Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 6 Performance Task

Transcription

1 Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Performance Task 5/16/2014

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

11 11

12 12

13 13

14 14

15 Item # Grade Claim Target DOK Item Standard W-8 Evidence Statement The student will analyze information within and among multiple sources of information in order to integrate the information that is paraphrased while avoiding plagiarism. Key Elements: Source #1 (Meet the Robots) Gemini-Scout can test the air for gases, can find missing miners using a thermal camera, can be used to radio for help, and can even drag miners to safety. The Dante 2 goes into a volcano if it is too dangerous for people. Source #3 (When the Car Is the Driver) A motorcycle cut off the driverless car. The car saw the move coming, while the people in the car hardly noticed. Robots are never distracted. They don t text or drink or get tired. They see things no human can. Google s robot driver uses radar to detect a car in front of an 18-wheeler something that the human eye can t do. The robot driver has more information than a human driver because of numerous sensors. Rubric (2 points) Response provides an adequate explanation of what Source #1 and Source #3 say about how robots are able to save lives and appropriately paraphrases both sources involved while avoiding plagiarism. (1 point) The response provides a limited/partial explanation of what Source #1 and Source #3 say about how robots are able to save lives and appropriately paraphrases both sources involved while avoiding plagiarism. OR The response provides an adequate explanation of what Source #1 and Source #3 Continued on next page 15

16 say about how robots are able to save lives, but does not appropriately paraphrase all sources involved. (0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank. Exemplar: (2 points) Both Source #1 and Source #3 explain how robots are able to save lives. Source #1 says that the robot Dante 2 is able to enter volcanoes and gather information for scientists. This is saves the lives of scientists by keeping them at a safe distance from the volcanoes they are researching. Source #3 describes cars that are driven by robots. Human drivers can make mistakes because they can only see what is in their line of site, but robot drivers use signals bouncing under another car to tell what cars are doing that aren t in direct site. This saves lives because the robot drivers can avoid mistakes humans might make that could lead to accidents. (1 point) Both Source #1 and Source #3 explain how robots are able to save lives. Source #1 says that the robot Dante 2 is able to enter volcanoes and gather information for scientists. Source #3 describes cars that are driven by robots. Human drivers can make mistakes because they can only see what is in their line of site, but robot drivers use signals bouncing under another car to tell what cars are doing that aren t in direct site. (0 points) Robots are useful because they can do things people can't do. For example, they can drive cars more safely than humans can. 16

17 Item # Grade Claim Target DOK Item Standard RST-1 Evidence Statement The student will cite evidence to support analyses, arguments, or critiques. Key Elements: Source #1 (Meet the Robots) Mr. Gower delivers medicine to different hospital rooms, reducing the workload for doctors, pharmacists, and nurses. Agribots pick fruit when it is ripe. Source #2 (Robots that Play Well with Others) Robots assemble electronics, guide trains, and sort trash. People can get robot pets to teach tricks to, and these pets don t need to be fed or walked Source #3 (When the Car Is the Driver) Self-driving cars would make driving easier and safer. Rubric: (2 points) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explains how each example supports the idea. Student cites the source for each example. (1 point) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea but doesn't explain how each example supports the idea. Student cites the sources. OR Response is an evidence-based explanation that provides two pieces of evidence from a single source that supports this idea and that explains how that example supports the idea. Student cites the source. OR Response is an evidence-based explanation that provides only one piece of evidence from a single source that support this idea and that explains how that example supports the idea. Student cites the source. Continued on next page 17

18 OR Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explains how each example supports the idea. Student does not cite sources. (0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank. Exemplar: (2 points) Source #1 points out that Mr. Gower delivers medicine around the hospital. Almost any person can deliver medicine, but having Mr. Gower do this task saves nurses, doctors, and pharmacists time that they can then spend taking care of patients. Source #3 talks about how the robot driver can drive a car. People drive cars every day, but people can make mistakes or bad decisions. Google's robot driver uses sensors and radar to make driving easier and safer. Robots that perform everyday tasks can still improve people's lives. (1 point) Source #1 points out that Mr. Gower delivers medicine around the hospital. Almost any person can deliver medicine, but having Mr. Gower do this task saves nurses, doctors, and pharmacists time that they can then spend taking care of patients. Even robots that perform everyday tasks can still improve people's lives. (0 points) Even robots that perform everyday tasks can still improve people's lives. 18

