Model IAS Cluster Assessment English Assessment 1 · 2013-05-13 · Enrichment Test – Teacher Copy 2013 Assessment 1 – Advanced Page 1 Listening Directions: Read the questions,

Enrichment Test – Teacher Copy 2013 Assessment 1 – Advanced Page 0

Model IAS Cluster Assessment

English

Assessment 1

Teacher Copy

ADVANCED

2012 -2013


Listening Directions: Read the questions, then watch and listen to the excerpt of Mary Celeste. Answer the questions as you watch or immediately after. You will be given a second showing of the video and a final opportunity to answer the questions. You will be asked 7 multiple choice questions and 2 constructed response questions. http://www.youtube.com/watch?v=LE18mtDD3SU

Item N0: 1 Content Area: Listen and Respond

Standard Code:3.1 Item Type: MC Points: 1

Standard Text: Understand and respond to narratives, anecdotes, stories, plays and films: • understand gist, dialogue, moods, relationships and intentions;

• plan and write a critical analysis.

DOK:1 Key: B

Notes: understand gist, dialogue, moods, relationships and intentions;

What did Morehouse find in the sea in 1872?

A. a drifting empty destroyed ship B. a drifting ship with no people on it C. a drifting ship with sick people on it D. a drifting ship with dead people on it





DOK:2 Key: D

Notes:understand gist, dialogue, moods, relationships and intentions;

Who is Morehouse?

A. the narrator B. one of Mary Celeste's crew C. a passenger on Mary Celeste D. the captain who found Mary Celeste

http://www.youtube.com/watch?v=LE18mtDD3SU



Standard Code: 3.5 Item Type: MC

Points: 1

Standard Text Understand the effect of a wide range of paralinguistic features used by speakers on TV, in film, and in live situations: meetings, presentations, seminars • body language – be aware of appropriateness and inappropriateness of ‘mirroring’ to show empathy, hand covering the mouth or crossed arms to show criticism or defensiveness; • facial expression – be aware of the differences in consciously-used facial gestures to show frustration, anger, confusion or encouragement; • eye contact and gaze – be aware of the role of the eyes in enabling conversation management, providing feedback when delivering a presentation (to make sure the audience is ‘with you’), turn-taking and yielding, and closing sequences; • use volume, speed and pace of delivery, and stress, rhythm and intonation to show impatience, encouragement, resolve conflict etc.; • use non-verbal sounds (e.g. laughter, coughing) to show empathy, superiority, embarrassment etc.; • use head movements (e.g. nodding) during conversation to

indicate comprehension, provide evidence of listening, agreement or disagreement, and as a turn-taking signal.

DOK:2

Key: A

Notes: the volume, speed or pace of words, stress, rhythm, intonation;

to show impatience, encouragement, to resolve conflict etc. What mood does the music reflect at the beginning of the story?

A. horror

B. sadness

C. violence

D. joyfulness






DOK: 1 Key: A

Notes: • understand gist, dialogue, moods, relationships and intentions;

What made the authorities feel something scary had happened?

A. the disappearance of the crew

B. the captain and the crew were found dead

C. the items found on the ship were in perfect order

D. the ship was floating as a broken wreck on the sea





DOK:1 Key: D

Notes: • understand gist, dialogue, moods, relationships and intentions;

Who was on board the Marie Celeste?

A. the captain and seventy sailors

B. the captain and seventeen sailors

C. the captain , his wife and their three kids

D. the captain, his wife, his daughter and seven sailors






DOK:1 Key: C

Notes: : • understand gist, dialogue, moods, relationships and intentions;

What does finding a meal and hot tea freshly furnished on the gallery suggest about the crew?

A. They abandoned the ship a long time ago. B. They abandoned the ship because a monster attacked them. C. They abandoned the ship believing that they won’t leave it for so long. D. They abandoned the ship and didn’t expect that they will return back to the ship.


Standard Code: 3.1 Item Type: MC Points: 1



DOK: 2 Key: C

Notes: • plan and write a critical analysis

What makes Mary Celeste the famous mystery of the sea?

A. It was found abandoned and unmanned. B. The ship was sailing from New York to Genoa in Italy. C. The question about this "ghost ship" remained unanswered.

D. Although the ship was undestroyed, the crew were found alive.


Item N0:8 Content Area: Listen and Respond

Standard Code: 3.1 Item Type: CR Points: 3



DOK:3

Notes: • plan and write a critical analysis. What do you think about the blood found on the knife? Use information from the audio to support your answers.

