Est. Test

��

��

Released Test Items:Sample Student Work Illustrating LEAP 21

Achievement Levels

July 2002

� Grade 4 Sample Items and Student Work2001-2002

LOUISIANA STATE BOARD OF ELEMENTARY AND

SECONDARY EDUCATION

PresidentMr. Paul Pastorek, Member-at-Large

Vice PresidentDr. James Stafford, Fifth District

Secretary-TreasurerMr. Keith Johnson, Second District

Ms. Donna Contois, First DistrictMs. Glenny Lee Buquet, Third District

Mr. Walter Lee, Fourth DistrictDr. Richard Musemeche, Sixth District

Mr. Dale Bayard, Seventh DistrictMs. Linda Johnson, Eighth DistrictMr. Gerald Dill, Member-at-Large

Ms. Leslie Jacobs, Member-at-Large

Executive DirectorMs. Weegie Peabody

For further information, contactScott Norton or Claudia Davis

Division of Student Standards and Assessments225-342-3406, [email protected], [email protected]

This public document was published at a total cost of $7,912. Two thousandfive hundred (2,500) copies of this public document were published in thisprinting at a cost of $3.14 per copy. The total cost of all printings of thisdocument, including reprints, is $7,912. This document was published by theLouisiana Department of Education, Division of Student Standards andAssessments, Post Office Box 94064, Baton Rouge, Louisiana 70804-9064, byData Recognition Corporation, 13490 Bass Lake Road, Maple Grove, Minnesota55311, to inform the education community of the design of the LouisianaEducational Assessment Program for the 21st Century (LEAP 21)criterion-referenced tests (CRTs) under authority of the Division ofAdministration. This material was printed in accordance with the standardsfor printing by state agencies established pursuant to R.S. 43:31.

��

Louisiana Educational Assessment Programfor the 21st Century (LEAP 21)

GRADE 4 SAMPLE ITEMS AND STUDENT WORK2001–2002

LEAP 21 is an integral part of the Louisiana school and district accountabilitysystem passed by the state legislature and signed into law by GovernorMike Foster in 1997. The primary purposes of the accountability system are toraise expectations for achievement for all Louisiana public school students andto improve public education in the state.

In the school year 2001–2002, students in grade 4 took LEAP 21 EnglishLanguage Arts, Mathematics, Science, and Social Studies tests. The test scoresare combined with other relevant data to create school and districtaccountability scores, which serve as a means of measuring educationalquality and improvement in educational programs over time.

This document is part of a series meant to promote understanding of theknowledge and skills students must have and the kinds of work they mustproduce to be successful on the LEAP 21. A list of other documents providingbackground and further information on the LEAP 21 can be found on theLouisiana Department of Education Web site at www.louisianaschools.net.

LEAP 21 Reports

Louisiana’s grade 4 students are tested each year in March. Individual student,school, district, and state test results are released in phases in May and July.School and district accountability results are reported in September.

For LEAP 21, student scores are reported at five achievement levels: Advanced,Proficient, Basic, Approaching Basic, and Unsatisfactory. The percentage ofstudents scoring at each level is reported for the individual schools, thedistricts, and the state. General definitions for achievement levels are given onpage 2. Specific definitions of achievement levels for English Language Arts andMathematics tests have been published in the 1999 Released Itemsdocuments; the achievement levels for Science and Social Studies tests havebeen published in the 2000 Released Items documents.

� ��

LEAP 21General Achievement Level Definitions

Achievement Level Definition

Advanced

Proficient

Basic

Approaching Basic

Unsatisfactory

A student at this level has demonstrated superiorperformance beyond the proficient level of mastery.

A student at this level has demonstrated competencyover challenging subject matter and is well preparedfor the next level of schooling.

A student at this level has demonstrated only thefundamental knowledge and skills needed for the nextlevel of schooling.

A student at this level has only partially demonstratedthe fundamental knowledge and skills needed for thenext level of schooling.

