amutures

Transcription

amutures

Teacher’s Scoring Guide
Copyright © 2009 by State of Indiana Department of Education
ISTEP+
Grade 7
• Mathematics
• English/Language Arts
• Social Studies
Spring 2009
Indiana Statewide Testing for Educational Progress Plus
2700549
Developed and published under contract with State of Indiana Department of Education by CTB/McGraw-Hill LLC, a subsidiary of The
McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 2009 by State of Indiana Department of
Education. All rights reserved. Expressly for use by State of Indiana educators and citizens. Only State of Indiana educators and citizens may
copy, download, and/or print the document, located online at http://www.doe.in.gov. Any other use or reproduction of this document,
in whole or in part, requires written permission of State of Indiana Department of Education.
Introduction
Indiana students in Grades 3–8 participated in the ISTEP+ Spring 2009
administration. The test for ISTEP+ in Spring 2009 consisted of an Applied
Skills section administered in March and a Multiple-Choice section
administered in late April and early May. For all grades, the Applied Skills
section of the assessment was handscored by trained evaluators. The
Multiple-Choice section was machine-scored. Scores for the Applied Skills
and Multiple-Choice sections are combined to generate a student’s total
score.
Test results for both the Multiple-Choice and Applied Skills sections as well
as images of the Applied Skills student responses are available online. It is
the expectation of the Indiana Department of Education that schools will
take this opportunity to have a conversation with parents and students
about the results. As a springboard for this conversation, the Indiana
Department of Education has created the Teacher’s Scoring Guide. The
scoring guide outlines the released Applied Skills questions and includes
brief annotations that describe the given score points and explain the
scoring rules and expectations for the individual questions.
This guide consists of:
• a brief description of the types of questions assessed by each content area
• a short summary of scoring rules utilized by the trained evaluators
• access to holistic and analytic rubrics used to score student responses
• a copy of the released Applied Skills questions
• anchor papers used by evaluators to distinguish between rubric scores
To use this guide effectively, please obtain a copy of the Individual Student
Report and the scanned images. All documents can be accessed online.
www.doe.in.gov/istepparentnetwork
NOTE: The Applied Skills operational questions are released at the end of
each test administration. It is important to keep in mind that a
significant portion of a student’s score is calculated from the
Multiple-Choice section of the assessment, which is not addressed
within this guide.
3
QUESTION TYPES
This guide addresses the Applied Skills section of ISTEP+, which allows
students to demonstrate their understanding of content in a variety of ways.
The Applied Skills Assessment consists of constructed-response (CR) and
extended-response (ER)* questions. CR and ER questions are cognitively
more demanding than multiple-choice (MC) questions. ER questions are
typically more complex and will likely require more steps to respond. For
English/Language Arts, a Writing Prompt (WP) is also used to assess students.
SCORING
For the Applied Skills Assessment, each question is scored according to a
rubric. Rubrics clearly define the requirements for each score point. Each
student response is evaluated individually to determine whether it is
acceptable. This allows student scores to be reported as accurately as
possible.
To ensure consistency when scoring the ISTEP+ questions, CTB/McGraw-Hill
works closely with assessment specialists at the Indiana Department of
Education and teacher committees to set guidelines for scoring student
responses. Committees look at several student papers and score them using
the rubrics. Some of the student responses are selected as anchor papers and
are used as clear examples of specific score points. Samples of anchor papers
are presented within this guide. Scoring supervisors then use anchor papers
and approved, scored student responses to ensure that responses are
evaluated appropriately and consistently. Individuals who evaluate and
score ISTEP+ student responses must have a four-year college degree and
pass a series of qualifying tests on specific questions before they can
evaluate any student responses.
If a response is unscorable, it is assigned one of the following condition
codes:
A Blank/No Response/Refusal
B Illegible
D Insufficient response/Copied from text
E Response not related to test questions or scoring rule (not applied to
Mathematics questions)
For additional information regarding ISTEP+ or other student assessments,
please contact the Indiana Department of Education by calling 317-232-9050
or writing via email: [email protected].
* ER questions were not part of the student scores on the Spring 2009 ISTEP+;
therefore, ER questions are not included in this Teacher’s Scoring Guide. ER questions
will contribute to student scores for the Spring 2010 ISTEP+ test.
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C Written predominantly in a language other than English
Introduction to the Spring 2009 ISTEP+
Mathematics Applied Skills Assessment
The chart below summarizes the question types used to measure a student’s
mastery of content, the multiple assessment windows, the standards assessed
during each assessment window, and the scoring method used to evaluate a
student’s response.
More information is available regarding these assessment topics by visiting
the ISTEP+ InfoCenter at www.doe.in.gov/istep.
Question Type
Assessment
Window
Standards
Assessed
Scoring Method
Multiple-Choice
(MC)
Multiple-Choice
Assessment
All
Machine-Scored
GriddedResponse
(GR)
Multiple-Choice
Assessment
All
Machine-Scored
ConstructedResponse
(CR)
Applied Skills
Assessment
1, 2, 3, 5, 7
Holistic; Content
and Problem
Solving
ExtendedResponse
(ER)*
Applied Skills
Assessment
1, 2, 3, 5, 7
Holistic; Content
and Problem
Solving
* ER questions were not part of the student scores on the Spring 2009 ISTEP+; therefore,
ER questions are not included in this Teacher’s Scoring Guide. ER questions will
contribute to student scores for the Spring 2010 ISTEP+ test.
QUESTION TYPES
This guide addresses the Applied Skills section of ISTEP+ consisting of CR
questions. Students are expected to provide an answer for each question
AND show the process they used to formulate their answer.
5
SCORING
The scoring rubrics were developed to evaluate student responses
holistically and report student scores more accurately. The rubrics allow the
student responses to be scored for both the specific details and the process
shown overall. The rubrics also allow for reporting scores for both the
content and the problem solving standard being assessed.
The chart below shows the maximum score points that students can receive
for each CR question.
CR Question
Content
Maximum
Score Points
Problem Solving
Maximum
Score Points
Total
Maximum
Score Points
2
2
4
For all Applied Skills questions, the maximum score point value is desired.
However, students can receive partial credit on questions if they show a
correct process, or other correct work, even when the answers are incorrect.
For example, it is possible for students to receive 1 point for Content and
2 points for Problem Solving.
For some questions, students are expected to explain and justify their
responses. Communication of mathematics is a focal point of Indiana’s
Mathematics Standards and is critical in developing students’ understanding
of mathematical skills and concepts.
Additionally,
1. Students should not be penalized for:
• omitting zeros for place holders; for example, both 0.75 and .75 are
acceptable
• omitting labels; for example, miles
Note: Students WILL be penalized for use of incorrect labels
• using abbreviations; for example, both ft and feet are acceptable
2. Correct answers ONLY, on all parts of the question with no work shown,
will receive a maximum of 2 total score points for CR questions.
3. For CR questions, students can receive the top score point for Problem
Solving if the strategy used would result in a correct answer, even though
the response contains computation errors.
4. For CR questions, students can receive the top score point for Problem
Solving if an error made in the Content portion is used with an appropriate
strategy to solve the problem.
6
• spelling or grammar errors
STANDARDS UPDATE
The Indiana State Board of Education approved the revised Mathematics Standards
in April 2009. The chart below indicates the standards (Adopted, 2000 or Adopted,
2009) to be used for instruction and assessment in the given school years.
