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ISTEP+: Grade 4 English/Language Arts. Released Items and Scoring Notes

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ISTEP+: Grade 4 English/Language Arts Released Items and Scoring Notes Introduction Indiana students in Grades 3-8 participated in the ISTEP+ Spring 2011 administration. The test for ISTEP+ in Spring 2011
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ISTEP+: Grade 4 English/Language Arts Released Items and Scoring Notes Introduction Indiana students in Grades 3-8 participated in the ISTEP+ Spring 2011 administration. The test for ISTEP+ in Spring 2011 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 this document which outlines the released Applied Skills questions and includes brief scoring notes that describe the given score points and explain the scoring rules and expectations for the individual questions. This document 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 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 document. Page 2 of 52 QUESTION TYPES This document 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 document. 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 B C D E Blank/No Response/Refusal Illegible Written predominantly in a language other than English Insufficient response/copied from text 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 or writing via Page 3 of 52 The chart below summarizes the question types used to measure a student s mastery of content, the assessment that contains the particular question type, the standards assessed in each assessment, and the scoring method used to evaluate a student s response given the question type. Question Type Assessment Standards Assessed Scoring Method Multiple-Choice (MC) Multiple-Choice Assessment All Machine-Scored Constructed-Response (CR) Applied Skills Assessment 2 & 3 2-pt. CR Rubric (Grades 3-12) Extended-Response (ER) Applied Skills Assessment 5 & 6 4-pt. WA Rubric (Grades 3-4) 4-pt. LC Rubric (Grades 3-4) Writing Prompt Applied Skills Assessment 5 & 6 6-pt. WA Rubric (Grades 3-4) 4-pt. LC Rubric (Grades 3-4) More information is available regarding these assessment topics on the Office of Student Assessment homepage at Page 4 of 52 Writing Prompt Standard 5: Writing Applications Standard 6: Language Conventions Page 5 of 52 Page 6 of 52 Page 7 of 52 Page 8 of 52 Page 9 of 52 Page 10 of 52 Page 11 of 52 Page 12 of 52 Writing Prompt, Sample A Writing Applications Score Point 6 Language Conventions Score Point 4 Making A Picture Box Last year I made something special. I made it for my grandma and grandpa. They told me they would never trade it in for the world. I made them a picture box! I made it for my grandma and grandpa because they mean the world to me. They also have a ton of pictures and they needed somewhere to put them. So I made them a picture box. It took alot of things to make the picture box. I used cotton balls, cue tips, markers, construction paper, a shoe box, hot glue gun, and time. The first thing I did was got the construction paper and cut it so I could glue it to the outside of the box. Then I glued. I did the same thing on the inside. Then I took my grandmas favorite color of marker, (which is purple) and started coloring, drawing, and writing nice things. The cotton balls and cue tips came next. I took the hot glue gun and glued cotton balls and cue tips and made it look like a really cool design. If something started to peel off, I would carefully glue it back on. There were alot of interesting things about the picture box. One of the interesting things was that it looked AWESOME! Another thing was I used basic things to make it. Something else was it could hold a ton of pictures but it doesn t take up much room at all! The last thing that I thought was interesting is that it came from my heart. There are some special reasons why it is so special to my grandma and grandpa. One of the reasons is that I put my time into it. I could have been playing video games but I decided to make the picture box instead. Another reason is that it was from me, their grandaughter. They love everything that is from their grandaughters. A really cool reason is it is not very big, but it holds a ton of memories. Page 13 of 52 The picture box was my favorite thing that I have ever made for my grandma and grandpa. Its my favorite because it holds memories. The good memories and the bad memories. Page 14 of 52 Scoring Notes for Writing Prompt, Sample A Writing Applications Score Point 6 The following list describes a writing sample (shown on the previous pages) that earns a Score Point 6 using the ISTEP+ Writing Applications Rubric. This sample stays fully focused on the task (i.e., describes the process used in making a picture box.). includes detailed, relevant support (e.g., I took the hot glue gun and glued cotton balls and cue tips and made it look like a really cool design. If something started to peel off, I would carefully glue it back on.). follows a clear, logical order. includes vivid descriptions and vocabulary (e.g., I made it for my grandma and grandpa because they mean the world to me. Then I took my grandmas [grandma s] favorite color of marker (which is purple) and started coloring, drawing, and writing nice things.). is fluent and easy to read. contains a variety of sentence patterns, both simple and complex (e.g., I made them a picture box! They also have a ton of pictures and they needed somewhere to put them.). displays a strong sense of audience (e.g., There are some special reasons why it is so special to my grandma and grandpa. They love everything that is from their grandaughters [granddaughters].). NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 6 paper is rare. It fully accomplishes the task and has a distinctive quality that sets it apart as an outstanding performance. Language Conventions Score Point 4 The following list describes a writing sample (shown on the previous pages) that earns a Score Point 4 using the ISTEP+ Language Conventions Rubric. This sample has no errors in beginning capitalization and no errors in the capitalization of proper nouns. has no ending punctuation errors. has no subject and verb agreement errors. has some grade-level spelling errors (e.g., alot [a lot], got [get], grandmas [grandma s], grandaughter [granddaughter]. However, one or more of these may be first-draft errors.