Item N0:9 Content Area: Listen and Respond

Standard Code:3.1 Item Type: CR Points: 3



DOK: 3

Notes: • plan and write a critical analysis.

How would you describe finding the ship in good order? Support your answer with two pieces of evidence from the audio.


Reading

Directions: In this section you will read a passage and answer 7 multiple choice questions and 2

constructed response questions .Be sure that you put all your answers in the space provided.

How are discoveries made? We can learn a lot about the origins of inspiration from the famous account of Archimedes' Eureka moment in his monumental discovery in 260 BC.

The Origin of Inspiration

1 As the story goes, the King of Syracuse had commissioned a goldsmith to make an

elaborate golden crown. The goldsmith was known for his great skill, and indeed, he crafted a

fine crown for the king. However, the king was suspicious by nature, and he suspected that the

goldsmith may have mixed silver with the gold used in the crown. Believing he had been

charged too much for the crown, the king asked Archimedes to assist him in proving his case.

Could Archimedes confirm the king's suspicions? Archimedes knew that he would be rewarded

considerably for finding the answer, and safe from trouble with the king, so long as he did not

damage the crown in finding the truth.

2 The easiest way to prove whether the crown was pure gold would be to melt the crown into

a block and measure its density, as gold is denser that silver, but this was out of question.

Melting the crown would destroy it.

3 Archimedes was frustrated. He faced setback after setback. He found that constantly

thinking about the problem exacerbated his frustration, so he decided to do something different –

take a long, warm bath. Archimedes believed that he could overcome his lack of inspiration,

providing that he relaxed and allowed a breakthrough to emerge.

4 So Archimedes filled his tub with water, and as he lowered himself into it, the water level

rose, and some of the water spilled over the top of the tub and onto the floor. In an instant

Archimedes realized the significance of this – he could measure the volume of the king's crown

by submerging it into a tub of water. When the crown was put in the water, the water level

would rise as the crown displaced it. The shape of the crown was irrelevant, and more


importantly, putting the crown under water would not damage it. The submerged crown would

displace an amount of water equal to its volume. Archimedes worked out that by dividing the

mass of the crown by the volume of water displaced, the density of the crown could be

calculated. If cheaper and less dense metals, such as silver, had been added, the density of the

crown would be lower than the density of gold.

5 In an instant, Archimedes leapt from the tub, shouting, `Eureka! Eureka!` or `I've found it!

I've found it! `

6 This incident provides some insight into an important ingredient for inspiration – relaxation.

Intelligence alone was not enough to enable Archimedes to solve his problem. He needed

something else to make his discovery, specifically the relaxation a warm bath offered. He needed

to take a break from thinking.

7 This story shows that relaxation and knowledge go hand-in-hand when it comes to

inspiration. If Archimedes hadn't watched the water flow over the top of his bathtub, he probably

wouldn't have realized that he could find the crown's purity by measuring its density.

Conversely, someone who did not have Archimedes' mathematical and scientific expertise

would have watched the water flow onto the floor without coming to any conclusion at all.


Item N0:10 Content Area: Read and Respond

Standard Code:6.9 Item Type: MC

Point: 1

Standard Text: Use active comprehension strategies to derive meaning after reading by: • indicating, analysing, and evaluating the sequence of events; • recognising and stating the main idea or central element in a given reading selection and noting details that support it; • identifying the author’s purpose and analysing to determine if it is met; • discussing similarities and differences and using evidence cited from the text or various texts; • analysing and evaluating the text to find contextual support for – responses to questions, – assistance in formulating ideas and opinions, – supporting personal responses; • evaluating cause and effect relationships; • evaluating statements as fact or opinion;

• evaluating and reflecting on comprehension strategies utilised to make meaning from texts.

DOK2 Key: D

Notes: • recognising and stating the main idea or central element in a given reading selection and noting

details that support it; What is the main idea of the passage?

A. Discoveries are made only by intelligent people. B. Archimedes’ discovery was solely due to cleverness. C. Relaxation is not very important to Archimedes' discovery. D. A combination of knowledge and relaxation led to Archimedes' discovery.


Item N0: 11 Content Area: Read and respond


Standard Text: Apply an understanding of word parts, word relationships and context clues

DOK: 1 Key: D

Notes: context clues

Read the following statement from paragraph 1.