School Year
Standards
to Be Taught
Standards
Assessed on the
Applied Skills
Section
(March Test)
Standards
Assessed on the
Multiple-Choice
Section
(April/May Test)
2009–2010
Adopted, 2000
Adopted, 2000*
Adopted, 2000*
2010–2011
Adopted, 2009
Adopted, 2000**
Adopted, 2000**
2011–2012
Adopted, 2009
Adopted, 2009**
Adopted, 2009**
* For a list of the specific Mathematics Standards that will be assessed in the 2009–2010
Applied Skills and Multiple-Choice assessments, refer to the chart located on page 5.
** More information will be forthcoming regarding the Spring 2011 and Spring 2012 ISTEP+
tests. The standards adopted in 2009 will be assessed on the Spring 2012 ISTEP+ test,
pending approval from the Education Roundtable and the State Board.
NOTE: For Spring 2009, Grade 7, Question 2 did not
contribute to the calculation of a student’s total score.
Therefore, this item is not addressed within this guide.
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Mathematics
Constructed-Response Rubric
Score
Content Rubric
A score of 2 indicates a thorough understanding of the mathematical
concepts embodied in the task. The response
• shows algorithms, computations, and other content related work
executed correctly and completely.
2
A score of 1 indicates a partial understanding of the mathematical
• contains errors in the execution of algorithms, computations, and/or
other content related work.
1
A score of 0 indicates limited or no understanding of the mathematical
concepts embodied in the task.
Score
Problem Solving Rubric
2
A score of 2 indicates a thorough understanding of the problem solving
• shows an appropriate strategy to solve the problem, and the strategy is
executed correctly and completely.
• identifies all important elements of the problem and shows a complete
understanding of the relationships among them.
• provides clear and complete explanations and/or interpretations when
required.
1
A score of 1 indicates a partial understanding of the problem solving
concepts embodied in the task. The response contains one or more of the
following errors. The response
• shows an appropriate strategy to solve the problem. However, the
execution of the strategy contains errors and/or is incomplete.
• identifies some of the important elements of the problem and shows a
general understanding of the relationships among them.
• provides incomplete, partial, or unclear explanations and/or
interpretations when required.
0
A score of 0 indicates limited or no understanding of the problem
solving concepts embodied in the task.
NOTE: Correct answers ONLY, on all parts of the problem with no work shown, will receive a
maximum of 1 point for Content and a maximum of 1 point for Problem Solving.
A student can receive the top score point for the Problem Solving portion if the strategy
used would result in a correct answer even though it contains computation errors.
A student can receive the top score point in Problem Solving if an error made in the
Content portion is used with an appropriate strategy to solve the problem.
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0
Question 1
Measurement /Problem Solving
1
÷
R+
+
E =
F×
Aiden’s school locker is in the shape of a rectangular prism, as shown
in the diagram below.
−
Front
3 feet
1 foot
1.5 feet
Aiden has only books in his locker. The volume of the books is
1.6 cubic feet.
How much volume, in cubic feet, is remaining in Aiden’s locker?
Show All Work
Answer
cubic feet
Aiden is allowed to decorate 1 of the front of his locker.
2
What is the area, in square feet, that Aiden is allowed to decorate?
Show All Work
Answer
square feet
Exemplary Response:
Sample Process:
• 2.9 cubic feet
• V 3 1 1.5
4.5 cubic feet
AND
• 2.25 square feet
4.5 1.6 2.9 cubic feet
A lw
3 1.5
4.5 square feet
1
of 4.5 2.25 square feet
2
9
Measurement
Score Point 2
1
÷
R+
+
E =
×
F
Problem Solving
Score Point 2
−
Front
3 feet
1 foot
1.5 feet
1.6 cubic feet.
Show All Work
V = LWH
1
1.5
× 3
4.5
Answer
1.5 • 1 • 3
4.5
2.9
1
34.5
- 1.6
2.9
cubic feet
Show All Work
A = LW
A = 3 • 1.5
4.5
Answer
2.25
2.25
2 4.50
-4
5
-4
10
square feet
Question 1
Measurement—2 Points
Problem Solving—2 Points
This response matches the exemplary response shown for the question. The student shows a
thorough understanding of both the content skills and the problem solving concepts within the
question. Correct answers of 2.9 cubic feet and 2.25 square feet are given with all appropriate work
shown. The response receives a Measurement Score Point 2 and a Problem Solving Score Point 2.
10
2
Measurement
Score Point 1
1
÷
R+
+
E =
F×
Problem Solving
Score Point 1
−
3 feet
Front
1 foot
1.5 feet
1.6 cubic feet.
Show All Work
1.5 × 3 = 4.5
Answer
2.9
4.5 - 1.6 = 2.9
cubic feet
2
Show All Work
2×3=6
Answer
6
square feet
Question 1
Measurement—1 Point
Problem Solving—1 Point
This response shows a partial understanding of both the content skills and the problem solving
concepts within the question. The student gives a correct process and answer for finding the volume
remaining in Aiden’s locker. This shows a good understanding of finding volume for a rectangular
prism. This also shows a good understanding of a key element to solving this question, which is to
subtract the volume of the books in the locker.
However, the student does not show a valid process for finding half the area of the front of Aiden’s
locker. The student multiplies the height of the locker by 2. This shows a lack of understanding
of finding the area of a rectangle and a flaw in the student’s strategy to determine the area
of the front of the locker that Aiden is allowed to decorate. Therefore, this response receives a
Measurement Score Point 1 and a Problem Solving Score Point 1.
11
Measurement
Score Point 0
1
÷
R+
+
E =
×
F
Problem Solving
Score Point 0
−
3 feet
Front
1 foot
1.5 feet
1.6 cubic feet.
Show All Work
1.5
+ 1.0
+3.0
5.5
Answer
5.5
cubic feet
2
Show All Work
Answer
2.75
2.75
2 5.5
square feet
Question 1
Measurement—0 Points
This response shows limited or no understanding of both the content skills and the problem solving
concepts within the question. The student does not show a correct process or answer for finding the
volume of the locker or area of the front of the locker.
In the first part, the student adds the dimensions together, which is an incorrect process for finding the
volume of a rectangular prism. The student should have multiplied the dimensions to find the volume.
A flaw in strategy is shown when the student does not include the volume of the books in the process.
12
In the second part, the student uses the incorrect volume answer from the first part to find the area
of the front of the locker Aiden is allowed to decorate. This is an incorrect process and shows a lack
of understanding of the elements of the question. Therefore, this response receives a Measurement
Score Point 0 and a Problem Solving Score Point 0.
75
2 5.5
Question 3
Algebra and Functions/Problem Solving
3
÷
R+
+
E =
F×
−
On each flight, an airplane is filled with 10 quarts of oil. The airline
adds an additional 1 quart of oil for each planned hour of flying.
2
Write an equation that can be used to determine the planned flying
time, h, in hours, for an airplane filled with 13 quarts of oil.
Equation
The same airplane that was filled with 13 quarts of oil flies a distance
of 3,300 miles.
What is the average speed, in miles per hour, of the airplane?
Show All Work
Answer
miles per hour
Exemplary Response:
1
• 2 h 10 13
OR
• Other valid equation
AND
• 550 miles per hour
Sample Process:
1
• 2 h 10 13
1
2h 3
h32
1
h6
Average speed 3,300
6
Average speed 550 miles per hour
13
Algebra and Functions
Score Point 2
3
÷
R+
+
E =
F×
−
Problem Solving
Score Point 2
2
Equation
(13 - 10) ÷
1
=h
2
of 3,300 miles.