* contains one sentence fragment (e.g., The good memories and the bad memories.), but no run-on sentences. *First-draft errors are those errors that were probably 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. Page 15 of 52 Writing Prompt, Sample B Writing Applications Score Point 5 Language Conventions Score Point 4 Making Cakes! Most people have made something with their hands or has watched someone make something. Even babies have made something with their hands, weather it is a building block tower or even a snowman out of mashed potatoes, everyone has made something. Making something is very fun to do, especially when you make it whith someone that you love. And it is also fun because you get to mix and mold and create different things. I love making cakes; it is a chance to learn new stuff and for you to get messy! And I really love decorating cakes because after you re done with it you feel so proud of your self because it is like look what I just did, and it just makes you want to jump! On Febuary 5, 2010 I was the happiest person alive. It was my big sister s birthday, and my mom told me that we were going to make a birthday cake for my big sister. I was very excited! So, when we finally got to work I was doing stuff that I didn t know that I could. I was making fondant, mixing the cake mix, making decorations on the cake, and on the fifth tier of the cake I put a picture of my sister. When we were all done, we called my sister in the kitchen and showed her the cake, she started to cry. She said that it was the most beautiful thing that she had ever seen. But in the end, even though it was alot of hard work, when I saw my big sister s face I knew that it was all worth it. Page 16 of 52 Scoring Notes for Writing Prompt, Sample B Writing Applications Score Point 5 The following list describes a writing sample (shown on the previous page) that earns a Score Point 5 using the ISTEP+ Writing Applications Rubric. This sample stays focused on the task (i.e., describes the making of her sister s birthday cake). provides adequate support (e.g., I was making fondant, mixing the cake mix, making decorations on the cake, and on the fifth tier of the cake I put a picture of my sister.), but with fewer specific details and less development throughout than would be found in a Score Point 6 paper. establishes a clear beginning, middle, and end. includes some descriptive vocabulary (e.g., And it is also fun because you get to mix and mold and create different things.). is easy to read. contains a variety of sentence patterns, both simple and complex (e.g., I was very excited. Making something is very fun to do, especially when you make it whith [with] someone that you love.). displays a good sense of audience (e.g., I love making cakes; it is a chance to learn new stuff and for you to get messy! On Febuary [February] 5, 2010 I was the happiest person alive.). NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 5 paper represents a solid performance. It fully accomplishes the task, but lacks the overall level of sophistication and consistency of a Score Point 6 paper. Language Conventions Score Point 4 The following list describes a writing sample (shown on the previous page) that earns a Score Point 4 using the ISTEP+ Language Conventions Rubric. This sample has no errors in the capitalization of proper nouns and no errors in beginning capitalization. has no ending punctuation errors. has one subject and verb agreement error (e.g., Most people have made something with their hands or has [have] watched someone make something.). has a few grade-level spelling errors (e.g., weather [whether], whith [with], your self [yourself], Febuary [February], alot [a lot].). contains two run-on sentences (e.g., Even babies have made something with their hands, weather [whether] it is a building block tower or even a snowman with mashed potatoes,[.] everyone [Everyone] has made something.; When we were all done, we called my sister in the kitchen and showed her the cake,[.] she [She] started to cry.), but no sentence fragments. Page 17 of 52 Writing Prompt, Sample C Writing Applications Score Point 4 Language Conventions Score Point 4 Pottery We made pottery bowls. It takes a while but it is very fun. First you have to roll the clay into a ball. Then you get the hand you write with. Get your thumb and stick it into the clay and start pinching the outside to make the sides. Then you have to use your hand and make the bottom flat. Then you right your name on the bottom of your piece of clay. Then you make what ever shape you want. You can make a square, a heart, or just keep it the same. Then my favorite part. You get to paint it. There is alot of colors you can use. I am going to use red for my clay. You have to paint it three times when you paint it the first time. You have to wait 5 minutes to paint the second coat. Then when you are done with the second coat you have to wait 10 minutes to paint the third coat. You have to wait two