A student at this level has not demonstrated thefundamental knowledge and skills needed for the nextlevel of schooling.

Purpose of This Document

This document presents student work in all four subject areas, which wascompleted as part of a LEAP 21 assessment. The document includesmultiple-choice items, constructed-response (short answer and extendedresponse) items, and a written composition that exemplify what studentsscoring at specified achievement levels should know and be able to do. Adiscussion of each item highlights the knowledge and skills it is intended tomeasure, as well as strengths and weaknesses in the student work on the item.

As you review the items, it is important to remember that a student’sachievement level is based on his or her total test score (cumulative score for allquestions in the test) in a content area, not on one particular item or section,and that the sample items included in this report represent a small portion ofthe body of knowledge and skills measured by the LEAP 21 tests. Additionalitems will be released in future years of the LEAP 21.

��

English Language Arts

The grade 4 LEAP 21 English Language Arts test is composed of fourparts—Writing, Using Information Resources, Reading and Responding, andProofreading.

1. Writing

In the Writing section of the English Language Arts test, students write acomposition in response to a Writing Topic. Students are given the opportunityto make notes or complete other idea-generating and organizing activities, writea rough draft, and then write a final draft of their composition. They are alsoprovided a Writer’s Checklist of useful reminders.

Each student’s composition is scored in two dimensions that address topicdevelopment—Composing and Style/Audience Awareness. The Composingdimension measures the degree to which the composition exhibits

� focus on a central idea,� support and elaboration for the idea,� unity of purpose, and� organization.

The Style/Audience Awareness dimension evaluates the ways in which thestudent author shapes and controls language to affect readers. Features ofStyle/Audience Awareness are

� selection of vocabulary (diction or word choice),� sentence variety,� tone, and� voice.

For each of these two dimensions, a student can earn from 1 to 4 score points.

In addition, the compositions are rated as showing either “acceptable control”or “unacceptable control” in the Conventions—Sentence Formation, Usage,Mechanics, and Spelling. An acceptable rating earns one score point, whilean unacceptable rating earns none.

A summary of the score points for the Writing section is shown below.

Dimension/ScaleComposingStyle/Audience AwarenessSentence FormationUsage

MechanicsSpellingTotal Points

Maximum Possible Points4411

11

12

� ��

The Writing Topic and directions for students from the LEAP 21 are shown onpage 7. Samples of student work at each achievement level, with comments,are provided on pages 8 through 14.

2. Using Information Resources

The Using Information Resources section of the English Language Arts test iscomposed of a number of information resources appropriate for grade 4. Thereference materials come from different sources and pertain to one specificresearch topic. At grade 4, for example, the materials may include

� tables of contents,� glossaries,� indexes,� other reference sources (including electronic sources such as Internet

sites), and� articles.

These reference materials cover several pages in students’ test booklets.Students are not required to read all the information, but they are directed toskim the resources, read the test items, and then to find and read theappropriate resource and/or information to answer each item.

The Using Information Resources section of the test has five multiple-choiceand two short-answer items. In the Using Information Resources section, astudent can earn up to 9 points, as indicated in the chart below:

Type of Item

Total Points

Maximum Points per Item12

9

5 multiple-choiceTotal

542 short-answer

3. Reading and Responding

At grade 4, the Reading and Responding section of the LEAP 21 EnglishLanguage Arts test is composed of four reading passages—excerpts from novelsor stories, articles from textbooks or other informational sources, poems, andother materials appropriate to 4th grade. Each reading passage is the sourcefor four or six multiple-choice and two short-answer items.

The short-answer items are scored using the following rubric:

Score

0

Description� The student’s response provides a complete and correct answer.

1

2� The student’s response is partially correct.� The student’s response demonstrates limited awareness or

contains errors.

� The student’s response is incorrect, irrelevant, too brief toevaluate or blank.

