.3
NH.CMT.3.1_PT_RevisedaDec12.doc and NH.CMT.3.1_PT_RevisedbDec12.doc
NH.CMT.4
NH.CMT.4.1_ER_Draft.doc

Proficiency Level


All AEs are intended to be completed in the target language.

Standards

AE Files


Feedback from the review process is being used by NCDPI consultants and experts in the program areas (Classical Languages, Dual & Heritage Languages and Modern Languages) to revise 22 AEs (as noted below) and to expand all 96 AEs for classroom use in various programs.

Intermediate Low
IL.CLL.1
IL.CLL.1.2_PT_Draft.doc

IL.CLL.2
IL.CLL.2.1_BCR_RevisedDec12.doc
IL.CLL.3
IL.CLL.3.3_PT_Draft.doc
IL.CLL.4
IL.CLL.4.2_ER_RevisedDec12.doc
IL.COD.1
IL.COD.1.1_PT_Draft.doc
IL.COD.2
IL.COD.2.4_BCR_RevisedDec12.docx
IL.COD.3
IL.COD.3.3_PT_Draft.doc
IL.COD.4
IL.COD.4.2_BCR_Draft.doc
IL.CMT.1
IL.CMT.1.2_ER_Draft.doc
IL.CMT.2
IL.CMT.2.1_BCR_Draft.doc
IL.CMT.3
IL.CMT.3.1_ER_Draft.doc
IL.CMT.4
IL.CMT.4.2_PT_Draft.doc
Intermediate Mid
IM.CLL.1
IM.CLL.1.1_PT_Draft.doc

IM.CLL.2
IM.CLL.2.2_BCR_Draft.doc
IM.CLL.3
IM.CLL.3.2_PT_Draft.doc
IM.CLL.4
IM.CLL.4.3_ER_RevisedDec12.doc
IM.COD.1
IM.COD.1.1_PT_Draft.doc
IM.COD.2
IM.COD.2.1_BCR_Draft.doc
IM.COD.3
IM.COD.3.2_PT_Draft.doc
IM.COD.4
IM.COD.4.1_PT_Draft.doc
IM.CMT.1
IM.CMT.1.1_PT_Draft.doc
IM.CMT.2
IM.CMT.2.1_ER_Draft.doc
IM.CMT.3
IM.CMT.3.1_PT_Draft.doc
IM.CMT.4
IM.CMT.4.3_PT_Draft.doc
Intermediate High
IH.CLL.1
IH.CLL.1.1_PT_Draft.doc

IH.CLL.2
IH.CLL.2.4_BCR_Draft.doc
IH.CLL.3
IH.CLL.3.1_PT_Draft.doc
IH.CLL.4
IH.CLL.4.1_BCR_Draft.doc
IH.COD.1
IH.COD.1.3_BCR_Draft.doc
IH.COD.2
IH.COD.2.1_BCR_Draft.doc
IH.COD.3
IH.COD.3.4_PT_Draft.doc
IH.COD.4
IH.COD.4.1_BCR_RevisedDec12.doc
IH.CMT.1
IH.CMT.1.1_PT_Draft.doc
IH.CMT.2
IH.CMT.2.2_BCR_Draft.doc
IH.CMT.3
IH.CMT.3.2_PT_Draft.doc
IH.CMT.4
IH.CMT.4.1_PT_Draft.doc

Proficiency Level


All AEs are intended to be completed in the target language.

Standards

AE Files


Feedback from the review process is being used by NCDPI consultants and experts in the program areas (Classical Languages, Dual & Heritage Languages and Modern Languages) to revise 22 AEs (as noted below) and to expand all 96 AEs for classroom use in various programs.

Advanced Low
AL.CLL.1
AL.CLL.1.3_PT_Draft.doc

AL.CLL.2
AL.CLL.2.1_BCR_Draft.doc
AL.CLL.3
AL.CLL.3.1_PT_Draft.doc
AL.CLL.4
AL.CLL.4.1_PT_Draft.doc
AL.COD.1
AL.COD.1.1_PT_Draft.doc
AL.COD.2
AL.COD.2.1_ER_Draft.doc
AL.COD.3
AL.COD.3.1_PT_Draft.doc
AL.COD.4
AL.COD.4.2_PT_Draft.doc
AL.CMT.1
AL.CMT.1.1._PT_Draft.doc
AL.CMT.2
AL.CMT.2.1_BCR_Draft.doc
AL.CMT.3
AL.CMT.3.1_PT_Draft.doc
AL.CMT.4
AL.CMT.4.1_RevisedDec12.docx
Advanced Mid
AM.CLL.1
AM.CLL.1.1_PT_Draft.doc

AM.CLL.2
AM.CLL.2.1_ER_Draft.doc
AM.CLL.3
AM.CLL.3.1_PT_Draft.doc
AM.CLL.4
AM.CLL.4.1_PT_Draft.doc
AM.COD.1
AM.COD.1.2_PT_Draft.doc
AM.COD.2
AM.COD.2.1_ER_Draft.doc
AM.COD.3
AM.COD.3.1_PT_Draft.doc
AM.COD.4
AM.COD.4.2_ER_Draft.doc
AM.CMT.1
AM.CMT.1.2_PT_Draft.doc
AM.CMT.2
AM.CMT.2.1_ER_Draft.doc
AM.CMT.3
AM.CMT.3.1_PT_Draft.doc
AM.CMT.4
AM.CMT.4.2_ER_Draft.doc

Feedback from the review process is being used by NCDPI consultants and experts in the program areas (Classical Languages, Dual & Heritage Languages and Modern Languages) to refine the remaining examples for classroom use, which are expected to be posted by mid-December.



Development Process


NCDPI partnered with Technical Outreach to Public Schools (TOPS) at North Carolina State University as one resource for Assessment Examples (AEs) to be used with the North Carolina World Language Essential Standards.

During 2012, the following timeline was used to complete the development of assessment examples for review:

  • February 2012 - NCDPI Consultants met with TOPS staff members to share information about the Standard Course of Study and assessment needs in their content areas.
  • March 2012 - TOPS worked in collaboration with NCDPI to identify World Language Educators and/or internal TOPS staff who could draft AEs for review.
  • April - mid-May 2012 - AEs were drafted and submitted to TOPS, and then delivered to NCDPI. (There were a total of 96 AEs for World Languages, or 1 for each standard in each strand for a proficiency level, which is 12 per proficiency level.)
  • Late May - early June - AE drafts were reviewed by content teams representative of World Language programs across the 8 regions in NC. Feedback was submitted using a list of criteria and open-ended comments by reviewers using Zoomerang. (The World Language review was held May 31-June 1, 2012.)
  • Mid-June - TOPS revised AE drafts based on reviewer feedback and created the drafts posted for public review.
  • July - August - Educators reviewed the AE drafts and provided feedback via Zoomerang surveys and email.
  • October 2012 - Approved AEs posted for classroom use.
  • October - December 2012 - NCDPI consultants and content experts revise AEs based on feedback and expand the set of 96 for use in all 3 World Language programs.
  • Mid-December 2012 - AEs for each standard are posted for classroom use.