Boston Collegiate Charter School

Teacher:___________________________
Final Exam Assessment Audit8th History
_______________________ _____

Course:

Objectives:
I.

Alignment: to determine what and how often standards are being assessed on our
summative exams/experiences and get a quick snapshot on distribution of item
difficulty.
1- Remember, recall, list, identify, etc.
2- Describe, explain, analyze, compare, contrast, etc.
3- Evaluate, create, synthesize, justify, etc.

II.

Needs Assessment:
a. To identify content gaps in the content being covered on the final exam with
short term changes and long terms changes in mind (recognizing that a huge
adjustment in final may not reflect the course taught this calendar year)
b. To determine if the assessment is doing what you want it to do - Does it provide
a meaningful snapshot of what students should know and be able to do? Is this
how you want them to show their learning?

III.

PARCC considerations: To reflect on the rigor and mode of delivery of items on the
exam (grades 5-8) in light of PARCC with short term changes and long terms
changes in mind.

Part I: Alignment
Read through the exam and complete the checklists below related to the standards, the
assessments format and rigor.

A. What standards are being assessed?

Test items that do not align to grade level standards:

Test
Item
Numb

Item
Difficulty
(1, 2, 3)

Standards

Stran
d

er

Writing

CRAFT AND STRUCTURE

Item
Difficul
ty
(1, 2,
3)

INTEGRATION OF
KNOWLEDGE AND
IDEAS

Test
Item
Numb
er

KEY IDEAS AND DETAILS

RH 6-8.1 Cite specific textual evidence to support

analysis of primary and secondary sources.
RH 6-8.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or
opinions.
RH 6-8.3 Identify key steps in a text's description of a
process related to history/social studies (e.g., how a bill
becomes law, how interest rates are raised or lowered).
RH 6-8.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific to
domains related to history/social studies.
RH 6-8.5 Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
RH 6-8.6 Identify aspects of a text that reveal an author's
point of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
RH 6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH 6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
RH 6-8.9 Analyze the relationship between a primary and
secondary source on the same topic.
RH 6-8.10 By the end of grade 8, read and comprehend
history/social studies texts in the grades 6-8 text
complexity band independently and proficiently.

TEXT TYPES AND

PURPOSES

W 8.1 Write arguments to support claims with clear reasons

and relevant evidence
W 8.1A: Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
W 8.1B: Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
W 8.1C: Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
W 8.1D: Establish and maintain a formal style.
W 8.1E: Provide a concluding statement or section that
follows from and supports the argument presented.

Part II: Needs Assessment

What strand are you assessing most frequently?
_________________________________________________

What standards am I not assessing on this final exam?

Standard

Oops! I teach this and I need to

put it in my final

Uh-oh! I didnt teach this

standard, so I need to put it in
my curriculum next year

Part III: PARCC Alignment and Mode of Delivery

How are students expected to show what they know?
Test Format
Total

Item Type

Total

Item Type

Text Dependent questions

(non-EBSR)

Writing prompt with multiple texts

EBSR (Evidence-Based
Selected Responses) with
single answer

ITSO/Short Answer/Cause and Effect

EBSR (Evidence-Based
Selected Responses) with
multiple answers

Short answer (text based)

Multiple Choice

Timeline

Analysis of Text and Inclusion of Writing

Text:

Author:

Year:

Length:

Text:

Author:

Year:

Length:

Text:

Author:

Year:

Length:

Text:

Author:

Year:

Length:

Text:

Author:

Year:

Length:

Writing Demands:

DBQ Prompt:

Number of sources required: ___________

Number of quotes required: ___________
Rubric Components:
_________________________________________________________________________

Part IV: Reflection on Final Exam

Strongest Component of Assessment

What next?

Areas for Improvement