Show All Work
(13 - 10) ÷
Answer
550
1
=6
2
550
6 3300
miles per hour
Question 3
This response matches the exemplary response shown for the question. The student shows a
thorough understanding of both the content skills and the problem solving concepts within the
question. A correct equation is given to find the planned flying time as well as a correct answer of
550 miles per hour with all appropriate work shown. The response receives an Algebra and Functions
Score Point 2 and a Problem Solving Score Point 2.
14
Algebra and Functions—2 Points
Score Point 1
3
÷
R+
+
E =
F×
−
Problem Solving
Score Point 1
2
1
h + 10 = 13
2
Equation
of 3,300 miles.
Show All Work
1
qt = 1 hr
2
13qt = 26 hrs
3,300mph
Answer
127
126.92
26 3,300.00
-26
6 7010
-52
180 10
-156
240 10
-234
60
-52
8
2
127 mph
miles per hour
Question 3
Algebra and Functions—1 Point
Problem Solving—1 Point
This response shows a partial understanding of both the content skills and the problem solving
concepts within the question. The student gives a correct equation for finding the planned flying
time. This shows a good understanding of writing equations for a given situation. The student also
shows a good understanding of a key element to solving this question, which is to divide the distance
by time to find the average speed of the airplane.
However, the student does not use the correct number of planned flying hours when finding the
average speed of the airplane. The student does not solve their equation or show a correct process
to finding the correct number of planned flying hours. The student divides the distance (3,300 miles)
by an incorrect number of hours (26). The student determined 26 hours by multiplying 13 quarts of
oil by 2. This is an incorrect process because it does not take into account the 10 quarts of oil filled
for each airplane flight. This response shows a lack of understanding of solving equations and a flaw
in the strategy to determine the average speed of the airplane. Therefore, this response receives an
Algebra and Functions Score Point 1 and a Problem Solving Score Point 1.
15
Score Point 0
3
÷
R+
+
E =
F×
−
Problem Solving
Score Point 0
2
h = 13 + .5
Equation
of 3,300 miles.
Show All Work
d=rt
3,300 = r - 13.5
-13.5
13.5
r = 286
2
9 91
30 0 . 00
- 0 1 3 . 50
2 8 6 . 50
Answer
286
miles per hour
Question 3
This response shows limited or no understanding of both the content skills and the problem solving
concepts within the question. The student gives an incorrect equation for finding the planned flying
time and an incorrect process and answer for finding the average speed of the airplane.
In the second part, the student uses an incorrect number of planned flying hours (13.5) and attempts
to find the average speed of the airplane. However, the student subtracts 13.5 from 3,300 instead of
dividing the distance by time. This is an incorrect process and shows a lack of understanding of the
elements of the question. Therefore, this response receives an Algebra and Functions Score Point 0
and a Problem Solving Score Point 0.
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Algebra and Functions—0 Points
English/Language Arts Applied Skills Assessment
The chart below summarizes the question types used to measure a student’s mastery of content,
the multiple assessment windows, the format of the question types, the standards assessed during
each assessment window, and the scoring method used to evaluate a student’s response.
More information is available regarding these assessment topics by visiting the ISTEP+ InfoCenter
at www.doe.in.gov/istep.
Question Type
Assessment
Window
Format
Standards
Assessed
Scoring Method
(Click a link to
access a rubric.)
Multiple-Choice
(MC)
Multiple-Choice
Assessment
Passage-based
and discrete
questions
1–6
Machine-Scored
Applied Skills
Assessment
Passage-based
questions
***********
Response field
6 lines per
question
2 and 3
2-pt. CR Rubric
(Grades 3–8)
Applied Skills
Assessment
Stand-alone
prompt with short
stimulus to provide
springboard for
student writing
***********
Response field
1½ lined pages
(Grades 3–8)
5 and 6
4-pt. WA Rubric
(Grades 3–4)
(Grades 5–12)
4-pt. LC Rubric
(Grades 3–4)
(Grades 5–8)
Applied Skills
Assessment
Response field
2½ lined pages
(Grade 3)
3½ lined pages
(Grades 4–8)
5 and 6
6-pt. WA Rubric
(Grades 3–4)
(Grades 5–12)
4-pt. LC Rubric
(Grades 3–4)
(Grades 5–8)
ConstructedResponse
(CR)
ExtendedResponse
(ER)*
Writing
Prompt
(WP)
*ER questions were not part of the student scores on the Spring 2009 ISTEP+; therefore, ER questions are not
included in the Teacher’s Scoring Guide. ER questions will contribute to student scores for the Spring 2010
ISTEP+ test.
QUESTION TYPES
Constructed-Response questions
Students must go beyond the simple identification of key words as they use the accompanying
text to demonstrate reading comprehension. Each CR question consists of a stem that provides
students with a specific task and reminds them to use details from the text to support each
response.
17
Writing Prompt (WP)
Each writing prompt will be accompanied by a blank prewriting/planning space for students at all
grade levels to use in preparation for their final drafts. While this is a change for some grade
levels, it is intended to allow students to use a variety of prewriting techniques. Teachers will be
able to provide additional blank planning paper at students’ request.
Following the planning space are 3½ lined pages on which students write their final drafts. An
editing checklist is available at the end of the lined writing space for students to reference.
SCORING
Scoring the CR questions
Designed with the help of Indiana teachers to score student responses in Grades 3–8, the
2-point constructed-response rubric is a holistic tool that allows for more flexibility in awarding
credit to student responses.
Student responses are scored for reading comprehension only; language conventions are not
factored into student scores. As with any open-ended question, it is important that students clearly
express their answers in order to avoid confusion during the scoring process.
The anchor papers on pages 39–47 of this guide provide examples of how this holistic rubric is
applied to actual student responses. You may also review the anchor papers at other grade levels
for further clarification of the scoring philosophy.
Scoring the Writing Prompt
Student responses are scored holistically. Each student response is assigned the score points that
provide the best overall description of the performance. In the scoring process, evaluators
examine each student response as a whole for the body of evidence of writing ability, rather than
concentrating on any single factor. Student responses are scored using these holistic rubrics:
• 4-point Language Conventions Rubric
This rubric assesses students’ abilities to use paragraphing, grammar, spelling, punctuation,
and capitalization. The Grades 5–8 Language Conventions Rubric is directly linked to the
Editing Checklist in students’ test books. For a description of the Language Conventions
Rubric, see page 22.
The anchor papers presented on pages 27–37 in this guide represent the types of student
responses most commonly found at each score point level and the most typical combinations of
Writing Applications and Language Conventions scores (e.g., 6/4, 5/4, 4/4, 3/3, 2/2, 1/1). Other
combinations of scores, though not as common, are also possible. Each score point covers a range
of performances.
Additional Scoring Notes
• Writing Applications: Student responses assigned a Condition Code E (off-topic) will receive a
score for Language Conventions.
• Language Conventions: Student responses are not penalized more than once for a given error
(e.g., a capitalization or punctuation error associated with a run-on sentence or sentence
fragment).
18
• 6-point Writing Applications Rubric
This rubric assesses the students’ abilities to communicate their ideas effectively. The
Grades 5–12 Writing Applications Rubric has four major categories: (1) Ideas and Content,
(2) Organization, (3) Style, and (4) Voice. Under each major category there are specific criteria
that describe the category more fully. For a detailed description of the categories and the
scoring criteria for each of the six performance levels, go to the scoring rubric links on page 17.