As the story goes, the King of Syracuse had commissioned a goldsmith to make an

elaborate golden crown

What does the underlined word mean? A. to relax after, or in between activities B. to make something by hand using special skills C. to move or shift something from its normal position D. to officially asked someone to do something for you


Item N0:12 Content Area: Read and Respond


Points: 1

Standard Text: Extend use active comprehension strategies to derive meaning while reading by: • formulating and clarifying questions; • evaluating predictions made in pre-reading and making adjustments; • predicting outcomes, stating reasonable generalisations, and drawing conclusions based on prior knowledge and information gained while reading; • inferring attitudes, relationships and drawing generalisations from the text; • comparing and contrasting different parts of the text; • referring to the text for evidence of conclusions or opinions; • using self-monitoring strategies while reading;

• relating the text to prior personal experience or opinions as well as previously read print and non-print texts.

DOK 1

Key : A

Notes: inferring attitudes, relationships and drawing generalisations from the text;

Why did the king think that the goldsmith may have mixed silver with the gold?

A. because the king didn't trust anyone B. because the king didn't like the crown C. because the goldsmith had cheated the king before D. because the crown didn't look like it had been made of pure gold




Standard Text: Skim and scan written and screen-based texts for information. Interpret and evaluate the texts:

• in terms of reading purpose (i.e. deciding what they need to know and reading appropriately); • knowing how deeply to read the document (i.e. skimming, scanning or studying); • using active reading techniques (e.g. highlighting or marginal notes) to identify key points and comment on a text; • using the table of contents for reading magazines and newspapers, and clipping useful articles; • recognising different article types and understanding how to extract information from them;

• using indexes, pictures, tables of contents, and glossaries to help assimilate information.

DOK: 1 Key: B

Notes: knowing how deeply to read the document (i.e. skimming, scanning or studying);

What would have happened to the crown if the goldsmith had mixed silver with the gold? A. the crown would have been heavier B. the crown would have been less dense C. the crown would have looked different D. the crown would have been more valuable




Standard Text: Extend work on narratives from Grade 11 Advanced, to understand: • how authors choose language to influence readers; • how narratives are differently structured, noting how paragraphs and chapters are used separate, sequence and link the text;

• how the point of view in narratives varies and can be manipulated for effect.

DOK: 1 Key: A

Notes: how narratives are differently structured, noting how paragraphs and chapters are used

separate, sequence and link the text; Which of these events happened first in this narrative?

A. The goldsmith crafted a fine crown for the king. B. Archimedes shouted Eureka when he found the solution. C. Archimedes decided to relax to overcome his lack of inspiration. D. The king asked Archimedes to determine whether the crown was pure gold.



Standard Text: Trace the ways in which authors provide clues for readers to: • prepare them for new episodes in the plot; • indicate motives, wishes, attitudes, relationships between characters; • point the reader to significant characters, places, events in the story;

• indicate how the story might end.

DOK: 2 Key: D

Notes: indicate motives, wishes, attitudes, relationships between characters;

What was Archimedes' intention when he decided NOT to melt the crown?

A. He believed the crown was solid gold. B. He already had known the density of the gold included. C. He couldn't have found out if it was pure gold by melting it. D. He knew he would be rewarded for finding the answer without damaging the crown.






DOK: 2 Key: B

Notes: Trace the ways in which authors provide clues

Based on the text, which sentence states the plot's main conflict?

A. Archimedes had to prove that silver has a higher density than gold. B. Archimedes had to determine if the crown was pure gold without melting it. C. Archimedes was going to risk and melt the crown to determine whether it’s pure gold. D. The king promised to give Archimedes a reward if he could determine whether the crown was

pure gold.





DOK: 2 Key: NA

Notes: • indicate motives, wishes, attitudes, relationships between characters;

Why do you think Archimedes accepted the king's request to find the purity of the crown? Was he motivated by the challenge, the reward, or fear of the king? Use details and information from the text to support your answer.




Standard Text: Infer underlying moods, intentions and values in stories and other narratives. Form and present a critical opinion of a text by: • comparing and synthesising information from different parts of the text; • comparing the text with other relevant texts on the same or similar themes, by the same author or in similar genre;

DOK: 3 Key: NA

Notes: relating the text to own views or preferences.

Thomas Edison, inventor of the electric light bulb, once said," Genius is 1% inspiration and 99% perspiration." Do you think this is true? Why? Why not? Justify your answer by giving one example from the story to support your answer.