��

In the Reading and Responding section, a 4th-grade student completes a totalof twenty multiple-choice and eight short-answer items and can earn up to36 points, as shown in this chart:

Type of Item

Total Points

Maximum Points per Item12

36

20 multiple-choiceTotal

20168 short-answer

A Reading and Responding passage, multiple-choice items, and twoshort-answer items with student responses from the LEAP 21 are shown onpages 16 through 25.

4. Proofreading

For grade 4, the Proofreading section of the English Language Arts test iscomposed of a student essay or letter that is in rough draft form; it includeserrors in grammar, spelling, punctuation, usage, and, if a letter, format.Students answer eight multiple-choice items that address corrections to bemade to the text. Each correct answer is worth 1 point, for a possible total of8 points in this part of the test.

In summary, it is possible for a 4th-grade student to earn a total of 65 pointson the LEAP 21 English Language Arts test. The number of raw score pointsthat a student would have to achieve to reach each achievement level maychange slightly from year to year given the difficulty of that particular form ofthe test. The raw score for each achievement level is listed below.

Spring 2002 English Language Arts Test, Grade 4

Achievement Level Raw Score Range

Advanced

Proficient

56 – 65 points48 – 55.5 points

Basic 36 – 47.5 pointsApproaching Basic 24.5 – 35.5 pointsUnsatisfactory 20 – 24 points

This document presents items that were completed by students as part of theLEAP 21 assessment. The information shown for each item includes

� the correct answer,

� the achievement level or score point,� the standard and benchmark each item measures, and

� commentary on the skills/knowledge measured by the item.

Note: Test items may have been reduced in size for this document. Font sizeon the LEAP 21 assessments is typically 12 point.

� ��

��

Grade 4—English Language ArtsWriting Samples

Below is the Writing Topic used for the 4th-grade 2002 LEAP 21 EnglishLanguage Arts test, followed by samples of student writing at each achievementlevel.

��

��

��

�� !�� "

��

� Your story should have at least two paragraphs.� Be sure your story has a beginning, a middle, and an end.

� Give specific details and enough information so that your principal willunderstand what happened.

� Be sure to write clearly.� Check your writing for correct spelling, punctuation, and grammar.

� ��

Achievement Level: Advanced

��

��

�� !��"

This essay is an example of Advanced writing at the 4th-grade level. The writerfocuses sharply on this funny story about his or her brother’s haircut,providing plenty of details, conversation, and specific information selected tomake the reader laugh. The writer sets up the situation and the reason for thetrick in the first few sentences. Mother warns the lazy brother, “If you do notget up and do anything I will cut your hair tonight.” Using dialogue andtransitions, the writer deftly moves the story through the important events: theconfrontation, the haircut, the reactions at home and at school, and finally, thebrother’s realization. Delaying the brother’s reaction to the haircut adds to thehumor of the story: “When he went in the bathroom he did not even look to seewhat had happen.” The short ending has a moral.

The writer selects specific information for its humorous impact and presents itin vivid images: “he...said as usual “Good Morning,” “Even the dog startedbarking and growling,” “Even the principal and secrateries came out of thieroffices.” Similarly, the main event, the haircut, is presented with tactile andaudile, as well as visual, appeal. “So that night she snuck into his roombrushed his hair very softly and ‘snip!’ ‘snap!’ went the scissors.” The tone isjust right throughout the story. The voice of a gloating sibling rings loud andclear in the ending sentence, “I bet he learned a lesson to do stuff.”

Although there are errors, this student demonstrates acceptable skills in theConventions dimension. There is a run-on sentence. There are somemisspellings—usaul, sense, every thing, and to—that are offset by the correctspelling of many words, including mirror, principal, and scissors. In usage, thestudent uses happen for happened. There are some capitalization and commaerrors in mechanics, but the writer has demonstrated sufficient skill.