Introduction to the English/Language Arts
Writing Prompt
The writing prompt developed for ISTEP+ is based on the recognition
that writing is a process. For this reason, the writing prompt is closely aligned
with the writing process.
Students
• are given a writing prompt.
• engage in prewriting and drafting.
The prewriting and initial drafts are not scored.
• revise their writing.
• edit their writing.
An Editing Checklist is provided in the test book to remind students to review
their papers.
• complete a revised and edited draft.
Only the revised and edited draft is scored.
Although a standardized testing situation does not permit full implementation
of the writing process (e.g., peer/teacher conferencing or multiple revisions), the
process described above encourages students to use the skills learned in the
classroom to communicate their ideas effectively. The Indiana Department of
Education encourages teachers to familiarize students with the writing process
and the rubrics used to score their writing.
19
Writing Applications Overview
Grades 5–12
Overview of the Writing Applications Rubric
This rubric summarizes the scoring requirements for each of the six performance
levels. To determine the criteria for a specific score point, read across the rows.
Ideas and Content
Organization
Does the writing sample
6
• fully accomplish the task?
• include thorough, relevant,
and complete ideas?
• organize ideas logically?
5
• fully accomplish the task?
• include many relevant
ideas?
4
• accomplish the task?
• include relevant ideas?
3
• minimally accomplish the
• exhibit an attempt to
task?
organize ideas logically?
• include some relevant ideas?
2
1
• only partially accomplish
the task?
• include few relevant ideas?
• fail to accomplish the task?
• include very few relevant
ideas?
• exhibit a minimal attempt
to organize ideas logically?
• organize ideas illogically?
Chart continues on page 21.
20
Score
Level
Writing Applications Overview
Grades 5–12
Chart continued from page 20.
Score
Level
Style
Voice
6
• exhibit exceptional word
usage?
• demonstrate exceptional
writing technique?
• demonstrate effective
adjustment of language
and tone to task and
reader?
5
• exhibit very good word
usage?
• demonstrate very good
writing technique?
• demonstrate effective
adjustment of language
and tone to task and
reader?
4
• exhibit good word usage?
• demonstrate good writing
technique?
• demonstrate an attempt to
adjust language and
tone to task and reader?
3
• exhibit ordinary word
usage?
• demonstrate average
writing technique?
• demonstrate an attempt to
adjust language and
tone to task and reader?
2
• exhibit minimal word
usage?
• demonstrate minimal
writing technique?
• demonstrate language
and tone that may be
inappropriate to task
and reader?
1
• exhibit less than minimal
word usage?
• demonstrate less than
minimal writing technique?
• demonstrate language
and tone that may be
inappropriate to task
and reader?
NOTE: The chart on pages 20–21 is only a brief summary of the score points. It is not
appropriate to use this summary as the sole tool in scoring student papers.
The more in-depth Writing Applications Rubric is used for the actual scoring of
ISTEP+ student papers.
21
Language Conventions Rubric
Grades 5–8
In their writing, students will apply the Standard English conventions defined
in the Indiana Academic Standards for their grade and all previous grades.
4
Score
3
Score
2
Score
1
Does the writing sample exhibit a good command of language skills?
In a Score Point 4 paper, there are no errors that impair the flow of communication. Errors are
infrequent and have a minor impact on the overall communication; they are generally of the
first-draft variety and may occur when students attempt sophisticated sentence construction.
• Do words have very few or no capitalization errors?
• Do sentences have very few or no punctuation errors?
• Do words have very few or no spelling errors?
• Do sentences have very few or no grammar or word usage errors?
• Writing has very few or no paragraphing errors.
• Writing has very few or no run-on sentences or sentence fragments.
Does the writing sample exhibit an adequate command of language skills?
In a Score Point 3 paper, errors are occasional but do not impede the flow of communication;
the writer’s meaning is not seriously obscured by errors in language conventions.
• Do words have occasional capitalization errors?
• Do sentences have occasional punctuation errors?
• Do words have occasional spelling errors?
• Do sentences have occasional grammar or word usage errors?
• Writing may have occasional paragraphing errors.
• Writing may have run-on sentences or sentence fragments.
Does the writing sample exhibit a minimal command of language skills?
In a Score Point 2 paper, errors are typically frequent and may cause the reader to stop and
reread part of the writing. While some aspects of the writing may be more consistently correct
than others, the existing errors do impair communication. With a little extra effort on the reader’s
part, it is still possible to discern most, if not all, of what the writer is trying to communicate.
• Do words have frequent capitalization errors?
• Do sentences have frequent punctuation errors?
• Do words have frequent spelling errors?
• Do sentences have frequent grammar or word usage errors?
• Writing may have errors in paragraphing, or paragraphing may be missing.
• Writing is likely to have run-on sentences or sentence fragments.
Does the writing sample exhibit a less than minimal command of language skills?
In a Score Point 1 paper, errors are serious and numerous; they often cause the reader to
struggle to discern the writer’s meaning. Errors are frequently of a wide variety. There may be
sections where it is impossible to ascertain what the writer is attempting to communicate.
• Do words have many capitalization errors?
• Do sentences have many punctuation errors?
• Do words have many spelling errors?
• Do sentences have many grammar and word usage errors?
• Writing may have errors in paragraphing, or paragraphing may be missing.
• Writing is likely to have run-on sentences or sentence fragments.
NOTE: The elements of this rubric are applied holistically; no element is intended to supersede any other
element. The variety and proportion of errors in relation to the length of the writing sample are
considered. A very brief paper consisting of two or three sentences may receive no more than
2 score points. These scoring rubrics are used on the Spring ISTEP+ assessment in Grades 5–8.
22
Score
Writing Prompt and
Student Anchor Papers
The following section contains an overview of the Spring 2009 writing
prompt. This section also includes transcriptions of student anchor papers
that received particular scores based on the Writing Applications and
Language Conventions Rubrics. Each sample paper is accompanied by an
explanation of the score points it received.
Please note that in the sample anchor papers included in the scoring
guide, actual names of people are often replaced by initials. Similarly,
actual places are often replaced by generic designations (e.g., Anytown
or Hometown).
23
Session 1—Question 1
Writing Applications/Language Conventions
Pages 24 and 25 provide an overview of the parts of the writing prompt.
Writing Prompt
The prompt describes
what ideas students
should include in
their writing.
1
May I Recommend
Read the writing prompt below and complete the writing activity.
Is there a book, movie, or television show you have recently
read or seen that you would recommend to your friends?
Write an essay in which you review a favorite book, movie,
or television show. Include the title, the names of major
characters or actors who played them, and a brief summary
of the plot. Describe the special qualities in this book, movie,
or television show that make it especially entertaining or
interesting.
Be sure to include
the title of the book, movie, or television show
the names of the major characters (or actors)
a summary of the plot
why you would recommend the book, movie, or television show
any special qualities that make the book, movie, or television show
appealing
• an introduction, a body, and a conclusion to your essay
24
•
•
•
•
•
Use the Prewriting/Planning space or additional paper for notes,
lists, webs, outlines, or anything else that might help you plan your
writing. Then write your essay on the lined pages. Be sure to write
neatly. Using the Editing Checklist on page 33, check your writing
for correct paragraphing, grammar, spelling, punctuation, and the
use of Standard English.
