NYS Grade 8 Exams

NYS ELA Exam Scores for Cohort A

Multiple-Choice Questions 

Multiple-choice questions are designed to assess Reading and Language Standards. They will ask students to analyze different aspects of a given text, including central idea, style elements, character and plot development, and vocabulary. Almost all questions, including vocabulary questions, will only be answered correctly if the student comprehends and makes use of the whole passage. Multiple-choice questions will assess Reading and Language Standards in a range of ways. Some will ask students to analyze aspects of text or vocabulary. Many questions will require students to combine skills. For example, questions may ask students to identify a segment of text that best supports the central idea. To answer correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Questions will require more than rote recall or identification. Students will also be required to negotiate plausible, text-based distractors.3 Each distractor will require students to comprehend the whole passage.

Constructed-Response Questions 

As writers, students develop and apply a variety of distinct skills for a variety of purposes and in a variety of formats. The written communication of ideas necessitates executive functioning and planning, language knowledge and dexterity, creativity and expression. Students write formally and informally, extensive pieces and abbreviated vignettes, for reflection as well as expression, for academic purposes and for personal enjoyment. The expansive scope of the knowledge, skills, and understandings inherent in writing instruction far exceeds what can be assessed on a single test or through a single assignment. The constructed-response questions on this test assess only a limited slice of these, as described in the question descriptions below and detailed in the corresponding rubrics which provide a straightforward and detailed explanation of how student responses are assessed. For example, the rubric calls for the use of relevant evidence and wellchosen facts, criteria which are no more or less weighted than the ability to skillfully link ideas, having a clear and purposeful organization, or demonstrating insightful comprehension and analysis. The rubrics do not prioritize the length of the response or reward the accumulation of evidence beyond what is asked for by the question. Educators preparing students for this exam are encouraged to emphasize the quality of the constructed responses consistent with the rubric criteria and remind students that the length of their response does not necessarily improve the quality of their response. 

Two-Credit Constructed-Response Questions 

Two-credit constructed-response questions are designed to assess Reading and Language Standards. These are single questions in which students use textual evidence to support their own answers to an inferential question. These questions ask the student to make an inference (a claim, position, or conclusion) based on their analysis of the passage, state it in their own words, and then provide two pieces of text-based evidence to support their answer. The purpose of the two-credit constructed-response questions is to assess a student’s ability to comprehend and analyze text. In responding to these questions, students will be expected to write in complete sentences. Responses with a valid inference and two supporting details from the associated text receive full credit. Responses should typically require no more than approximately two or three complete sentences. The rubric used to evaluate these types of responses is provided on page 16. It is important to note that students who answer the question only using details from the text will NOT receive full credit. A full-credit response is characterized by both a valid inference and sufficient textual support. 

Four-Credit Constructed-Response Questions 

Four-credit constructed-response questions are designed to assess Writing from Sources. They will focus primarily on Writing Standards. In Grades 4–8, four-credit constructed-response questions will require students to read and analyze paired texts. Paired texts are related by theme, genre, tone, time period, or other characteristics. Many four-credit constructed-response questions will ask students to express a position and support it with text-based details. Four-credit constructed-response questions allow students to demonstrate their ability to write a coherent essay using textual evidence to support their ideas. Whether in response to an individual text or paired texts, a student needs to synthesize, evaluate, and provide their thinking in a coherent and concise manner. As with two-credit constructed-response questions, students are encouraged to answer in an efficient manner.