weeks for them to be done. You have to put it in the cenal for one week then you take it out and paint it. That is when you paint your clay. Then you wait anothe week for them to be done. Then you can put them anywhere you want them to go. That is how you make pottery. Pottery is very fun to make. Page 18 of 52 Scoring Notes for Writing Prompt, Sample C Writing Applications Score Point 4 The following list describes a writing sample (shown on the previous page) that earns a Score Point 4 using the ISTEP+ Writing Applications Rubric. This sample stays mostly focused on the task (i.e., describes how to make something out of clay). includes relevant support, but in a list-like manner that lacks development (e.g., You have to wait 5 minutes to paint the second coat. Then when you are done with the second coat you have to wait 10 minutes to paint the third coat.). has a beginning, middle, and end. includes vocabulary that is grade-level appropriate. is easy to read. demonstrates understanding of different sentence patterns, including a few complex sentences (e.g., Get your thumb and stick it into the clay and start pinching the outside to make the sides.). displays a sense of audience (e.g., That is how you make pottery. Pottery is fun to make.). NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 4 paper represents a good performance. It accomplishes the task, but generally needs to exhibit more development, better organization, or a more sophisticated writing style to receive a higher score. Language Conventions Score Point 4 The following list describes a writing sample (shown on the previous page) that earns a Score Point 4 using the ISTEP+ Language Conventions Rubric. This sample has no errors in beginning capitalization and no errors in the capitalization of proper nouns. has no ending punctuation errors. has one subject and verb agreement error (e.g., There is [are] a lot [a lot] of colors you can use.). has a few grade-level spelling errors (e.g., right [write], what ever [whatever], alot [a lot], anothe [another]. contains one sentence fragment (e.g., Then my favorite part.), but no run-on sentences. Page 19 of 52 Writing Prompt, Sample D Writing Applications Score Point 3 Language Conventions Score Point 3 One time I went to Florida for the summer. Went to the beach everyday and made sandcastles. One day when we went to the beach they were haveing a contest for the best sandcastle ever. We tried out. We look around and I said Everybody is so go at making sandcastles. I will be okay houny, gradma said. So lets start buiding. So we did. I carried bucets filled with ice cold water. We pack sand all day it was the end of the contest, and we one it ours was the best out of all the 25 of them. The prize was 20,000 dalors for the mall. We jumped up and down. I said, It not about wining it s about FUN! Page 20 of 52 Scoring Notes for Writing Prompt, Sample D Writing Applications Score Point 3 The following list describes a writing sample (shown on the previous page) that earns a Score Point 3 using the ISTEP+ Writing Applications Rubric. This sample accomplishes the task but stays minimally focused (i.e., describes how he or she made a sandcastle at the beach). provides brief details of support (e.g., Everybody is so go [good] at making sandcastles. I carried bucets [buckets] filled with ice cold water.). establishes a brief beginning, middle, and end. includes mostly basic vocabulary, with some evidence of attention to word choice. is readable. demonstrates control with simple sentence patterns (e.g., We tried out. We jumped up and down.). displays a sense of audience (e.g., It [It s] not about wining [winning.] it s [It s] about FUN!.). NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 3 paper represents a performance that minimally accomplishes the task. Some elements of development, organization, and writing style are weak. Language Conventions Score Point 3 The following list describes a writing sample (shown on the previous page) that earns a Score Point 3 using the ISTEP+ Language Conventions Rubric. This sample has no errors in beginning capitalization and no errors in the capitalization of proper nouns. has no ending punctuation errors. has no subject and verb agreement errors. includes several grade-level spelling errors (e.g., haveing [having], go [good], houny [honey], gradma [grandma], buiding [building], bucets [buckets], one [won]). contains two run-on sentences (e.g., We pack [packed] sand all day[.] it [It] was the end of the contest, and we one [won] it[.] ours [Ours] was the best out of all the 25 of them.; It [It s] not about wining[winning.] it s [It s] about FUN!), and one sentence fragment (e.g., Went to the beach everyday and made sandcastles.). Page 21 of 52 Writing Prompt, Sample E Writing Applications Score Point 2 Language Conventions Score Point 2 I m going to tel you about me playing whith a mud ball. It was a summer day. I went in my bakyard. To play in drut and mud. So I got some water and made mud and made a tiny mud ball. And it grow and grow. In the moring it brok. Page 22 of 52 Scoring Notes for Writing Prompt, Sample E Writing Applications Score Point 2 The following list describes a writing sample (shown on the previous page) that earns a Score Point 2 using the ISTEP+ Writing Applications Rubric. This sample maintains a minimal focus on the task (i.e., explains how to make a ball of mud). includes undeveloped, list-like support (e.g., I went in my bakyard. To play with drut and mud.). is too brief to establish a clear organization. includes little evidence of attention to word choice. contains a limited and simple vocabulary.
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