� ��

Achievement Level: Proficient

��

��

This essay is an example of Proficient writing at the 4th-grade level. This writermaintains a clear focus throughout the story about the day he or she wassoaked. There is a clearly stated beginning, followed by chronologically orderedevents that are connected with transitions, and an ending. All of the necessaryinformation is provided, including some cause and effect, some explanation,and some reaction. Ideas are not developed evenly, and more elaboration wouldhave improved the story. It is, however, a sufficient demonstration ofreasonable skills in the Composing dimension.

The writer relies on appropriate but unexceptional vocabulary. Domed is themost vivid term used. Most of the sentences are similarly patterned, usingforms of the “to be” verb (“I was...It was...It is...I had”). The writer does conveya sense of amusement through the accumulation of details about frustration.This essay demonstrates reasonable skill in the Style/Audience Awarenessdimension.

All of the sentences are correctly formed. Soked and domed are the onlymisspellings. There are no usage errors, and the mechanics are also acceptablein the Conventions dimension.

��

Achievement Level: Basic

��

��

�� !��"

This essay is an example of Basic writing at the 4th-grade level. It is a funnystory about a water-balloon fight between the cousins and the adults at afamily barbecue on Mother’s Day. The story is rich in details—“3 packs ofballoons,” “charcoles, meat, hotlinks, barbeque meat,” “about 3 minutes it haveto be turned over”—and the writer elaborates his or her ideas. The sectionabout setting up the barbecue pit needs transitions or an explanation toincorporate it into the story. There is an adequate beginning and a satisfyingending to the story. The writer demonstrates reasonable control of skills in theComposing dimension.

The writer selected information to make the readers laugh. The teasingdialogue between the mother and the cousin adds to the humor, “then mymom said you’ll are going to get beat. My cousin said know we are not.” Thevocabulary is adequate until the last scene, when there is an appropriate rushof active verbs as the water fight gets underway: “then the burst out the doorstart throwing water balloons at us. We hop out of ditch and start shouting.”When the writer juxtaposes a full, formal-sounding name with a silly event(“my cousin threw Ms. Alice fay Dixion in the pool”), the reader is amused aswell. The writer demonstrates reasonable control of skills in the Style/Audience Awareness dimension.

This essay shows unacceptable control of skills in all the features of theConventions dimension except mechanics. Most of the sentences are run-ons.There are usage errors including agreement, inflection, omission, and using thewrong words (“against the grownups and us”). Misspellings include charcoles,there, and know. Errors in this dimension interfere with the writer’s meaning.

��

Achievement Level: Approaching Basic

��

This essay is an example of Approaching Basic writing at the 4th-grade level.The writer states that this story about being unable to pull a fish from thewater is his or her funniest memory and maintains this focus throughout theessay. There is a simple beginning and a simple ending, “than we left.” Thelimited amount of information is relevant, but barely elaborated. Ideas are notdeveloped. This essay demonstrates inconsistent control in the Composingdimension.

This writer uses simple, repetitive vocabulary below the 4th-grade level. Thewriter attempts to engage the reader by using dialogue: “so my pa said, pullpull then all the suden he had a bite.” The few modifiers that are used aresimple: “big fish,” “real heavy.” This essay demonstrates inconsistent control inthe Style/Audience Awareness dimension.

The writer shows minimal skill in sentence formation. Very simple words suchas pole, there, couldn’t, water, plant, boat, stuck, and had are misspelled.Usage errors include “me and my pa,” “my pa pole,” omissions, and inflections.This essay shows unacceptable control of skills in all features of theConventions dimension except mechanics. Errors in this dimension interferewith the writer’s meaning.

��

Grade 4—English Language ArtsReading and Responding

Multiple-Choice Items

Pages 16 to 17 contain a reading passage, “Sarah, Plain and Tall,” thatstudents read before answering test questions in the Reading and Respondingsection of a LEAP 21 assessment. Four multiple-choice items and twoshort-answer items with explanations follow on pages 18 through 25.

Test items in the Reading and Responding session measure the followingstandards:

� ELA Standard 1: Students read, comprehend, and respond to a range ofmaterials, using a variety of strategies for different purposes.