Prewriting/Planning
NOTE: Only your writing on the lined pages in this book will be scored.
NOTE: The page reference above for the Editing Checklist refers to its
location in the actual test book.
Whenever you see this icon, you will be doing a writing
activity. Your writing will not be scored on your personal
opinions or choices, but will be scored objectively on
• how clearly you address the prompt
• how well you organize your ideas
• how effectively you express yourself
• how consistently you use correct paragraphing,
grammar, spelling, and punctuation
Be sure to use the rules of Standard English. Standard English
is the English commonly used in formal writing. It does not
include slang or jargon.
Prewriting/
Planning
Students can use the
Prewriting/Planning
space to help them
focus their thoughts
on the requirements
of the prompt and
to generate ideas to
include in their
writing. The writing
on the Prewriting/
Planning pages is
not scored.
Writing Icon
The writing icon,
which appears before
the writing prompt,
alerts the student that
the response will be
scored for writing.
The writing icon boxes on
pages 26 and 36 of the
test book include the
criteria by which the
writing will be judged.
Editing Checklist
Editing Checklist
1
Check your capitalization and punctuation.
2
Spell all words correctly.
3
Check for sentence fragments or run-on sentences.
4
Keep verb tense consistent.
5
Make sure subject and verb agree.
6
Use words according to the rules of Standard English.
7
Remember to paragraph correctly.
The Editing Checklist
appears after the final
draft and reminds
students to review
their writing for
correct paragraphing,
grammar, spelling,
punctuation, and
capitalization.
25
Writing Applications
Score Point 6
The following list describes a writing sample (shown on the next two pages) that earns a Score Point 6 using
the ISTEP+ Writing Applications Rubric.
This sample
• fully accomplishes the task (i.e., writes an essay that reviews a favorite movie).
• stays completely focused on the task and explores all facets of the topic.
• includes a wealth of supporting details and in-depth information (e.g., Benjamin is a hero of the French
and Indian War, but when the Revolutionary War arrives, he refuses to take part in it).
• organizes ideas logically and creates a meaningful, cohesive whole; has a strong introduction, body,
and conclusion (e.g., I would recommend this movie because it is a wonderful story about the war that
enabled to [the] United States to be formed).
• has fully developed paragraphs and demonstrates effective transitions between ideas.
• demonstrates strong word usage, varying vocabulary throughout the essay (e.g., When Anne returns
home, she is killed in a massacre of her town by the British. Gabriel seeks revenge, but finds death at the
hands of the same British colonel who killed Thomas).
• is fluent and easy to read; includes varied sentence patterns, including complex sentences (e.g., When the
British, looking to harm Benjamin through his children, destroy Charlotte’s plantation, Benjamin takes the
kids to a freed slave village for safety).
• exhibits a sophisticated writing technique (e.g., Then he finds a flag Gabriel was mending [,] and it
inspires him to go back and fight for the cause his son so adamantly beleived [believed] in).
• displays a strong sense of audience and effectively adjusts language and tone to the task and the reader
(e.g., Besides being a little too bloody for me, I think it is one of the best movies I’ve ever seen. I would
encourage most people to watch it).
NOTE: A Score Point 6 paper is an outstanding performance and therefore is rare. It fully accomplishes the
task in a thorough and insightful manner and has a distinctive quality that sets it apart as an outstanding
paper.
Language Conventions
Score Point 4
the ISTEP+ Language Conventions Rubric.
This sample
• has no capitalization errors.
• has a few spelling errors (e.g., greiving [grieving], qoute [quote], beleive [believe]), although these
appear to be of the first-draft variety.*
• has no grammar errors and some word usage errors (e.g., on leave of [on leave from], near [nearly]).
• uses paragraphing very effectively.
• has no run-on sentences or sentence fragments.
*First-draft errors are those errors that have most likely been made because the student was writing quickly
or did not have time to check his or her work. An error is considered to be of the first-draft variety if the
student has not repeated the error or made similar errors elsewhere in the response.
26
• has a few punctuation errors.
Essay
Title:
The Patriot
“I have long feared that my sins would come back to haunt me, and the
cost is more than I can bear.” This is a qoute from Benjamin Martin, the main
character in the movie “The Patriot.” “The Patriot” is a rated R movie about
a hero in the Revolutionary War.
Benjamin Martin is played by actor Mel Gibson. His son Gabriel is also a
important character; Gabriel is played by actor Heath Ledger. Benjamin is a
hero of the French and Indian War, but when the Revolutionary War arrives,
he refuses to take part in it. Two years after the start of the war, he is forced
into fighting when his house is burned down, his 2nd eldest son Thomas is killed,
and Gabriel is taken to be hung by the British. Afer saving Gabriel, Benjamin
becomes the leader of the South Carolina militia. The militia’s and his actions
earn him the name “ghost” and they develope a reputation. Benjamin had sent
his other 5 children to their Aunt Charlotte’s to live during the war. When the
British, looking to harm Benjamin through his children, destroy Charlotte’s
plantation, Benjamin takes the kids to a freed slave village for safety. Gabriel
marries his love, Anne when they are on leave of the army. When Anne returns
home, she is killed in a massacre of her town by the British. Gabriel seeks
revenge, but finds death at the hands of the same British colonel that killed
Thomas. It is at this point in the movie that Benjamin says the beginning qoute.
He is greiving and depressed, and he refuses to fight anymore. Then he finds a
flag Gabriel was mending and it inspires him to go back and fight for the cause
27
his son so adamantly beleived in. With his militia, the Continental Army is able
to defeat the British in what turned out to be the turning point of the war.
The British are defeated, Benjamin marries Charlotte, and the militia help
Benjamin build a new house. This is the end of the near three hour movie.
I would recommend this movie because it is a wonderful story about the
war that enabled to United States to be formed. It shows true patriotic
values, and of a country uniting for a goal. These are values I beleive the U.S.
especially needs in this time of recovering from the recent terrorist attacks.
The script is well written, so that it depicts the time era very well. The actors
and actresses are excellent in their roles. Besides being a little too bloody for
me, I think it is one of the best movies I’ve ever seen. I would encourage most
28
people to watch it.
Score Point 5
the ISTEP+ Writing Applications Rubric.
This sample
• accomplishes the task (i.e., writes an essay that reviews a favorite book).
• stays focused on the task and topic.
• includes many relevant details that are fully developed (e.g., When she is 14, her grandmother,
Mrs. Blake, decides she would like to find her long lost granddaughter).
• is organized logically and cohesively, with a clear introduction (e.g., I will tell you the main characters in
the story and a summary of the plot), body, and conclusion (e.g., I hope this has enwrapped [engaged]
you in the story enough to read it).
• has fully developed paragraphs, contains clear topic sentences (e.g., The reason why I like this book is
because it has more than one plot going on), and demonstrates effective transitions between ideas.
• exhibits more than adequate word usage (e.g., When you are reading the latter part of the story you will
meet Dan, Sarah’s father and tutor, and Mr. McKnight, a minister and Sarah’s beau for a time).
• is easy to read and uses varied sentence patterns, including complex sentences (e.g., At first, Mrs. Blake is
[a] bit standoffish to Sarah, so she becomes friends with Naomi and William).
• demonstrates good writing technique.
• displays a good sense of audience and adjusts language and tone to the task of writing an essay (e.g.,
I would recommend this book because it has a great plot. The story will make you laugh and cry, while
reminding you of what God can do).