Writing

Directions: In this section you will answer 10 multiple choice questions and respond to 2 writing prompts. Your writing will receive three scores: planning, idea development, and writing conventions

Read the following memo then answer the questions from 19 -24

To: Management team

From: Manager of the company

Date: Feb 3, 2009

Subject: ______________________________

1 I’m pleased to tell you that John Smith has agreed to join the Ovations Management Team as a

senior vice president. John joins us as we explore additional strategies relating to our care business,

including the comprehensive health services that are needed to assist ill individuals and their

families.

2 We are very fortunate to have John’s leadership as we expand our company growth. John has

demonstrated strong leadership in creating and implementing business strategies, medical practice

management and new business development. ______________, he has been with United Healthcare

for four years, where he was responsible for developing networks. Lately, John has worked in

Colorado and Tennessee with health services companies.

3 John will transition on April 14, 2009 I will forward the contact information for John and his

assistant as soon as it is available. Please join me in welcoming John. Please share this

announcement with your employees immediately.


Item N0: 19 Content Area: writing


Points: 1

Standard Text: Write for a range of functional purposes to report, organise and convey information accurately: • requests for information asking precise questions in a form that is attractive to the reader and easy to understand; • letters of complaint using formal English in firm, clear but courteous, language, making clear the nature of the problem and the assistance or, response that is expected; • instructions and directions using typical language and

organisational features of procedural texts – non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps; • memos (on email, handwritten or for public notice-board display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK:2 Key: D

Notes: and making clear the addressee, topic or subject and date,

Which of the following would best be the subject of the memo? A. Health Services B. Company Practice C. Training in a company D. Expansion of the company




Standard Text: Write for a range of functional purposes to report, organise and convey information accurately: • requests for information asking precise questions in a form that is attractive to the reader and easy to understand; • letters of complaint using formal English in firm, clear but courteous, language, making clear the nature of the problem and the assistance or, response that is expected; • instructions and directions using typical

language and organisational features of procedural texts

– non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps; • memos (on email, handwritten or for

public notice-board display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK: 2 Key: B

Notes: memos (on email, handwritten or for public notice-board display) either

using existing templates or designing and adapting the memos to suit the

purpose, What is the purpose of this memo?

A. to ask employees for help in some tasks B. to inform employees about a new member C. to arrange to leave the company within a month D. to request employees to update their information






– non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps;

• memos (on email, handwritten or for public notice-board display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK: 1 Key: B

Notes: and adapting the memos to suit the purpose, and making clear the addressee,

Who is the intended audience of this memo?

A. the company staff B. the management team C. the secretary of the company D. the staff, the manager and the secretary






– non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps;

• memos (on email, handwritten or for public notice-board display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK: 1 Key: D

Notes: reminding, requesting or informing in concise but informal language,

suited to the role and status of the audience; What does the company manager ask the management team to do? A. to fill an application form B. to help John Smith in doing his job C to set a date for meeting John Smith D. to pass the announcement to the employees




Points: 1

Standard Text: Develop writing ideas through: • discussion, from reading, of films, pictures, broadcasts, personal experience; • preparing material from background reading, interviews or surveys, observations, personal knowledge; • constructing a plan, writing in note or diagrammatic form showing the main points in sequence; • choosing a style to suit the purpose and

intended audience.

DOK2 Key: D

Notes: choosing a style to suit the purpose and intended audience.

Which is the best way to rewrite sentence 1 to make it more formal?

A. I am pleased to tell you that John Smith has agreed to join the O. M Team B. I’m pleased to tell you that John Smith has agreed to join the Ovation Management

Team C. I’m pleased to announce that John Smith has agreed to join the Ovation Management

Team D. I am pleased to announce that John Smith has agreed to join the Ovation Management

team




Points:1

Standard Text: Write for a range of functional purposes to report, organise and convey information accurately: • requests for information asking precise questions in a form that is attractive to the reader and easy to understand; • letters of complaint using formal English in firm, clear but courteous, language, making clear the nature of the problem and the assistance or, response that is expected;

• instructions and directions using typical language and organizational features of procedural texts – non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps;

• memos (on email, handwritten or for public notice-board

display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK:1 Key: C

Notes: sequencing connectives

What best fills in the space of paragraph 2 ?

A. So B. This C. In addition D. For instance




Points: 1

Standard Text: Independently apply a range of spelling strategies – using own knowledge, spelling strategies, dictionaries and spell-checks.

