Assessment of Reading, Writing and Mathematics: … Guide for Open Response Question (2013) Long...

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Assessment of Reading, Writing and Mathematics: Junior Division

Released 2013 Assessment: Language 2, Reading

Item-Specific Rubrics and

Sample Student Responses with Annotations


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Scoring Guide for Open Response Question (2013) Long Narrative

Iceberg Wranglers – Booklet 2 – Question 11 Q11: Explain why the narrator states that “The only ice cube I want to see again is the one in my glass of juice.” Use specific details from the text to support your answer.

Code Descriptor

B • Blank: nothing written or drawn in the space provided

I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g., The narrator states that “The only ice cube I want to see again is the

one in my glass of juice.” )

10

Response attempts to explain why the narrator states that “The only ice cube I want to see again is the one in my glass of juice.” The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support

20

Response indicates a partial understanding of why the narrator states that “The only ice cube I want to see again is the one in my glass of juice.” The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection

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

30

Response indicates an understanding by explaining why the narrator states that “The only ice cube I want to see again is the one in my glass of juice.” The response includes: • some accurate and relevant support and • some vague or underdeveloped support

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

40

Response indicates an understanding by explaining fully why the narrator states that “The only ice cube I want to see again is the one in my glass of juice” and provides specific and relevant support.


Iceberg Wranglers – Booklet 2 – Question 11

Code 10

Annotation: Response attempts to explain why the narrator states that “The only ice cube I want to see again is the one in my glass of juice” by answering an aspect of the question (e.g., he was sacerd).



Code 20

Annotation: Response indicates a partial understanding of why the narrator states that “The only ice cube I want to see again is the one in my glass of juice” by providing vague support (e.g., impressed or scared of the size; what it can do). The reader is required to connect the support to why the narrator states that.



Code 30

Annotation: Response indicates an understanding of why the narrator states that “The only ice cube I want to see again is the one in my glass of juice” by providing some accurate and relevant support (e.g., it so dangerous to be around big ice bergs; they can roll over suddenly without you knowing…hurt you). The response is underdeveloped in that the reader is required to make some connection between the support and why the narrator states that.



Code 40

Annotation: Response indicates an understanding by providing specific (e.g., has to wait a whole day to see an iceberg; waking at 5:00am; iceberg are dangerous by rolling over) and relevant support (e.g., was exhausted and cold; He’s obviously freezing; He enjoyed his adventure, but has seen enough) to explain fully why the narrator states that “The only ice cube I want to see again is the one in my glass of juice.”


Iceberg Wranglers – Booklet 2 – Question 12 Q12: Explain why the first journal entry is effective in creating a sense of adventure for the reader. Use specific details and examples from the text to support your answer.

Code Descriptor


I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g., The first journal entry is effective in creating a sense of adventure for

the reader.)

10

Response attempts to explain why the first journal entry is effective in creating a sense of adventure for the reader. The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support

20

Response indicates a partial understanding of why the first journal entry is effective in creating a sense of adventure for the reader. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection


30

Response indicates an understanding by explaining why the first journal entry is effective in creating a sense of adventure for the reader. The response includes: • some accurate and relevant support and • some vague or underdeveloped support


40 Response indicates an understanding by explaining fully why the first journal entry is effective in creating a sense of adventure for the reader and provides specific and relevant support.



Code 10

Annotation: Response attempts to explain why the first journal entry is effective in creating a sense of adventure for the reader but does not refer to the reading selection (e.g., it makes it more exciting).



Code 20

Annotation: Response indicates a partial understanding of why the first journal entry is effective in creating a sense of adventure for the reader by providing vague support (e.g., explaining what they are going to do; wearing winter coats in June). The reader is required to connect the support to why the first journal entry is effective in creating a sense of adventure.



Code 30

Annotation: Response indicates an understanding of why the first journal entry is effective in creating a sense of adventure for the reader by providing some accurate and relevant support (e.g., “storm-like winds”; “waves were still crashing”; the conditions they are in are scary) and some underdeveloped support (e.g., descriptive language to describe his experience). The reader is required to make some connections between the support and why the first journal entry is effective in creating a sense of adventure.



