Reading and Writing Performance Assessments
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Common-Core-Aligned Performance Assessments
These performance assessments were created by the Teachers College Reading and Writing Project for NYC Department of Education and some are owned by NYC Department of Education. The NYC Department of Education has agreed to allow Teachers College Reading and Writing Project to post the performance assessments online to support your students' academic progress. You must obtain permission from the NYC Department of Education for any other use of the assessments.
Performance Assessments engage students in authentic, high-level work that is aligned to curricular standards so that teachers can more carefully plan for instruction that meets students where they are and moves them forward. The performance assessments you will find here were designed to align to particular Common Core State Standards in reading and writing, and to anchor specific units of study in data collection and close observation of student work. We recommend viewing these as both pre- and post-assessments: you may (and we suggest doing so) conduct the assessment in whole or in part before teaching the relevant units, as a measure of what students are capable of prior to your instruction; you will then use the data from this assessment to tailor your units to students’ specific strengths and needs, and then conduct the same assessment again at the end of the unit, to determine students' growth and to reflect on your instruction.
The overarching goal of assessing students is to provide a clear sense of what students have internalized and what still needs support in regards to the standards-based skills at hand. You will find teacher instructions as well as student-facing instructions and supports; you will also find rubrics that clearly connect the task to the CCSS, and annotated and graded examples of student work. The texts for these tasks are included where we have obtained permissions; in some cases you will need to purchase the relevant texts.
In the case of the second grade assessment, children will study nonfiction reading and informational book writing as two separate but related units. The assessment you’ll find here is designed to help you determine students’ proficiency levels in reading nonfiction and summarizing the information therein and in writing an informational text based in part on information they have read themselves, heard read aloud, or viewed in video form.
In the fifth and eighth grade assessments, students will study nonfiction research methods in reading workshop and research-based argument essay writing in writing workshop. The assessments here are designed to gauge students' abilities to: 1. read nonfiction texts, determining their main ideas and supporting details, 2. plan, draft and revise an essay in which they take a stance on a complex issue and support that stance with information derived from readings of printed text and/or viewings of relevant video clips.
FELE Written Performance Assessment (Subtest 3)
OverviewThe written performance assessment (WPA) is part of FELE Subtest 3 and is intended to measure prospective educational leaders' and administrators' ability to analyze and interpret educational data, as well as the efficacy of their written communication. Specifically, examinees will be asked to respond to a prompt related to student achievement data as it applies to a given school type (i.e., elementary school, high school). For more information on the WPA prompt, please see the Sample Prompts section below.
Rubric and ScoringThe FELE Rubric (PDF) is a guide for scoring. This rubric identifies performance features to be judged, including the criteria for evaluating those features, and describes how performance varies across the scoring scale. Written responses are scored using a 6-point rubric (6 is the highest possible score point, 1 the lowest). This rubric applies to all responses for the WPA on Subtest 3 of the FELE.
For scoring purposes, anchor papers are provided to FELE raters to assist with the rating process. Anchor papers have been determined by FELE subject matter experts to solidly represent each score point on the rubric.
The WPA written responses are evaluated for content accuracy, data trend analysis, organization, appropriate audience level, and grammar. Three elements (rubric, prompts, and the supplemental rating criteria for the prompts) are used by two separate FELE raters to independently score responses. If the raters' scores differ by more than one point, a FELE Chief Rater resolves the discrepancy.
Three sample prompts are available for review online. Each sample prompt serves as a representation of the type of prompt examinees may encounter in the written performance assessment section on Subtest 3 of the FELE. The sample prompts will NOT appear on any of the FELE test forms; they are examples only.
Supplemental Rating Criteria for Sample Prompts
The supplemental rating criteria (SRC) details elements which should be present in a written response to achieve a particular score. Because these elements depend upon the wording of the prompt, the criteria are specific to a corresponding prompt. The criteria will be used by FELE raters as a supplement to the FELE rubric in order to determine the score of a given written response. The following supplemental rating criteria are associated with the above sample prompts.
Visit www.fl.nesinc.com or call FELE Customer Service toll-free at 866-613-3281 8 a.m.- 6 p.m., Mon.- Fri., excluding holidays. (The Automated Information System is available by phone 24 hours daily.)