DOK: 1 Key: C

Notes: Independently apply a range of spelling strategies – using own knowledge,

Read the following sentences

It was a wonderful movie; the tone of the music was soft, there were a lot of symboles. The conflicts were strong and the dialogues were attractive.

Which of the underlined words is misspelled?

A. tone B. conflicts C. symboles

D. dialogues




Standard Text: Write for a range of functional purposes to report, organise and convey information accurately: • requests for information asking precise questions in a form that is attractive to the reader and easy to understand; • letters of complaint using formal English in firm, clear but courteous, language, making clear the nature of the problem and the assistance or, response that is expected;

• instructions and directions using typical language and organisational features of procedural texts – non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps; • memos (on email, handwritten or for public notice-board display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK: 1 Key: A

Notes: requests for information asking precise questions in a form that is

attractive to the reader and easy to understand; Which of the following sentences is best used as a request?

A. Could you tell me when the course starts? B. May I use some papers from your desk sir?

C. Have you thought about where to apply for a job? D. As I see, it is better to apply to London universities.



Standard Code:6.4 Item Type: MC Points:1

Standard Text: Identify and interpret a wide range of features of discourse cohesion: • reference; • linking conjunctions which express – identity to indicate sameness, – opposition to indicate a contrast, – addition to indicate continuation, – cause and effect, – indefinites to indicate a logical connection of an unspecified type, – concession indicating a willingness to consider the other side, – exemplification to indicate a shift from a more general or abstract idea to a more specific or concrete idea; • other cohesive features; • ellipsis; • substitution; • lexical cohesion; • enumeration.

DOK: 1 Key: D

Notes: linking conjunctions

Read the sentence below

______________they were leaving their destination, the music on the radio was interrupted by a news announcement.

Which connector could be added to complete the meaning of the sentence? A. So B. But C. Though D. While




Standard Text: Use the full range of punctuation

appropriately with more than

90% accuracy.

DOK: 1 Key: C

Notes: related to the reported speech

Which of the following is punctuated incorrectly?

A. Education helps children to develop. Besides, it helps them to get jobs. B. Children in poor countries are mostly employed because their wages are low. C. Working with children is mostly hard and tiring still patience can make it easier. D. Working with children is mostly hard and tiring .Still, patience can make it easier.


Part 2

Directions: In this part you will respond to 2 writing prompts. Your writing will receive three scores:

idea development, planning, and writing conventions

Item N0: Writing 1 ( short topic) Content Area: writing

Standard Code: 9.6 Item Type: CR

Points: 3

Standard Text: Write for a range of functional purposes to report,

organise and convey information accurately: • requests for information asking precise questions in a form that is attractive to the reader and easy to understand; • letters of complaint using formal English in firm, clear but courteous, language, making clear the nature of the problem and the assistance or, response that is expected;

• instructions and directions using typical language and organisational features of procedural texts – non-personal direct language, – active, imperative verbs, – sequencing connectives, – a clear statement of intended outcome and equipment needed followed by a series of ordered steps;

• memos (on email, handwritten or for public notice-board display)

either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;

DOK:3 Key:NA

Notes: requests for information asking precise questions in a form that is attractive to the

reader and easy to understand; letters, emails, questionnaires, and forms

memos (on email, handwritten or for public notice-board display) either using existing templates or designing and adapting the memos to suit the purpose, and making clear the addressee, topic or subject and date, and reminding, requesting or informing in concise but informal language, suited to the role and status of the audience;


Choose ONE of the following topics to write about:

Writing prompt 1

OR

Topic 1

Write a memo to all grade 12 students asking them to organize the Open Day in your school.

Make sure you include the following:

1- Heading, audience, subject and date.

2- The activities included and planned for.

3- The meeting time, date and place

Topic 2

Write an email to a Computer Center requesting them to provide you with some information

about a training program.

Make sure you include the following:

1- Greeting and reason for writing

2- Suitable questions about time, place, cost and any required papers

3- Suitable closing

1- g


Item N0: Prompr2 ( long topic) Content Area: writing


Drawing on experiences of reading, plan and compose extended narratives based on known or imagined stories, personal experiences or recounts of events, showing ability to: • select and use a narrative voice consistently;

DOK: 3 Key: CR

Notes:

Choose one of the following topics and write about: Writing prompt Topic 2

Topic 1

OR Topic 2

Your school magazine is holding a narrative competition and you have decided to enter. Write a story for the school magazine, the story must end with these words:

“It was the most wonderful reward I have ever received from my parents, I will never lose it......"

