Foundation Skills Assessment - British Columbia · • Use the Reading Rubric to score the reading questions. Use the Reading Possible Solutions to assist during scoring. • Use

Foundation Skills AssessmentSCORING GUIDE

Grades 4 and 7

Step-by-Step Guide for Scoring Written Responses ...........................1Grade 4 Reading Scoring Rubric........................................................5Grade 4 Writing Scoring Rubric ..........................................................6Grade 7 Reading Scoring Rubric........................................................7Grade 7 Writing Scoring Rubric ..........................................................8Numeracy Scoring Rubric...................................................................9

© 2019 Province of British Columbia

2019/20 FSA Scoring Guide © 2019 Province of British Columbia. All rights reserved. •

Step-by-Step Guide for Scoring Written Responses FSA Grades 4 and 7

Prior to Scoring

Review the following guidelines for holistic scoring:

• Score holistically. Give the paper a complete and careful read for a general impression before assigning a score. Do not second guess yourself.

Remember, the student responses are draft work, done under a time constraint. Score what is on the paper, not what you think the student might have done with more time to edit and refine. Focus on what the student does well.

• Refrain from correcting the paper. Correcting errors makes the scorers overly attentive to the conventions rather than balancing all of the criteria when scoring holistically.

• Refer to the rubrics regularly to stay focused.

• Use your professional judgment, based on the scoring rubric, to give each paper a fair and reliable reading. Be aware of your personal biases.

• Score for the ‘best line of fit.’

When being scored, this student’s work

received the greatest number of checkmarks for descriptors in Scale 4, therefore, ‘best line of fit’ would be a score of 4.

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• 2019/20 FSA Scoring Guide © 2019 Province of British Columbia. All rights reserved.

Reading

• Read the texts and the reading response questions for both themes in the FSA Student Response Booklet.

• Review the Possible Solutions for the reading response questions. Add additional appropriate responses as they appear.

No matter how many possible responses you may add, there will be many more appropriate ones from various students.

• Review the Reading Rubric.

Highlight key words for each scale point:

1 2 3 4

limited understanding, misreading, verbatim recall

understanding the gist, simplistic support, literal interpretation

clear understanding, support mostly accurate

in-depth understanding, support accurate, insightful

• Score the provincial exemplars for Reading.

Score three or four exemplars at a time.


• Compare your score with the assigned score, review the rationales for each paper and discuss with your group or partner.

Writing

• Review the Writing Rubric.


1 2 3 4

brief, unorganized, few relevant details, ideas disjointed

sense of organization, list-like

organized, supporting details

focused, organized, elaborated, engaging, strong sense of audience

• Read the writing prompt in the FSA Student Response Booklet.

• Score the provincial exemplars for Writing.

Score three or four exemplars at a time.




Numeracy

• Read the Numeracy written-response questions in the FSA Student Response Booklet.

• Review the Numeracy Rubric and the Numeracy Possible Solutions.


1 2 3 4

limited ability, approach ineffective, evidence is absent

basic ability, approach difficult to follow, evidence is lacking

proficient ability, approach sensible, evidence contains minor inconsistencies

advanced ability, approach is effective, evidence is clear and well presented

• Score the provincial exemplars for Numeracy.

Score three or four exemplars at a time



During Scoring

• Decide on scoring individually, in pairs or in groups.

• Make sure you have the following documents:

Student Response Booklets

Rubrics for Reading, Writing, and Numeracy

Possible Solutions for Reading and Numeracy

Provincial exemplars

• Read all of the reading texts and the reading response questions in the Student Response Booklet.

• Review the list of possible solutions for the reading response questions and add additional responses to the list.

• Follow the guidelines for holistic scoring to score student responses.

• Use the Reading Rubric to score the reading questions. Use the Reading Possible Solutions to assist during scoring.

• Use the Writing Rubric to score the student writing piece.

• Use the Numeracy Rubric to score the numeracy questions. Use the Numeracy Possible Solutions to assist during scoring.

• Record each score in the score box at the bottom of the page.



After Scoring

• Verify the student has correctly indicated their choice of theme on the cover of the Student Response Booklet.