� ELA Standard 6: Students read, analyze, and respond to literature as arecord of life experiences.

� ELA Standard 7: Students apply reasoning and problem-solving skills totheir reading, writing, speaking, listening, viewing, and visuallyrepresenting.

��

#�� $��%� �&�� ' � �� (��' �� )�� ' �� &�� '� �� *�� ++ �� ++�

��

�� !"� �� #�$"% �� "%�� &# � ��'

�%� ��(�� ""�� "�� %��

"%� ��%)��)' ��) *��+' "%� "��"%�� ,�� "%�� " ��%--��)� ,�� "�� )� �� )��'�� ' �� -�� )" "%��."'# �� " �+' �."� �

�"%�� # *� �%�� / �-��#(�� / �-�& $"% ��

�"��&#.�� -�� "��" ��

��"�� 0��' �""'# �� 1�� 2�))��#2�� ' "%� ��)��"� �" �� "%��' ��

�� " �� -"� � �-� �� "�� -"� �� /�� 2�))�� "�� -�"�0�� *�� "�"� "- �%�� %)�� " �� "�� %�-"��

�� "� �� /�� # �� " %�3

4�� 2�� 5��"� 6��)'� �� ,�� 6��"� -�"� 2��

+"% �� -�"� �+ �� ) +"%� �� ' ��"%)� � �� "�� "��'6��' �" �� "%� �" �� *�� -�7�"7�� +"%�) �� )��

� �� +� �"�� " �� + �� '�%� �� -�� "�� +�/�� %�� ' �� -�� )"� 2+ ��"��' �� +"% �� ' �� 0�� "%�� "� �� %�� "�) �� "�� ) �" �� 8%� � �� "� �� - +"% ��"%�� "

��' � "%�� +"%�� "%� �� +"% �� /��+"%�

9��+ ��%�+ +"%��',�� :�� 6��"�

��,� 4" +"% �� " ��"�� "� ��& � ��"��

." "�� "�� -�� *� �� ""��) �� ' ��) ��"�� " ��-� !��+ � �%�� + �� " �� ""� �� (�� *� �� )� ��' �""��;�� )'# � �� <%�� "- �� ""��6�� &# �� ' �""��) % �� %� �+ �� "%�� (��/�� - �� )�'# � ��(�� "�� " ,��'

�� -"�� " �� -�"�� -��' � �� 2�� -��

4�� /��'$��' � ��

�� ' ��"%)� � ��-�� "�%�� ""��

2+ -��"�� "�"�� "�"�� "-�� ' ��%� �� )��+ �� )��'�� ) "� �� 2+ ��"��6�� -��' �� "- �-")7�"%�� "�"� -"� �� " �� *� ��-�"%�� %�-��,"�� /�� '�""' "- �"%�� "��) � �""� "-�� " +"% �� 6�� + ��+�

9��+ ��%�+ +"%��',�� :�� 6��"�

��

(�� " ��+�� )�� " �%� �� -"��"�� *� �� ""� ��"%� �� "�� "��4" +"% �� "��&# �� (��

�/�� +& 6�� - �� "%� �� +&#�$"% �� "%� �� +'# � �"�� 8%� �

�� "��' �""� ,�� "�� ' � �"%�� 2�+�� "%�� -�� "�"�� -�� )�� + �� "� �%�� 6�� - �� "�� "�� "%�

�"%��&# (�� "�� 2�+�� "%�� "�� #�*%��' (�� *%��#(�� ""� �-��' ��

��%�� "- � �� "� �� " ��

4�� (��'2+ �� ,�� %��

)��+ �� "--��"�� 2�� ,�� )�� 1"�� .�� )��)�� ,�� ")� �"��"- �� ,�� +� �� -""� �� %�� )�� = �� "��) �� %��>�

$"%� �"%�� "%�� "��+' ��"%)� �� -�� "%� �� "%��+ �� "��"�� )��"�� 2+ �"%�� )�� )��+ ��%�� "- �� -�"�� 0�� "�� +�

$��' � �" �� ""�� "��$��' � �� -�� )"��) �� )�� "�"� ��" �- � ��"�� ,�� "��

9��+ ��%�+ +"%��',�� :��

�4�� +"% ��+ �� "%� -�� "��)&# � ��' ��?��

�� " ��" '# (�� *� �� ' ��) ��

�� -�� + �� " "��/�� +� �� )��;�� "��)' ��+' �� (��

�� ) "%� �� "�� %��)�" � �� )� �� " �� %��+ �� "� �� -"��,�� "�� -"� � �"��

�� - � �� "'# �� ' �� "�� "%�� 0" �� " �� 5%�� " ��#(�� ""� �+ �� ""� �� -"��

�� "�� '# �� )�� 0��' �� '# ��

��" �+' �� "%�� )""�@�" ��+ +��'# ��-�� %�� ""�� + +��'# � �"�� )��)��$��'# �� 0�� +�� #/�� "- %�' �� )' �� "

"�� )��0�� A� ��+ �� " �" � �" ��

�� " ,�� + -"� ��+�' �� "%�� -"��" �� 0�� "%�� ""� �� <%�� ;�� -"%� �� '�� %)�� +��- �� %� �� A�� +� 0�� "��' "�� -�� /�� +��"��

4�� 5��"�'� �� "�� + ��

+��" �"�� ,��

�6�� &# �� (�� A��+' ��) "�� "%�� *� "��0��' �� "��"� "- �� #�� " ��-� 0��

�"��) % �� -"� %� �" ��

��

Standard 7: Students apply reasoning and problem-solving skills to theirreading, writing, speaking, listening, viewing, and visually representing.

Benchmark ELA-7-E4: Students distinguish fact from opinion, skim and scanfor facts, determine cause and effect, generate inquiry, and make connectionswith real-life situations.

Achievement Level: Proficient

#� ��

$� ��

� ��

%� ��

�� B

* correct answer

This is a question students scoring at the Proficient level and above would belikely to answer correctly. Students at this level demonstrate competency overchallenging subject matter and are well prepared for the next level of schooling.The question requires students to identify supporting details from the excerptand differentiate these closely related details. Students should be able toeliminate distractor A as being incorrect. While the children were in favor ofPapa’s plan, they were not the source for Papa’s “idea.” Distractor C is onlymarginally related to the excerpt (i.e., the family previously had ahousekeeper); however, the discussion of the housekeeper is closely related tothe discussion of getting a wife. Distractor B is a more plausible and attractiveanswer in that a newspaper was the source of the advertisement. However, theeighth paragraph in the excerpt clearly describes their neighbor’s writing tolocate a wife and mother for his children as the seed for Papa’s idea.

��


Benchmark ELA-7-E1: Students use comprehension strategies (sequencing,predicting, drawing conclusions, comparing and contrasting, makinginferences, determining main ideas) in contexts.


!�� &�� "

$� �� '� ��

� �� '� ��

%� (��'� ��

�� (��'� ��

B

* correct answer

This is a question students scoring at the Basic level and above would be likelyto answer correctly. Students at this level demonstrate only the fundamentalknowledge and skills needed for the next level of schooling. This questionrequires students to identify supporting details from the excerpt. Studentsshould be able to eliminate distractors, A, C, and D, by rereading specificportions of the excerpt. That is, the family’s neighbors are named at thebeginning of the excerpt, Sarah’s brother is named in Sarah’s first letter, andSarah specifically states in two letters that she has one cat named Seal. Nick ismentioned at the beginning of the excerpt, and both Nick and Lottie arereferred to by name in Sarah’s letter to Caleb, where she states that she ”likesdogs most of the time.”

� ��


Benchmark ELA-7-E1: Students use comprehension strategies (sequencing,predicting, drawing conclusions, comparing and contrasting, makinginferences, determining main ideas) in contexts.