“It was a cold night in December, my parents were out, and there were strange sounds and

movements downstairs…………..”

Complete the story in your own words. Don’t forget to apply all the story elements (setting,

characters, climax, conflict, suitable end)


Plan for your story here

Setting:

Place/ Time: ------------------------------------------------------------------------------------------------------------

Characters: ---------------------------------------------------------------------------------------------------------------

Main Characters: -------------------------------------------------------------------------------------------------------

Minor Characters: ----------------------------------------------------------------------------------------------------------------

Problem or Plot:

------------------------------------------------------------------------------------------------------------------------------------------

Event (1)

---------------------------------

---------------------------------

---------------------------------

---------------------------------

---------------------------------

Event (2)

---------------------------------

---------------------------------

---------------------------------

---------------------------------

---------------------------------

Climax

---------------------------------

---------------------------------

---------------------------------

---------------------------------

---------------------------------

Solution :

---------------------------------------------------------------------------------------------------------------------------------------------



Test Map Advanced

Item # or Task Strand Standard DOK Response Key Points

Oral Presentation Speaking 5.1 – 5.2 5.9

3 Performance -**- 20

1 Listening 3.1 1 MC B 1

2 Listening 3.1 2 MC D 1

3 Listening 3.1 2 MC A 1

4 Listening 3.5 2 MC A 1

5 Listening 3.1 1 MC C 1



8 Listening 3.1 3 CR NA 3

9 listening 3.1 3 CR NA 3

10 Reading 6.9 2 MC D 1


12 Reading 6.8 1 MC A 1

13 Reading 6.7 1 MC B 1

14 Reading 7.1 1 MC A 1


16 Reading 7.2 2 MC B 1

17 reading 7.2 2 CR NA 3

18 Reading 7.3 3 CR NA 3

19 Writing 9.6 2 MC D 1

20 Writing 9.6 2 MC B 1

21 Writing 9.6 1 MC B 1



24 Writing 9.6 1 MC C 1





Writing Prompt 1 Writing 9.6 3 Idea dev. NA 2

Conventions NA 1

Writing Prompt 2 Writing 9.2 3 planning NA 1

Writing NA 3

Conventions NA 2

Total 65


Listening: Scoring guide

8- What do you think about the blood found on the sword? Use information from the audio to support

your answers.

Score Description

3 Response provides a thorough explanation of how the blood was there. Explanation includes specific, relevant details from the video.

2 Response provides a partial explanation of how the blood was there. Explanation includes specific, relevant details from the video with some omissions.

1 Response provides a minimal explanation of how the blood was there. Explanation includes few, if any, specific, relevant details from the video.

0 Response is totally incorrect or off-topic, unintelligible, or written in a language other than English.

Blank No response.

Scoring Notes:

The blood from the sword may have used by the cooks while they were cutting a fish or

any other sea animal. It may also have been used to kill all the people on the ship. There

were no animals or dead people found on the floating ship so it was difficult to prove that

someone was killed.


9. How would you describe finding the ship in good order? Support your answer with at least

two pieces of evidence from the audio.

Score Description

3 Response provides a thorough explanation of how to describe finding the ship in

good order. Explanation includes specific, relevant details from the video.

2 Response provides a partial explanation of how to describe finding the ship in

good order. Explanation includes specific, relevant details from the video with some omissions.

1 Response provides a minimal explanation of how to describe finding the ship in

good order. Explanation includes few, if any, specific, relevant details from the video.


Blank No response.

Scoring Notes:

The items on the ship were all in perfect order. There were no things lying scattered which could prove that there was a fight or that the crew left taking all their belongings with them. There wasn’t any evidence of a fight or the use of violence. There was also a cup of freshly brewed tea lying on the table and the ship rooms were clean and tidy.


Reading Scoring guide Model

17. Why do you think Archimedes accepted the king's request to find the purity

of the crown ?Was he motivated by the challenge ,the reward, or fear of the king? Use details and

information from the text to support your answer.

Score Description

3 Response provides a thorough explanation why Archimedes accepted the king's

request. Explanation includes specific, relevant details from the lecture.

2 Response provides a partial explanation why Archimedes accepted the king's

request. Explanation includes specific, relevant details from the lecture with some omissions.