• If the theme indicated on the cover does not match the theme completed by the student, please correct the check box on the cover to ensure accurate score entry.

• Verify that the reading, writing, and numeracy scores have been correctly copied to the cover of the Student Response Booklet.

• Return all Student Response Booklets to the district/principal’s office for score entry.

• Refer to the FSA Administration Manual for score entry and printing of the Results Report.


1 2 3 4

Sn

apsh

ot

Demonstrates a limited

understanding or

misreading of the text(s)

and or question; possibly

a verbatim recall of

information.

• limited understanding of the text(s) and/or question; may be an inaccurate interpretation

• some understanding of the text(s) and/or question is evident

• understanding of the text(s) and question is clearly evident

• insightful understanding of the text(s) and question

• may confuse main and supporting information; no elaboration

• some details; minimal relevant elaboration

• includes details with some relevant elaboration

• detailed and elaborated

• difficulty sequencing or organizing information

• focuses on literal meaning

• may have difficulty sequencing or organizing information

• makes simple, obvious inferences

• information is sequenced or organized with few errors

• makes logical inferences

• information is sequenced and organized; explains cause and effect

• makes insightful inferences

• no evidence of interpretation

• no integration of ideas, information or supporting evidence from the text(s)

• may include a simplistic interpretation

• little integration of ideas, information or supporting evidence from the text(s)

• may show some interpretation or insight

• some integration of ideas, information or supporting evidence from the text(s)

• shows interpretation or insight

• integrates specific relevant details from text(s) in response to the question

• may offer simple reactions or opinions

• with support, may be able to make concrete, obvious connections to prior knowledge or personal experiences

• offers simple opinions with minimal support

• makes at least one concrete connection to personal experiences

• offers reactions and opinions with some support

• makes one or more connection with some explanation; may involve inference

• offers reactions and opinions with logical support

• makes connections to self and/or other text(s); often unique or insightful

Demonstrates an

understanding of the gist of

the text(s) and question. The

reader is able to support

their thinking in a simplistic

way; literal interpretation of

main ideas and concepts.

Demonstrates a clear

understanding of the text(s) and

question. The reader is able to

support their thinking using

mostly accurate details closely

linked to the central idea of the

question and text(s).

Demonstrates an in-depth

understanding of the

text(s) and question. The

reader supports their

thinking using accurate

text based information;

may be insightful.

NR 0No response (answer page is blank)

Response does not have enough information to be scored; response contains very inappropriate language; or all work is erased or crossed out.

1 2 3 4

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FSA Grade 4 Reading Scoring Rubric

• partially complete; may be vague, lacks detail

• generally complete and accurate

• complete, clear, accurate and thorough

• response is incomplete, a rewording of the question; or is inaccurate


1 2 3 4

Sn

apsh

ot

Writing is brief, unorganized with few relevant details. Simple language with weak sentence structure; ideas are often disjointed or illogical.

• link to the purpose may be unclear

• ideas may be copied or unrelated to the purpose

• uses very few relevant details

• basic language with limited vocabulary; may include frequent errors in word choice

• sentences are poorly constructed, with little variety or control

• frequent errors may make the writing difficult to understand

• several errors; may make some sentences difficult to understand

• some errors; generally do not affect meaning

• few errors which do not interfere with meaning; usually caused by taking risk with complex language

• beginning may be confusing

• middle has little development; ideas seem unrelated, may be short

• overuses a few simple connecting words or omits them entirely

• ending is often missing

• beginning is somewhat focused

• middle is often a list of loosely related events; some sequence

• repeats simple connecting words and beginning words

• ending may be missing

• beginning is generally focused and organized

• middle is generally organized and logically sequenced

• uses a variety of connecting words and beginning words

• ending may be abrupt or missing

• often begins in an engaging way

• middle is developed through relevant, appropriate ideas

• transitions are smooth; uses a range of transitional words

• focused ending

• generally basic language; errors may affect clarity

• relies on simple and compound sentences

• generally relies on direct language with some variety in vocabulary

• uses a variety of sentence lengths and patterns

• language is varied and increasingly precise; often experiments with new words or expressions

• effectively uses a variety of sentence lengths and patterns

• some evidence showing a link to the purpose

• often retells a personal experience with limited description or reaction; uses simplistic language

• uses few relevant details

• writing shows a clear link to the purpose

• ideas are mostly developed; uses some engaging language

• uses some supporting details, reasons and explanations

• sustains a clear focused link to the purpose

• ideas are fully developed; strong sense of voice; uses engaging language

• details, reasons and explanations show a sense of individuality

Writing has some sense of organization; few relevant details. Generally simple language and little sentence variety; ideas may be unevenly developed or list-like.