19 Item # Grade Claim Target DOK Item Standard RST-1 Evidence Statement The student will cite evidence to support analyses, arguments, or critiques. Key Elements: Robots are more reliable because they don t get tired. 1. Source #1 2. Source #3 Robots could serve as a substitute pet when a person has an allergy to animals. 1. Source #2 Robots often save time and energy. 1. Source #1 Rubric: (1 point) 4 cells completed correctly (0 points) Fewer than 4 cells completed correctly, any cell incorrect, or blank. 19

20 Item # Grade Claim Target DOK Item Standard W-3.a Evidence Statement The student will write longer narrative texts demonstrating narrative strategies, structures, and transitional strategies for coherence, closure, and authors craft all appropriate to purpose (writing a speech; style or point of view in a short story). 20

21 21

22 4 Point Narrative Performance Task Writing Rubric (Grades 3 8) Score NS Organization/Purpose The organization of the narrative, real or imagined, is fully sustained and the focus is clear and maintained throughout: an effective plot helps to create a sense of unity and completeness effectively establishes a setting, narrator/characters, and/or point of view* consistent use of a variety of transitional strategies to clarify the relationships between and among ideas; strong connection between and among ideas The organization of the narrative, real or imagined, is adequately sustained, and the focus is adequate and generally maintained: an evident plot helps to create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected adequately establishes a setting, narrator/characters, and/or point of view* adequate use of a variety of transitional strategies to clarify the relationships between and among ideas The organization of the narrative, real or imagined, is somewhat sustained and may have an uneven focus: there may be an inconsistent plot, and/or flaws may be evident unevenly or minimally establishes a setting, narrator/characters, and/or point of view* uneven use of appropriate transitional strategies and/or little variety The organization of the narrative, real or imagined, may be maintained but may provide little or no focus: there is little or no discernible plot or there may just be a series of events may be brief or there is little to no attempt to establish a setting, narrator/characters, and/or point of view* few or no appropriate transitional strategies may be evident and may cause confusion Insufficient (incudes copied text) In a language other than English Off topic Off purpose natural, logical sequence of events from beginning to end effective opening and closure for audience and purpose adequate sequence of events from beginning to end adequate opening and closure for audience and purpose weak or uneven sequence of events opening and closure, if present, are weak little or no organization of an event sequence; frequent extraneous ideas and/or a major drift may be evident opening and/or closure may be missing or unsatisfactory *point of view begins at grade 7 22

23 4 Point Narrative Performance Task Writing Rubric (Grades 3 8) Score NS Development/Elaboration The narrative, real or imagined, provides thorough, effective elaboration using relevant details, dialogue, and/or description: experiences, characters, setting and/or events are clearly developed connections to source materials may enhance the narrative effective use of a variety of narrative techniques that advance the story or illustrate the experience effective use of sensory, concrete, and figurative language that clearly advances the purpose effective, appropriate style enhances the narration The narrative, real or imagined, provides adequate elaboration using details, dialogue, and/or description: experiences, characters, setting, and/or events are adequately developed connections to source materials may contribute to the narrative adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience adequate use of sensory, concrete, and figurative language that generally advances the purpose generally appropriate style is evident The narrative, real or imagined, provides uneven, cursory elaboration using partial and uneven details, dialogue, and/or description: experiences, characters, setting, and/or events are unevenly developed connections to source materials may be ineffective, awkward, or vague but do not interfere with the narrative narrative techniques are uneven and inconsistent partial or weak use of sensory, concrete, and figurative language that may not advance the purpose inconsistent or weak attempt to create appropriate style The narrative, real or imagined, provides minimal elaboration using few or no details, dialogue, and/or description: experiences, characters, setting, and/or events may be vague, lack clarity, or confusing connections to source materials, if evident, may detract from the narrative use of narrative techniques may be minimal, absent, incorrect, or irrelevant may have little or no use of sensory, concrete, or figurative language; language does not advance and may interfere with the purpose little or no evidence of appropriate style Insufficient (incudes copied text) In a language other than English Off topic Off purpose 23

24 2 Point Narrative Performance Task Writing Rubric (Grades 3 8) Score NS Conventions The response demonstrates an adequate command of conventions: adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling The response demonstrates a partial command of conventions: limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling The response demonstrates little or no command of conventions: infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling Insufficient (incudes copied text) In a language other than English Off topic Off purpose Holistic Scoring: Variety: A range of errors includes sentence formation, punctuation, capitalization, grammar usage, and spelling Severity: Basic errors are more heavily weighted than higher level errors. Density: The proportion of errors to the amount of writing done well. This includes the ratio of errors to the length of the piece. 24