Code 40

Annotation: Response indicates an understanding by providing specific (e.g., “I wonder if our iceberg adventure will even happen.” Because the narrator isn’t sure) and relevant support (e.g., it creates uncertainty; drawing them in and forcing readers to keep reading) to explain fully why the first journal entry is effective in creating a sense of adventure for the reader.

Scoring Guide for Open Response Question (2013) Graphic

Spring Sweetness – Booklet 2 – Question 5 Q5: Choose one of the graphic images and explain how it helps the reader understand the process of making maple syrup. Use details from the text to support your answer.

Code Descriptor


I

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

making maple syrup.).

10

Response attempts to answer the question by choosing one of the graphic images and explaining how it helps the reader understand the process of making maple syrup. The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support.

20

Response indicates a partial understanding of the question by choosing one of the graphic images and explaining how it helps the reader understand the process of making maple syrup. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection


30

Response indicates an understanding by choosing one of the graphic images and explaining how it helps the reader understand the process of making maple syrup. The response includes: • some accurate and relevant support and • some vague or underdeveloped support.


40

Response indicates an understanding by choosing one of the graphic images and providing specific and relevant support from the reading selection to explain fully how it helps the reader understand the process of making maple syrup.


Spring Sweetness – Booklet 2 – Question 5

Code 10

Annotation: Response attempts to explain how one of the graphic images (e.g., evaporation process picture) helps the reader understand the process of making maple syrup by answering an aspect of the question (e.g., it shows the machines they use).



Code 20

Annotation: Response indicates a partial understanding of how one of the graphic images helps the reader understand the process of making maple syrup by providing limited support (e.g., shows and labels all the parts; points to where the maple syrup is taken to).



Code 30

Annotation: Response indicates an understanding of how one of the graphic images (e.g., image for the evaporation process) helps the reader understand the process of making maple syrup by providing some accurate and relevant support (e.g., it has lables like “Holding tank, Evapouration pans and Finished syrup.”) and some vague or underdeveloped support (e.g., take you through the process by showing and explaining).



Code 40

Annotation: Response indicates an understanding by providing specific (e.g., it showed you the steps from the holding tank…final product) and relevant support (e.g., The arrows connecting the words to the specific part of the picture help you see what does what job. When I see a picture my mind better understands discription) to explain fully how one of the graphic images (e.g., “Evaporation”) helps the reader understand the process of making maple syrup.



Q6: Explain how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm. Use examples from the text to support your answer.

Code Descriptor


I

• Illegible: cannot be read; completely crossed out / erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question (e.g. The information in “Spring Sweetness” would be useful to someone

who is starting a maple syrup farm.).

10

Response attempts to explain how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm. The response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inaccurate support.

20

Response indicates a partial understanding of the question by explaining how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm. The response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support from the reading selection


30

Response indicates an understanding by explaining how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm. The response includes: • some accurate and relevant support and • some vague or underdeveloped support.


40

Response indicates an understanding by providing specific and relevant support from the reading selection to explain fully how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm.



Code 10

Annotation: Response attempts to explain how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm by answering an aspect of the question (e.g., how to get the maple syrup out of the tree).



Code 20

Annotation: Response indicates a partial understanding of how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm by providing limited support (e.g., it says How to pick the right trees and How they would get it from trees). The reader is required to connect the support and how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm.



Code 30

Annotation: Response indicates an understanding of how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm by providing some accurate and relevant support (e.g., how to pick the right maple tree; where you should make your farm, how to get the sap, and…maple syrup). The response is underdeveloped in that the reader is required make some connection between the support and how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm.



Code 40

Annotation: Response indicates an understanding by providing specific and relevant support (e.g., it tells you the time to collect sap (Mid-Feburary to early April), what type of trees to collect sap from sugar maple, black maple; you can use a spile…sap pipelines to collect sap) to explain fully how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm.

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Assessment of Reading, Writing and Mathematics: … Guide for Open Response Question (2013) Long...

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