English Assessment

 

Part 1

New York State's standards for the ELA is broken down into three essential parts, Reading, Writing, and lastly Speaking and Listening. Without reading these standards, I had already understood the importance of developing analytical skills but was unaware to what degree NYS goes to. What stood out to me about this process of analyzing is that it was more based on validating an argument and backed by research. Important to know and apply, yet it seemed to lack something that is fundamental in understanding English as an Art. That is the personal connection a person should develop the reading. These standards are based around the idea of College and Career readiness, also holding a great deal of value. Unfortunately, after looking at this document it seems as though they are the sole goal and in a way seem to be too rigid. At no point is the reading done to explore creativity approaches of comprehension, instead it looks for absolutes. Critical reading goes hand and hand with critical thinking, but for these standards reading seems to act more as a formula in this case. That said, developing analytical skills is just as essential to the student as critical thinking and application is to their emotional and creative development. Again, in the writing section I saw rigorous expectations set for the student in how they should develop and structure their writing. Much of this process they are looking for is to make a claim, reinforce this claim with evidence both from the specific text and outside readings. I don't detest this style of writing but it is obvious at this point that I believe at the 11th-12th grade level, students should be exploring more of the creative side. It isn't until the very end of the standards that we see the article talk about the student writing “poetry, stories, plays, and other literary forms (e.g. videos, art work)” (NYS p-12). This last part of writing standards is so valuable to the student’s development of a write and ultimately shows their understanding of the reading in the most genuine way. A student that can creatively demonstrate an understanding of another text via this approach has really comprehended the text goals. I believe that the standards being restricted by CCR robs the students of being able to appreciate the English language as an art, and instead made it a formulated process as though it were a business report.

Part 2 

 

  1. 24 multiple choice questions, one source-based argument, one text analysis response.
    • About 92% multiple choice to 8% short answer / essay based
  2. Three reading comprehension passages each with 9, 5, and 10 multiple choice questions per passage.
     
  3. About 38% of the multiple choice questions ask about emotion expressed in the readings.  Part 2 bring about the idea of an environment problem or a solution to the problem.  Going off of the standards from NYS this point can be seen in part 2 under the argument section and part 3 in the guidelines for the text-analysis response:
    • Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
  4. I think the readings chosen to include in the English regents fro part 2 are very different.  I can see how the common core is included in this regents.  They link science and English.  The four readings are: Text 1 – Biofuel from Algae Part One: The Pros and Cons of Pond Scum, Text 2 – Algae’s Potential as a Transportation Biofuel,
    Text 3 – Green Oil: Scientists Turn Algae Into Petroleum In 30 Minutes, Text 4 – Green Crude: The Quest to Unlock Algae’s Energy Potential
    .  Throughout the first section of reading comprehension with multiple choice questions we can see the ideas of:  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10), from the standards in the NYS handbook.  I find it interesting how they included a poem into the reading comprehension section to have students interpret both an essay and a poem. 

 

 

TCH 215 Spring 2018

TCH 215 Spring 2018

Here is the online home for TCH 215 during Spring 2018.

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