NOTE: A Score Point 5 paper may have the same characteristics found in a Score Point 6 paper. The difference
is that a Score Point 5 paper is solid, while a Score Point 6 paper is exceptional.
Score Point 4
the ISTEP+ Language Conventions Rubric.
This sample
• has correct capitalization.
• has mostly correct punctuation.
• has no spelling errors.
• has some grammar and word usage errors (e.g., enwrapped [engaged]).
• uses paragraphs effectively.
29
Essay
Title:
Maiden of Mayfair
I am writing about the story Maiden of Mayfair. I will tell you the main
characters in the story and a summary of the plot. I will also include why
I would recommend this book and the qualities that make it special.
The name of the main character is Sarah Matthews. She is the orphan
in the story. Some of the other major characters are; Mrs. Blake Sarah’s
grandmother, Naomi-Mrs. Blake’s cook, and William-Naomi’s nephew. When
you are reading the latter part of the story you will meet Dan, Sarah’s
father and tutor, and Mr. McKnight, a minister and Sarah’s beau for a time.
Sarah Matthews was an orphan brought at age two to St. Matthews
orphanage. When she is 14, her grandmother, Mrs. Blake, decides she would
like to find her long lost granddaughter. She hires a private investigator,
and after two months of searching, he finds her. At first, Mrs. Blake is
bit standoffish to Sarah, so she becomes friends with Naomi and William.
They take trips together, showing Sarah what life is like out of the slums.
One Sunday at church Sarah notices somebody new at the pulpit. It is
They meet and eventually start courting. During this time, Sarah’s current
tutor quits and the replacement is a man called Daniel. Sarah grows to love
him, and in a matchmaking attempt, Sarah and William decide Dan should
start going on Naomi and their trips around Mayfair and London. Well, it
worked because Dan and Naomi end up marrying. During this time, Sarah and
Mr. McKnight are still courting and he asks for her hand in marriage. But
one night when the stableman is rushing to get medicine for his sick child,
30
Mr. McKnight, who is studying to be a minister under the pastor there.
he sees Mr. McKnight with another woman, and not in a proper way. Sarah
is heartbroken when she finds out but is thankful she found out before she
married him. Sadly, Mrs. Blake has been growing sicker. Before she dies,
however, she discovers that Dan is Sarah’s father and she is not related to
her. However, she loves her so much she still gives her everything when she
dies. The story ends with William and Sarah falling in love and him proposing.
I would recommend this book because it has a great plot. The story will
make you laugh and cry, while reminding you of what God can do. It also has
some pretty exciting suspense in it, too.
The reason why I like this book is because it has more than one plot
going on. I think this is a special quality because it makes the story
suspenseful. They may be talking about one thing, and right at the climax of
that part, go to another one, for example.
I hope this has enwrapped you in the story enough to read it. It is a
clean, funny book with an enthusiastic, mischievious young girl as the main
character. The author is Lawana Blackwell so check it out!
31
Score Point 4
The following list describes a writing sample (shown on the next page) that earns a Score Point 4 using the
ISTEP+ Writing Applications Rubric.
This sample
• adequately accomplishes the task (i.e., writes an essay that reviews a book).
• stays focused on the task and topic.
• includes sufficient information and supporting details to review the book (e.g., She hangs out with her
friends, goes to school, and hangs out at the mall), but does not provide supporting details as completely
as a Score Point 6 paper or a Score Point 5 paper.
• progresses in a logical order with a clear introduction, body, and conclusion; uses transitions between
sentences and paragraphs (e.g., To find out what happens to Janie, check out the book for yourself ).
• demonstrates control of vocabulary that is appropriate to the topic (e.g., Usually [,] everyone discards
their milk cartons [,] not paying any attention to the kids on the back).
• is easy to read and uses varied sentence patterns, including complex sentences (e.g., It was another
normal day at school, and everyone was sitting around the table at lunch).
• displays a sense of audience (e.g., It’ll keep you on the edge of your seat, and you won’t be able to put
it down).
NOTE: A Score Point 4 paper represents a good performance. One factor that differentiates a Score Point 4
paper from Score Point 6 and Score Point 5 papers is the number of ideas and the development of these
ideas.
Score Point 4
ISTEP+ Language Conventions Rubric.
This sample
• has correct capitalization.
• has some punctuation errors (e.g., Her name was Janie Johnson [,] not Jenny Spring).
• has no spelling errors.
• has mostly correct grammar and some word usage errors (e.g., Its [It’s]; their [his or her]).
• demonstrates adequate paragraphing.
32
Essay
Title:
The Face On The Milk Carton
The Face On The Milk Carton is a book I would consider reading twice!
I chose to read it because all of my friends were telling me about it, and
I started to become interested. They would tell me little bits and pieces
then leave me hanging on end. So, I went to the library and checked
it out.
The book is about a girl named Janie. She has a wonderful normal life.
She hangs out with her friends, goes to school, and hangs out at the mall.
It was another normal day at school, and everyone was sitting around the
table at lunch. The local dairy producer always puts missing children on
the back of the milk cartons. Usually everyone discards their milk cartons
not paying any attention to the kids on the back. Well, for some reason
today Janie looks at the picture and recognizes the photograph. It was
her. How could it be her? Her name was Janie Johnson not Jenny Spring.
She had two loving parents. Or did she?
To find out what happens to Janie, check out the book for yourself.
Its, exciting, sad, and romantic at the same time. It’ll keep you on the
edge of your seat, and you won’t be able to put it down.
33
Score Point 3
This sample
• minimally accomplishes the task (i.e., writes an essay that describes some fishing techniques and then
suggests that they can be learned from reading a book).
• stays mostly focused on the topic.
• is organized logically but lacks significant elaboration of ideas (e.g., Fishing is where you have a rod and
reel and or a cane pole. This is not only a sport for amutures [amateurs,] its [it’s] for professionals [,] too).
• attempts to organize ideas with a brief introduction, body, and conclusion.
• attempts some sentence variety (e.g., It also help [helps] to know what baits are [bait is] right for what
conditions).
• has control of basic vocabulary.
• displays a sense of audience (e.g., After reading this book [,] you should know about certain types of
fish).
NOTE: The word minimal is often associated with a Score Point 3 paper. A Score Point 3 paper, like a
Score Point 4 paper, has a list-like quality. However, a Score Point 4 paper provides some details and
in-depth information, while a Score Point 3 paper shows minimal development of ideas.
Score Point 3
This sample
• has two capitalization errors (e.g., Intrested [interested], Etc. [etc.]).
• has punctuation errors (e.g., Fishing can be fun if you like it enough, [;] otherwise [,] it can be pretty
boring).
• has two spelling errors (e.g., intresting [interesting], amutures [amateurs]).
• contains some grammar and word usage errors (e.g., its [it’s], make [makes], That [That’s]).
• consists of three short paragraphs.
34
NOTE: In a Score Point 3 paper, errors do not impede the flow of communication; the writer’s meaning is
not seriously obscured by errors in language conventions.
Essay
Title:
A book I have read
Fishing is where you have a rod and reel and or a cane pole. This is
not only a sport for amutures its for professionals too. Fishing can be
fun if you like it enough, otherwise it can be pretty boring. Thats what
fishing is and could be like.
What make it interesting is how they have devices to help find an
ideal fishing spot on the lake. It also help to know what baits are right
for what conditions. Its intresting to find out what fishing boats could
be used. Thats what make the story Intrested.
