ELA 10 Assessments

ELA 10 Assessments
ELA 10 Assessments
ELA 10 Assessments
ELA 10 Assessments
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Included in this bundle are all of the assessments you need for your ELA / English 10 class: Diagnostic, Midterm, and Final Assessments, as well as benchmark assessments for the 5, 10, 15, 25, 30, and 35 weeks. These are aligned to the New York State Next Generation Learning Standards, but should also align with any state standards which use the Common Core Learning Standards. One major difference is the combination of Literary and Informational reading in the NGLS.

Includes Answer Key and Grading Rubrics, which use language taken directly from the NY assessment rubrics (3-8 and Regents).


I analyzed five past administrations of the ELA 11 Regents and the 8th grade ELA assessment in order to identify priority standards for periodic assessment. From the assessments, I also took many example questions for each standard.

I then mapped out a logical sequence in which to assess the standards. This map does not mean that the priority standards won’t addressed prior to being assessed, nor does it mean that other standards won’t be taught. This is only a map for assessing the priority standards.

I created the Final and Diagnostic Assessments first, which use the same format and assess all of the priority standards. Next, I created the Midterm Assessment. Please note, our program does not typically administer midterms, so I wanted to keep the length relatively short. You may wish to extend the length of the Midterm to mirror the Final and Diagnostic Assessments. The major difference between them is that I plan to only assess informative writing (W2) for the first 20 weeks, so the Midterm does not yet assess argumentative writing (W1).

Finally, I created the benchmark assessments, to be administered every 5 weeks. Again, these types of assessments are still atypical for our program, so I wanted to keep them short. Students without extended time are allotted 60 minutes.


I am not an expert in the use of benchmark assessments; I am piloting this initiative in my school as part of my administrative internship. These assessments will be used in conjunction with STAR reading assessments in order to individualize instruction to meet the needs of students in our alternative education program.

Depending on the unit/lesson objective, students might be given different levels of the same text (like NewsELA) or different texts related to the same topic. They will also be given questions/activities that target the standards in which they demonstrate need. We are a Google school, so readings and activities will most often be distributed using Google classroom, with paper backups (of course).

After each 5 week period, I will conference with each student to review their assessment results and to discuss goals for the following 5 weeks. For students who decline to take the assessments seriously, I will stay in close contact with parents, and schedule parent meetings quickly.

Although our school uses numerical grading, I will base each student’s numerical grade on the progress and effort shown for each assessed standard. This should have several positive effects. It should increase student buy-in and participation, since demonstrating progress and participating in the process is a large part of the grade. Since we do not have a late policy, students often complete work in a flurry during the last few days of a marking period, with minimal benefit. Instead of just a checklist of assignments, students will need to “complete” progress on each standard throughout the marking period. This should not only increase students’ grades, but increase the benefit each student receives from their assignments. Finally, this approach will help to document student needs in case of a referral for Special Education services.

You may wish to use these assessments differently. My approach is appropriate in an alternative program with fewer than 50 students (fewer than 10 participating in this initial initiative), with minimal Special Ed support and no reading support. We aren’t a 1:1 school, but generally have enough Chromebooks and desktop computers to go around.

As I create lessons to support the instruction and tracking of these priority standards, I will post them on TpT throughout the year. I will also update this listing with any information/advice that comes up. Feel free to contact me with questions!

My current focus is influenced by John Hattie’s Visible Learning (primarily Surface, Deep, and Transfer learning) and pretty much everything Kelly Gallagher has ever written.
Log in to see state-specific standards (only available in the US).
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
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