Writing is organized and developed with relevant supporting details. Shows growing control of written language; some sentence variety.

Writing ideas are focused, organized, and elaborated. Language flows smoothly with sentence variety; engages the reader with a sense of originality or individuality.



1 2 3 4

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FSA Grade 4 Focused Writing Scoring Rubric


1 2 3 4

Sn

apsh

ot

Demonstrates limited

understanding or

misreading of the text(s)

and/or question, usually a

verbatim recall of

information.

• no integration of ideas, information or supporting evidence from the text(s)

• no evidence of interpretation or relevant insight

• little integration of ideas, information or supporting evidence from the text(s)

• may include interpretation or insight in a simplistic way

• some integration of ideas, information or supporting evidence from the text(s)

• may show some interpretation or insight

• integrates specific relevant ideas from text(s) in response to the question

• shows interpretation or insight; makes inferences

• has difficulty making simple and obvious connections

• simple, unsupported reactions and opinions

• makes concrete and obvious connections

• simple, direct reactions and opinions; gives reasons if provided a frame or model

• makes accurate, relatively direct connections

• offers reactions and opinions; with some logical support

• makes and supports connections

• offers supported reactions and opinions; may show some complexity

Demonstrates an

understanding of the gist

of the text(s) and question.

The reader is able to support

their thinking in a simplistic

way; literal interpretation of

main ideas and concepts.

Demonstrates a clear

understanding of the text(s)

and question. The reader is

able to support their thinking

using mostly accurate details

closely linked to the central

idea of the question and text(s).

Demonstrates an in-depth

understanding of the

text(s) and question. The

reader supports their

thinking using accurate

text based information;

may be insightful.



1 2 3 4

Co

mp

reh

end

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FSA Grade 7 Reading Scoring Rubric

• limited understanding of the text(s) and/or question; may be an inaccurate interpretation

• may confuse main and supporting ideas

• locates some details; omits a great deal

• may place main events in order; explains some simple relations

• has difficulty making simple inferences or predictions

• basic understanding of the text(s) and/or question is evident; often vague; sometimes incomplete

• identifies most main ideas

• locates some details; omits some

• places main events in order, may explain some relationship among events

• makes simple inferences or predictions; little or no text supported references

• clear understanding of the text(s) and question; provides accurate information with specific reference to the text

• identifies main ideas and restates in own words; may use words from the passage

• locates specific text based information

• places main events in order; explains relationship among events

• makes some logical inferences or predictions with text supported references

• in-depth understanding of the text(s) and question; work is precise and thorough; may be insightful

• identifies and restates main ideas; explains how they are connected

• locates specific relevant details; discussion may be insightful

• explains subtle relationships among events; often speculates about other possibilities

• inferences or predictions based on evidence; insightful


1 2 3 4S

nap

sho

t

Writing attempts to address the purpose; is brief, unorganized with few relevant details. Simple language with weak sentence structure; ideas are often disjointed or illogical.

• the purpose of the writing is unclear to the reader

• little or no relevant personal reaction

• ideas not developed

• lacks relevant detail; often extremely short

• simple, repetitive language

• short simple sentences; may not be connected

• language shows no awareness of audience

• frequent spelling, punctuation and grammar errors; interferes with meaning

• some errors in spelling, punctuation and grammar; does not interfere with meaning

• may include errors in complex language; does not interfere with meaning

• may include a few errors in complex language due to risk-taking

• may lack an introduction

• middle has little development; sequencing of ideas not clear or effective

• overuses a few simple connecting words (e.g., then, but, and…)

• no real ‘ending’

• may have an effective introduction

• middle is ‘stream of consciousness’; sequencing not effective

• uses variety of simple connecting words

• ending is weak or abrupt

• effective introduction; develops in predictable way

• middle is logically sequenced with related ideas grouped together; uses paragraphs