After reading this book you should know about certain types of
fish. You should be up to date on certain technology on boats, Etc. Last
of all you should know about what tackle can be used.
35
Score Point 2
The following list describes a writing sample (shown below) that earns a Score Point 2 using the
This sample
• partially accomplishes the task (i.e., writes a very brief essay that attempts to describe a movie plot).
• exhibits some focus on the topic (e.g., The Simpa [Then Simba] said that he wanted to be the King ).
• provides few supporting details.
• lacks development of ideas.
• presents ideas in one paragraph.
• exhibits minimal word usage and writing technique.
• attempts some sentence variety.
• displays some sense of audience (e.g., The friends of simpa [Simba] are funny and fun to play with [.] then
skar, simas unchal [Then Scar, Simba’s uncle,] said that he could be anything at all ).
NOTE: On the positive side, the Score Point 2 paper communicates some ideas. However, the overall lack of
writing skills limits the writer’s ability to communicate these ideas effectively.
Score Point 2
This sample
• has errors in capitalization (e.g., simpa [Simba], Kings [kings]).
• has errors in punctuation (e.g., The skar [Then Scar] said [,] no [“No,] because I wanted to be King. [”]).
• has spelling errors of basic words (e.g., unchal [uncle], The [Then]).
• has errors in grammar and word usage.
• consists of one indented paragraph.
• has two run-on sentences and no sentence fragments.
NOTE: In a Score Point 2 paper, errors are typically frequent in a relatively brief writing sample.
Title:
The lion king
The friends of simpa are funny and fun to play with then skar,
simas unchal said that he could be anything at all. The Simpa said
that he wanted to be the King. The skar said no because I wanted to
be King. So simpa ran off to his mother to ask what do Kings do then
she said the Kings they help everyone find food so we can eat for
health so we do not die.
36
Essay
Score Point 1
This sample
• does not accomplish the task (i.e., attempts to write an essay that reviews a movie but does not develop
the topic).
• has little focus.
• provides very few relevant ideas and less than minimal development.
• is too brief to establish a logical order.
• has little control of vocabulary and exhibits minimal word usage (e.g., The live in a small cottag out side
of the Big city [They live in a small cottage outside of the big city]).
• demonstrates some sense of audience (e.g., The major character is adam [Adam] Sandler).
NOTE: Although Score Point 1 is the lowest score point, the paper attempts some meaning. At this level,
problems in sentence structure may limit the writer’s ability to communicate ideas.
Score Point 1
This sample
• has capitalization errors (e.g., adam [Adam], Big [big]).
• has some incorrect punctuation.
• has spelling errors (e.g., cottag [cottage], Jinormis [enormous]).
• has grammar and word usage errors (e.g., too kids [two kids]).
• has no paragraphing.
• has two run-on sentences and no sentence fragments.
• has many errors in a very brief writing sample.
Essay
Title:
Click
The major character is adam Sandler. The live in a small
cottag out side of the Big city. They have too kids one is a boy
and one is a girl. They also have a Jinormis dog he has a huge
yellow duck he Jumps all the time.
37
Introduction to the English/Language Arts
Constructed Responses
The second session of the English/Language Arts Applied Skills Assessment
contains a reading comprehension task. This task allows the students to
demonstrate their understanding and comprehension of narrative or
informational text. The reading comprehension task consists of one passage
and several constructed-response questions. Because this is a reading
comprehension task, all the information students need to answer the
questions correctly is in the text. All responses should be based on
information from the text.
The following pages show the constructed-response (CR) questions. An
example of a top-score response is given for each CR question. The top-score
response and the 2-point constructed-response rubric are used together to
score student responses. The top-score response is just one example of the
many ways students can respond to receive two points. Each CR question is
followed by sample student responses, called anchor papers. The anchor
papers are accompanied by explanations of the score point received.
All constructed-response questions are based on the skills outlined in the
Indiana Academic Standards. Teachers are encouraged to discuss both the
Indiana Academic Standards and the examples given in this guide with
students and parents. Teachers may also use these examples and similar
questions to teach students strategies that will help them become more
efficient readers, locate information in a text, and support each response
with information from the text.
2 points
Proficient
The response fulfills all the requirements of the task. The
information given is text-based and relevant to the task.
1 point
Partially Proficient
The response fulfills some of the requirements of the task, but
some of the information may be too general, too simplistic, or
not supported by the text.
0 points
Not Proficient
The response does not fulfill the requirements of the task
because it contains information that is inaccurate, incomplete,
and/or missing altogether.
38
ISTEP+ ELA Grades 3–8
Constructed-Response Rubric
Literary Text
1
Why is Charlie uninterested in the bicycle race? When and why does
he begin to show interest? Support your answer with details from
the story.
Top-Score Response:
Charlie is uninterested in the bicycle race because he wants to watch his
beloved baseball team back home in Boston. He begins to show interest
when “Major” Taylor slows down and falls behind. He does this because
of “Major’s” odd behavior.
39
Score Point 2
1
the story.
He wants to watch the baseball game. He shows interest when
Major slowed down because he sat up when major slowed down.
He showed interest because major was using strategy.
Question 1
Literary Text—2 Points
40
The response fulfills all the requirements of the task. It provides an explanation for why Charlie is
uninterested in the race (e.g., wants to watch the baseball game) and identifies the point at which
Charlie begins to show interest (e.g., when Major slowed down), as well as the reason why Charlie
shows interest (e.g., because Major was using strategy).
Score Point 1
1
the story.
Charlie is uninterested with bicycl raceing because he loves
baseball better then anything. He begines to show interest
douring the race his cousine was in the race.
Question 1
Literary Text—1 Point
The response fulfills some of the requirements of the task. It provides a reason why Charlie is
uninterested in the race (e.g., he loves baseball better than anything), but does not specifically
identify the point at which he begins to show interest (i.e., during the race is too general ).
Score Point 0
1
the story.
He showes interest when he saw other people raceing.
Question 1
The response does not fulfill the requirements of the task. It does not correctly identify either the reason
Charlie is uninterested in the race or the correct point at which he begins to show interest (i.e., when he
saw other people racing is not the point at which Charlie begins to show interest).
41
Literary Text
2
How was Douglas changed by the events of the story? Support your
answer with details from the story.
Top-Score Response:
42
Douglas changed from being a pushy and obnoxious cousin to being
an appreciating cousin. After Charlie showed Douglas his strategy skills,
Douglas realized that his cousin was a reliable and helpful guy.
Score Point 2
2
Douglas was very exieted at the begining of the story. He got
more and more disappointed as the race went on and he saw
major doing bad. Then he got really happy When he won.
Question 2
The response fulfills all the requirements of the task. It provides an example of how Douglas was
changed (e.g., from excited to disappointed to really happy) and provides details from the story to
support the change (e.g., from Major doing bad to Major winning).
43
Score Point 1
2
Douglas changed by realizing that Charlie had a sense of
stratagy. He showed this by telling him that which was out of
the ordinary.
Question 2
The response fulfills some of the requirements of the task. It provides an example of how Douglas
was changed (e.g., realizing that Charlie had a sense of strategy ), but does not provide relevant
details from the story to support the change.
Score Point 0
2
Question 2
The response does not fulfill the requirements of the task. It does not provide information on a
change in Douglas and does not provide details to support that change.
44
he thought the major was going to lose.
Literary Text
3
The mood of a story is the feeling that it creates for the reader.