1 Response provides why Archimedes accepted the king's request. Explanation includes few, if any, specific, relevant details from the lecture.


Blank No response.

Scoring Notes:

motivated by the considerable reward

accepted the challenge of not destroying the crown

didn't give up when faced difficulties Sample 3-point response:

He was motivated by the reward offered by the king and at the same time he was challenged to find the answer without destroying the crown; he couldn't find the answer immediately, but he didn't give up and tried to relax in order to district himself from the problem hoping that the answer will come along.


18. Thomas Edison, inventor of the electric light bulb, once said," Genius is 1% inspiration and 99%

perspiration." Do you think this is true? Why? Why not? Use details and information from the

text to support your answer.

Score Description

3 Response provides a thorough explanation why Genius 99% perspiration. Explanation includes specific, relevant details from the lecture.

2 Response provides a partial explanation why Genius 99% perspiration. Explanation includes specific, relevant details from the lecture with some omissions.

1 Response provides why Genius 99% perspiration. Explanation includes few, if any, specific, relevant details from the lecture.


Blank No response.

Scoring Notes:

Genius is largely the result of hard work

Genius is only a greater aptitude for patience

Archimedes didn't give up when faced difficulties Sample 3-point response:

I do believe in what was said by Thomas Edison because genius is largely the result of hard

work, rather than an inspired flash of insight. Genius is only a greater aptitude for patience.

This is clear when Archimedes accepted the challenge and kept trying to figure out whether the

crown is gold or not without damaging it. As the writer mentioned in the third paragraph:

"Archimedes was frustrated. He faced setback after setback. He found that constantly thinking

about the problem exacerbated his frustration, so he decided to do something different – take a

long, warm bath. Archimedes believed that he could overcome his lack of inspiration,

providing that he relaxed and allowed a breakthrough to emerge."


E-Mail and Letter Writing Rubric (Advanced)

Idea Development:

Writing Conventions:

Score Description 2 E-mail or letter messages demonstrate professionally and strong appropriate

ideas which are clear, focused, engaging with relevant and strong supporting details.

1 E-mail or letter messages demonstrate some or little appropriate ideas which are clear, focused, engaging with relevant and strong supporting details.

0 E-mail or letter messages demonstrate NO appropriate ideas which are clear, focused, engaging with relevant and strong supporting details.

Score Description 1 E-mail or letter messages demonstrate strong appropriate mechanics and

language style including (formal vs. informal), editing, spelling, punctuation and capitalization.

0 E-mail or letter messages demonstrate NO appropriate mechanics and language style including (formal vs. informal), editing, spelling, punctuation and capitalization.


Writing Rubric—Narrative Writing

Advanced

Idea Development

Standard points Descriptors

9.2 3 The essay tells the story of an experience in the life of the writer. It has an engaging introduction and a series of events which lead logically from one to another, until arriving at a clear conclusion. There may be a brief reflection noting the long-term significance of the experience. The details are specific and clear, and the sentences flow smoothly throughout the text. Errors in grammar, usage, and mechanics, if present, do not detract from the meaning of the narrative.

2 The essay tells the story of an experience in the life of the writer. It has an introduction to interest the reader, a series of events which lead logically from one to another, until arriving at a clear conclusion. There may be a brief reflection noting the long-term significance of the experience. The details are generally specific and clear, and most sentences flow smoothly. Errors in grammar, usage, and mechanics seldom detract from the meaning of the narrative.

1 The essay tells the story of an experience in the life of the writer. It has a distinct beginning, middle, and end. The details vary from specific and clear to general and vague. Frequently the flow of sentences appears disconnected, making it difficult for the reader to connect the ideas. Errors in grammar, usage, and mechanics begin to detract from the meaning of the narrative and a fluent reading of the text.

0 Response is missing, irrelevant, or provides too little text for evaluation.

Writing Conventions--GUM

Points Descriptors

2 Solid ability with conventions.

1 Some success with conventions, though meaning suffers at times.

0 Errors are disproportionate to the length or complexity of the writing.

Planning

Points Descriptors

1 Some content of the planning space is represented in the student writing.

0 Nothing in the planning space is represented in the student writing.

Documents

Model IAS Cluster Assessment English Assessment 1 · 2013-05-13 · Enrichment Test – Teacher Copy 2013 Assessment 1 – Advanced Page 1 Listening Directions: Read the questions,