• ideas linked by appropriate connecting words

• ending tends to be predictable

• engaging introduction; sets stage for developing ideas

• middle is logically sequenced; uses paragraphing effectively

• uses increasing variety of transitional words and phrases; may take risks

• well defined ending provides sense of closure

• generally clear language; may include some descriptive or expressive language

• little sentence variety; relies on simple patterns

• some attempt to connect to audience through language choice

• language is clear and varied; tries to select language to fit mood or purpose

• uses a variety of sentence lengths and patterns

• shows awareness of audience through language choice

• language is precise and varied for effect; may use specialized language where appropriate

• variety of complex sentence structures; flows easily

• demonstrates a strong awareness of audience; uses language effectively

• the purpose of the writing is somewhat clear to the reader

• some relevant personal reaction

• generally straightforward ideas; may be confusing in places; relies on retelling or listing

• some relevant details

• the purpose of the writing is clear to the reader

• relevant personal reactions; may show some insight or individuality

• straightforward, concrete ideas; may include some speculation, generalizations or humour

• relevant details, examples and logical explanations

• the purpose of the writing is clear and engages the reader

• relevant personal reactions with analysis; shows insight or originality

• tries to deal with complex or abstract ideas; may use humour or draw comparisons

• uses engaging details, reasons, and explanations; often with emotional impact

Writing addresses the purpose; some sense of organization; few relevant details. Generally simple language and little sentence variety; ideas may be unevenly developed or list-like.

Writing clearly addresses the purpose; ideas are organized and developed with relevant supporting details. Shows growing control of written language; attempts sentence variety; may consider audience.

Writing addresses the purpose in an engaging way; ideas are focused, organized, and elaborated. Language flows smoothly with sentence variety; engages the reader with a sense of originality or individuality. Strong sense of audience.



1 2 3 4

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FSA Grade 7 Focused Writing Scoring Rubric


1 2 3 4

Sn

apsh

ot

Student demonstrates

limited ability to view the

situation mathematically.

Approach or representation

is ineffective. Reasoning or

evidence is absent.

• reasoning to solve the problem is not explained

• analysis of solution is absent

• reasoning to solve the problem is implied

• analysis of solution is present but not well supported by work

• reasoning to solve the problem is partially explained

• analysis of solution is sufficiently supported by work

• reasoning to solve the problem is explained in detail and insightful

• analysis of solution is thoroughly supported by work shown

• insufficient understanding of mathematical concepts and skills to solve problem

• inappropriate strategy chosen to solve problem

• emergent understanding of mathematical concepts and skills, although insufficient to solve problem

• strategy chosen to solve problem contains relevant steps but does not lead to an appropriate solution

• sufficient understanding of mathematical concepts and skills to solve problem

• strategy chosen to solve problem is appropriate with minor errors in execution or calculation

• clear understanding of mathematical concepts and skills to solve problem

• strategy chosen to solve problem is appropriate; solution is thoroughly described and free of errors

• response does not communicate a solution to problem

• limited representation using mathematical organizers, language, units

• response communicates a starting solution to problem, although may be unorganized

• inconsistent representation of mathematical organizers, language, units

• response communicates a solution to problem, with simple explanations that make sense; contains minor errors

• consistent representation of mathematical organizers, language, units, with minor omissions

• response communicates a structured solution to problem, supported with explanation

• clear and concise representation of mathematical organizers, language, units


basic ability to view the



is difficult to follow.

Reasoning or evidence is

lacking to some degree.


proficient ability to view the



is sensible and generally

can be followed.

Reasoning or evidence

contains minor

inconsistencies.


advanced ability to view the



is effective and is easily

followed. Reasoning and

evidence is clear and well

presented.


1 2 3 4

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and

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lve

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epre

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Information is simply recopied from the problem; work is not relevant to the problem; response contains very inappropriate language; or all work is erased or crossed out.

FSA Numeracy Scoring Rubric

Documents

Foundation Skills Assessment - British Columbia · • Use the Reading Rubric to score the reading questions. Use the Reading Possible Solutions to assist during scoring. • Use