!�� $�� )�� %�� (�� "

$� (�� (�� *��

� (�� *��

%� (�� *��

�� (�� *��

B

* correct answer

This is a question students scoring at the Basic level and above would be likelyto answer correctly. Students at this level demonstrate only the fundamentalknowledge and skills needed for the next level of schooling. The questionrequires students to understand and apply a specific meaning or nuance of theword amazed: (a negative reaction to an inappropriate question). Each of thedistractors relates to the question posed regarding the specific topics, snoringand fires, but do not necessarily make sense in relation to various definitionsof the word amazed: surprised, in awe, astonished, perplexed. Only option Dprovides the correct interpretation of the use of the word amazed in the contextof the excerpt.

��

Standard 1: Students read, comprehend, and respond to a range of materials,using a variety of strategies for different purposes.

Benchmark ELA-1-E1: Students gain meaning from print and buildvocabulary using a full range of strategies.


!�� %�� $�� "

$� ��

� ��

%� ��

��

B

* correct answer

This is a question students scoring at the Basic level and above would be likelyto answer correctly. Students at this level demonstrate only the fundamentalknowledge and skills needed for the next level of schooling. This questionrequires students to select from the options to correctly define the word peskyas it is used in the excerpt and in conjunction with the word loud. DistractorsC and D should be easily eliminated since neither of these would necessarilywork in conjunction with loud and neither is supported by information in theexcerpt regarding Caleb or Anna. Distractor B is a more plausible option.However, in the context of the excerpt, annoying is the correct answer becauseof its negative connotations.

��

Grade 4—English Language ArtsReading and Responding

Short-Answer Items

Below are samples of student responses to short-answer items for the passage“Sarah, Plain and Tall.” The items and the rubrics used to score each responseare included below. Under each student sample that follows is an explanationof why each answer received the score it did.

Sample 1

Standard 7: Students apply reasoning and probelm-solving skills to theirreading, writing, speaking, listening, viewing, and visually representing.


�� (��

Scoring Rubric

Score Description

2 Student response lists two text-based things Sarah will no longer see.

1 Student response lists one text-based thing Sarah will no longer see.

0 Student fails to respond or the response is off topic or blank.

Exemplary Response:

� the sea� the fog on the sea

� the fish her brother catches in the sea� sea birds

� her brother’s tall house with gray shingles

��

Score Point 2

This response correctly lists at least two things Sarah will no longer see whenshe comes to live on the prairie farm.

Score Point 1

This response is partially correct because it names only one thing (her brother)Sarah will no longer see when she comes to live on the prairie farm. The otherinformation provided is incorrect but does not detract from the answer.

Score Point 0

This response received no credit. The answer given does not list any of thethings Sarah will no longer see but instead names people she will see when shemoves to live on the prairie farm.

��

Sample 2

Standard 7: Students apply reasoning and probelm-solving skills to theirreading, writing, speaking, listening, viewing, visually representing.


!�� (�� $�� "

Scoring Rubric

Score Description

2 Student response identifies the gift and explains why it is special.

1 Student response is partial. It either identifies the gift or explains why it isspecial.

0 Student fails to respond or the response is off topic or blank.

Exemplary Response:

� The gift was a book about sea birds.� It is something that is special to Sarah. It shows that she wants to share

what is important to her with Anna.

��

Score Point 2

This response received full credit. It thoroughly answers the question bycorrectly identifying the gift Sarah sent Anna, “a book of sea birds,” andexplains why it is special: “because they’re the birds that Sarah and Williamsee everyday.”

Score Point 1

This response received partial credit because it answers only one part of thequestion. This answer neglects to tell what gift Sarah sends Anna; it doesprovide an explanation for why the gift is special: “you will see what Williamand I see every day.”

Score Point 0

This response received no credit because it is incorrect. The gift mentioned inthe answer, “a picture of her cat,” was not the gift Sarah sent Anna.

��

Est. Test

Documents

Transcript of Est. Test