Describe the mood of “Save It for the Finish” when the boys are at
the bicycle race. Support your answer with details from the story.
Top-Score Response:
The mood at the beginning of the story is sort of bored and disappointed
because Charlie is missing his game. The story then becomes more exciting
as “Major” speeds up in the last lap and finishes the race.
45
Score Point 2
3
The mood is a little suspenseful because Major Taylor starts
to appear like he's loosing, and you have to wait until the end
to see what happens.
Question 3
46
The response fulfills all the requirements of the task. Information is provided regarding the mood
(e.g., suspenseful), and a detail is given to support it (e.g.,Taylor starts to appear like he’s losing).
Score Point 1
3
The mood starts off as sad and disapointment, then becomes
hopeful, excited and happy.
Question 3
The response fulfills some of the requirements of the task. It provides some evidence of an
understanding of mood and the shift in emotion during the story (e.g., from sad and disappointment
to excited and happy), but does not provide any details from the story to support the response.
Score Point 0
3
it is kinda like a thinking story cause they use stradgedys
Question 3
The response does not fulfill the requirements of the task. The response does not demonstrate an
understanding of mood and lacks relevant details.
47
Social Studies Applied Skills Assessment
The chart below summarizes the question types used to measure a student’s
mastery of content, the multiple assessment windows, the content assessed
during each assessment window, and the scoring method used to evaluate a
student’s response.
More information is available regarding these assessment topics by visiting the
ISTEP+ InfoCenter at www.doe.in.gov/istep.
Assessment
Window
Multiple-Choice
(MC)
Multiple-Choice
Assessment
ConstructedResponse
(CR)
Applied Skills
Assessment
ExtendedResponse
(ER)*
Content
Assessed
Scoring Method
• Grade 6 content
• Grades 6 and 7
process skills**
Machine-Scored
• Early Civilizations
and World
Religions
• International
Organizations
and Forms of
Government
• Resources and
Geographic
Limitations
• Standard of
Living and
International
Trade
• Grades 6 and 7
process skills**
Analytic Rubric
* ER questions were not part of the student scores on the Spring 2009 ISTEP+; therefore,
ER questions are not included in this Teacher’s Scoring Guide. ER questions will
contribute to student scores for the Spring 2010 ISTEP+ test.
** Social Studies process skills are essential to learning social studies and are often used
consistently across grade levels. Some examples of social studies process skills are:
recognize fact and opinion; identify cause and effect; compare and contrast; and
read and interpret timelines, charts, and maps. An example of a Grade 6 process skill
indicator that may be assessed in Grade 7 is: 6.1.22 Differentiate between fact and
interpretation in historical accounts, and explain the meaning of historical passages by
identifying who was involved, what happened, where it happened, and relating them
to outcomes that followed and gaps in the historical record.
48
Question Type
QUESTION TYPES
This guide addresses the Applied Skills section of ISTEP+ consisting of
CR questions.
SCORING
Each CR question is scored according to its own rubric and has a maximum of
2 score points. For all Applied Skills questions, the maximum score point value is
desired, although students may receive partial credit on questions. For example,
it is possible for students to receive 1 point for a CR question.
For some questions, students are expected to explain and justify their responses.
Students’ ability to communicate concepts is critical in understanding social
studies and is emphasized in Indiana’s Social Studies Standards.
Additionally, students are not penalized for:
• spelling or grammar errors
• using abbreviations; for example, both U.S. and United States are
acceptable
NOTE: For Spring 2009, Grade 7, Question 3 did not
contribute to the calculation of a student’s total score.
Therefore, this item is not addressed within this guide.
49
Question 1
History
1
Christianity and Islam are two of the world’s major religions. There are
several similarities and differences between the beliefs of these two
religions.
Describe ONE similarity between the beliefs of Christianity and Islam.
50
Describe ONE difference between the beliefs of Christianity and Islam.
Key Elements:
Rubric:
A. Possible Similarities:
2 points
Response correctly
describes a similarity
AND a difference
between Christianity
and Islam
1 point
Response correctly
describes a similarity
OR a difference
between Christianity
and Islam
0 points
Other
• Both believe in the same God (God or Allah).
• Both believe in only one God (they are both
monotheistic).
• Both believe in the existence of Jesus Christ.
• Both believe in a Heaven, or Paradise and a
hell for eternity and that placement there is
based on sin while on Earth.
• Both believe in the existence of angels.
• other reasonable response
B. Possible Differences:
• The Holy Book of Christians is the Bible, the
Holy Book of Islam is the Koran.
• Muslims believe that Jesus was a prophet but
not the Son of God, while Christians believe
that he is divine and the direct Son of God.
• Christians base their faith on the word of
Jesus, the Son of God, while Muslims base
their faith on the word of Mohammad, the
final prophet.
• Christians believe that Jesus Christ died by
crucifixion for the atonement of the sins of
humans, while Muslims believe that Jesus was
raised to Heaven and was not crucified.
51
Score Point 2
1
religions.
They both worship one god.
In Christianty they read the bible
With the Islam they read the Korane.
Question 1
History—2 Points
52
This response describes one correct similarity and one correct difference between the beliefs of
Christianity and Islam. The response receives a Score Point 2.
Score Point 1
1
religions.
they both belive in only one god.
they believe in diffent gods.
Question 1
History—1 Point
This response describes one correct similarity in the beliefs of Christianity and Islam. However, the
student incorrectly describes one difference between the beliefs of Christianity and Islam. Therefore,
this response receives a Score Point 1.
53
Score Point 0
1
religions.
They both are religons.
Islam is different.
Question 1
History—0 Points
54
This response describes no correct similarity or difference between the beliefs of Christianity and
Islam. The description given for a similarity is a repetition of information contained in the prompt,
and the description given for the difference is too vague to be clearly understood. Therefore, this
response receives a Score Point 0.
Question 2
Economics
2
Countries have traded with other countries for thousands of years.
Describe TWO different ways countries benefit from voluntarily trading
with each other.
1)
2)
Key Elements:
Rubric:
Any two of the following:
2 points
Two key elements
• Resources are distributed where they are most
needed.
1 point
One key element
0 points
Other
• Trade allows each country to specialize in
producing those goods and services they do
best.
• Trade leads to lower-cost goods.
• Trade raises standards of living.
• Diplomacy encourages friendly relationships.
• Acquisition of knowledge
• Some countries have the resources and capacity
to produce goods that other countries cannot.
55
Score Point 2
2
with each other.
1)
Countries become wealthy from trade.
2)
They get goods that they don't have.
Question 2
Economics—2 Points
56
This response describes two correct ways countries benefit from voluntarily trading with each other.
The response receives a Score Point 2.
Score Point 1
2
with each other.
1)
You have good communtactions with other countries.
2)
Also good trade benifits.
Question 2
Economics—1 Point
This response describes one correct way countries benefit from voluntarily trading with each
other: communication with other countries (which can lead to friendly relationships). However, the
description of the second benefit is too general and unclear. Therefore, this response receives a
Score Point 1.
57
Score Point 0
2
with each other.
1)
They traded by ships
2)
They traded by horses.
Question 2
Economics—0 Points
58
This response does not describe ways countries benefit from voluntarily trading with each other.
Instead, the answers focus on how countries may have traded with each other. Therefore, this
response receives a Score Point 0.
Grade 7
• Mathematics
• English/Language Arts
• Social Studies
Spring 2009
Teacher’s Scoring Guide

amutures

Transcription

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