Released Assessment: Item-Specific Rubrics and Sample ... · Assessment of Reading, Writing and Mathematics: Primary Division, 2015 . Released Assessment: Item-Specific Rubrics and

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Assessment of Reading, Writing and Mathematics: Primary Division, 2015

Released Assessment: Item-Specific Rubrics and

Sample Student Responses with Annotations Student Booklet: English, Primary Reading


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Scoring Guide for Open Response Question (2015) Long Narrative

Wind Storm – Section C1 – Question 11 Q 11: Explain why the first swimming tree is important to Sammy. Use details from the text to support your answer.

Code

Descriptor

B

• Blank: nothing written or drawn in the space provided

I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g.,)

10

Response attempts to explain why the first swimming tree is important to Sammy. The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support

20

Response indicates a partial understanding of why the first swimming tree is important to Sammy. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection

The response usually requires the reader to connect the support to what it is intended to prove.

30

Response indicates an understanding by explaining why the first swimming tree is important to Sammy. The response includes: • some accurate and relevant support and • some vague or underdeveloped support

The response requires the reader to make some connections between the support and what it is intended to prove.

40

Response indicates an understanding by explaining fully why the first swimming tree is important to Sammy and provides specific and relevant support.


Wind Storm – Section C1 – Question 11

Code 10

Annotation: Response attempts to explain why the first swimming tree is important to Sammy by answering an aspect of the question (e.g., she saw sence she was little and it is special).



Code 20

Annotation: Response indicates a partial understanding of why the first swimming tree is important to Sammy by providing limited support (e.g., it helpt him swim a crost the lack). The response requires the reader to connect the support to what it is intended to prove.



Code 30

Annotation: Response includes some accurate and relevant support (e.g., ever since she was little and first learned to swim across the lake…) and some underdeveloped support (e.g., she always kept insight… held it in her gaze until she reached the other side) to indicate an understanding of why the first swimming tree is important to Sammy. The response requires the reader to connect the support to what it is intended to prove.



Code 40

Annotation: Response provides specific and relevant support (e.g., kept his eyes on the tree… stairing until he got to the other side) to explain fully (e.g., the swimming tree is helping him…and he did not drown) why the first swimming tree is important to Sammy.


Wind Storm – Section C1 – Question 12 Q 12: What do paragraphs 21-23 show about the effects of the storm? Use details from the text to support your answer.

Code

Descriptor

B


I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g., )

10

Response attempts to explain what paragraphs 21-23 show about the effects of the storm? The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support

20

Response indicates a partial understanding of what paragraphs 21-23 show about the effects of the storm. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection


30

Response indicates an understanding by explaining what paragraphs 21-23 show about the effects of the storm. The response includes: • some accurate and relevant support and • some vague or underdeveloped support


40

Response indicates an understanding by explaining fully what paragraphs 21-23 show about the effects of the storm and provides specific and relevant support.



Code 10

Annotation: Response attempts to explain what paragraphs 21-23 show about the effects of the storm (e.g., what survived the massive storm happened) but does not refer to the reading selection.



Code 20

Annotation: Response indicates a partial understanding of what paragraphs 21-23 show about the effects of the storm by providing limited support (e.g., Brocken Braches most of the trees are DesyoDeD – Brocken Sticks). The response requires the reader to connect the support to what it is intended to prove.



Code 30

Annotation: Response includes some accurate and relevant support (e.g., the tree was gone) and some underdeveloped support (e.g., there grew another tree and Sammy called it his new swimming tree) to indicate an understanding of what paragraphs 21-23 show about the effects of the storm. The response requires the reader to connect the support to what it is intended to prove.



Code 40

Annotation: Response uses specific and relevant support from the text (“There, in a spotlight of sun, a small pine”) to explain fully what paragraphs 21-21 show about the effects of the storm (e.g., created new life; . . . pine tree grew where the swimming tree died).

Scoring Guide for Open Response Question (2015) Graphic

Making an Igloo– Section D1 – Question 5 Q 5: Explain how the diagrams could be useful in building an igloo. Use details from the text to support your answer.

Code

Descriptor

B


I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g., diagrams are useful.)

10

Response attempts to explain how the diagrams could be useful in building an igloo. The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support

20

Response indicates a partial understanding of how the diagrams could be useful in building an igloo. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection


30

Response indicates an understanding by explaining how the diagrams could be useful in building an igloo. The response includes: • some accurate and relevant support and • some vague or underdeveloped support


40

Response indicates an understanding by explaining fully how the diagrams could be useful in building an igloo and provides specific and relevant support.


Making an Igloo– Section D1 – Question 5

Code 10

Annotation: Response attempts to explain how the diagrams could be useful in building an igloo by answering an aspect of the question (e.g., teaches you how to make a igloo).



Code 20

Annotation: Response indicates a partial understanding of how the diagrams could be useful in building an igloo by providing vague support (e.g., it sows how to build a igloo by step by step). The response requires the reader to connect the support to what it is intended to prove.



Code 30

Annotation: Response includes some accurate and relevant support (e.g., in the text tunnel built over entrance is an example of diagram) and some underdeveloped support (e.g., because it would tell you where everything would go) to indicate an understanding of how the diagrams could be useful in building an igloo. The response requires the reader to connect the support to what it is intended to prove.



Code 40

Annotation: Response provides specific and relevant support (e.g., In the text it says position the blocks in a circle around the hole and give’s you more pictures lik that.) to explain fully (e.g., they give you pictures to understand it more…look at the people in the story) how the diagrams could be useful in building an igloo.


Making an Igloo – Section D1 – Question 6 Q 6: Explain why it is important to ask an adult for help to make an igloo. Use details from the text to support your answer.

Code

Descriptor

B


I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g.,)

10

Response attempts to explain why it is important to ask an adult for help to make an igloo. The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support

20

Response indicates a partial understanding of why it is important to ask an adult for help to make an igloo. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection


30

Response indicates an understanding by explaining why it is important to ask an adult for help to make an igloo The response includes: • some accurate and relevant support and • some vague or underdeveloped support


40

Response indicates an understanding by explaining fully why it is important to ask an adult for help to make an igloo and provides specific and relevant support.


Making an Igloo – Section D1 – Question 6

Code 10

Annotation: Response attempts to explain why it is important to ask an adult for help to make an igloo by answering an aspect of the question (e.g., so you don’t cot yourself).



Code 20

Annotation: Response indicates a partial understanding of why it is important to ask an adult for help to make an igloo by providing vague support (e.g., So kid’s wont get heart by the snow saw). The response requires the reader to connect the support to what it’s intended to prove.



Code 30

Annotation: Response indicates an understanding of why it is important to ask an adult for help to make an igloo by providing some accurate and relevant support (e.g., ask an adult to supervise or help you because…it could collapset on you …you could sufficate.) and some vague support (e.g., if you didn’t make it strong enough). The response requires the reader to make connections between the support and what it is intended to prove.



Code 40

Annotation: Response provides specific and relevant support (e.g., For example if you cut yourself or if it crashes on you nobody is there to help you.) to explain fully (e.g., important for an adult’s safety because you need heavy tools like a saw and a knive and it is not safe by yourself) why it is important to ask an adult for help to make an igloo.

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Released Assessment: Item-Specific Rubrics and Sample ... · Assessment of Reading, Writing and Mathematics: Primary Division, 2015 . Released Assessment: Item-Specific Rubrics and