Reading Grade 7 - Tuscaloosa County School District Gr...Reading Grade 7 Passage The “Unforgettable” Nat King Cole 17 Question 18 Rubric 19 Question Samples of responses with annotations

Alabama Reading and Mathematics Test

Annotated Packet

for

Reading

Grade 7

Dr. Joseph B. Morton State Superintendent of Education

Alabama State Department of Education

Montgomery, Alabama

Copyright © 2008 by Alabama State Department of Education. Copyright © 2008 by

NCS Pearson, Inc. All rights reserved. No part of this publication may be reproduced or

transmitted in any form or by any means, electronic or mechanical, including photocopy,

recording, or any information storage and retrieval system, without permission in writing

from the copyright owner except for the printing of complete pages with the copyright

notice, for instructional use and not for resale. Portions of this work were previously

published. Printed in the United States of America.

ARMT GRADE 7 READING

2 Copyright © 2008 by Alabama State Department of Education. Copyright © 2008 by

NCS Pearson, Inc. All rights reserved. Printed in the United States of America.

TABLE OF CONTENTS

Introduction 3

Glossary of Common Terms 4

Reading Grade 7 Passage 1960 5

Question and Rubric 7

Question Samples of responses with annotations 8

Reading Grade 7 Passage The “Unforgettable” Nat King Cole 17

Question 18

Rubric 19

Question Samples of responses with annotations 20



NCS Pearson, Inc. All rights reserved. Printed in the United States of America. 3

INTRODUCTION

This document provides specific information about the open-ended questions on the

Alabama Reading and Mathematics Test (ARMT). It is intended to give an overview of

how responses to open-ended questions are scored and provides responses at each score

point.

This document includes two open-ended questions from previous administrations of the

ARMT. Each open-ended question is followed by three responses for each score point

and the scoring rubric. Sample responses will include annotations and explanations on

scoring decisions. Students were not penalized for spelling or grammar errors that had no

impact on the meaning of the response.




GLOSSARY OF COMMON TERMS

Annotations: A brief explanation of why a paper has received the score it has,

emphasizing the specific ways it is representative of that score point and

sometimes pointing out what is lacking that may have made it a higher score

point.

Invalids: Refers to student responses which do not meet criteria for scorability. For

example, blank papers; off-task and/or off-topic papers; papers containing only

irrelevant marks or images. These papers receive a score of zero.

Item: A question for which a score or set of scores is to be recorded based on the

response.

Logic: The process used to obtain the correct answer. An example is the logical and

appropriate text-based support for the successful completion of test questions.

Sufficient logic for reading items requires the student to write coherent responses

which demonstrate his/her level of understanding of the reading material. The

responses might require literal comprehension (such as sequencing, supporting

details, and following directions), or inferential comprehension of reading text

(such as drawing conclusions, making inferences, determining main idea, using

text features, analyzing characterization and their behaviors).

Open-ended response: Complex assessment items/tasks that can be approached or

solved in more than one way and have more than one accurate response. Students

are asked to include reasons for their conclusions.

Rubric: Written descriptions of the performance evidence or behaviors expected at each

level or score point on the scale for open-ended items.

Score point: A numerical value representing the level of success a constructed response

achieves in relation to the rubric and the descriptors for each score point.


Copyright © 2008 by Alabama State Department of Education. Copyright © 2008 by NCS

Pearson, Inc. All rights reserved. Printed in the United States of America. 5







QUESTION

RUBRIC

Score

Point

3 The response should demonstrate a thorough understanding of the events in

the story and their relation to Jake’s changing his point of view. Response

cites examples from the story that may include the following:

• From the onset of the debates, there is a clear difference in the two

candidates’ appearance.

• Jake’s sister, Karen, immediately becomes more animated when she

sees how attractive Kennedy is.

• Jake begins to notice Nixon’s apprehension and Kennedy’s calm

demeanor.

• After the debates, Jake’s parents argue over politics for the first time.

• Jake comes to the realization that his family had different experiences

regarding the debates.

2 The response should demonstrate a general understanding of the unfolding

events and their relation to the change in Jake’s point of view. Response may

include some elements of a score point 3 response, but is less well-rounded.

1 The response should demonstrate a limited understanding of the relationship

between the events and Jake’s point of view and includes bare or no support.

0 There may be an attempt to address the prompt, but it is inaccurate,

insufficient, or off task.




Sample Paper 1

Score Point 1

The response demonstrates a limited understanding of the relationship

between the events and Jake’s point of view (“When he saw how both of

the men had looked while talking”) and includes no support. This answer

results in a minimal score point 1 response.




Sample Paper 2

Score Point 1


between the events and Jake’s point of view (“…he was uninterested in

politics and was more conserned with reading his book…”) and includes

no support from the passage. This answer basically restates the prompt’s

question at the beginning and at the end. It is not sufficient for a higher

score point than the 1 it was given.




Sample Paper 3

Score Point 1


between events and Jake’s point of view (“…would rather read his

science fiction book”), includes bare support (“Then his sister said the

teacher suggested that they watch it”), and results in meeting the standard

for a score point 1 answer.




Sample Paper 4

Score Point 2

This response demonstrates a general understanding of the unfolding events

and their relation to the change in Jake’s point of view (“…became more

interested in the debate by noticing the candidates having different

expressions on them”) and uses details from the story for support (“For

example, …that Nixon looked a little apprehensive, but Kennedy looked

cool and relaxed”). The last part of the student’s answer (“Jake maybe had

a feel on the points Kennedy had and could agree on where he was going

with his thoughts”) is not supported by information from the story and fails to elevate this higher score point 2 response to the score point 3 range.




Sample Paper 5

Score Point 2

This response demonstrates a general understanding of the unfolding

events and their relation to the change in Jake’s point of view

(“…becomes more interested because he didn’t know his parents were so

into it”). It attributes Jake’s interest to his parents’ interest and their

argument (“His mom was agruing with his dad over who won the

debate”) and for whom they were voting. If the student had provided

more substantial details from the story for support, this score point 2

response could have been given a higher score.




Sample Paper 6

Score Point 2

The response demonstrates a general understanding of the unfolding

events and their relation to the change in Jake’s point of view (“Jake

begins to get interested when his parents started arguing about politics,

which they had never done before”). It supports that idea with the

information that (“Jake realized that the reason they were arguing is

because his father and his mother saw the debate in diffent

perspectives”). This answer meets the standard for a score point 2 level

response.




Sample Paper 7

Score Point 3

This response demonstrates a thorough understanding of the events in the

story and their relation to Jake’s changing point of view and keys upon how

the candidates looked (“When Nixon looked a little apprehensive, and

Kennedy looked calm and relaxed”) and what they agreed and disagreed

about (“... not about the goals for America but only about the means to

reach these goals”). It also mentions Jake’s reaction to the debate as well as

a reason for his reaction (“Jake like to listen to them debate on the ten

questions because he was kind of unfamilier with it”). This answer meets

the requirements of the higher score point 3 type responses.




Sample Paper 8

Score Point 3

The response demonstrates a thorough understanding of the events in the

story and their relation to Jake’s changing point of view and keys in on

Jake’s idea of the candidates’ appearance and what they were discussing

(“he watches Kennedy’s cool mind against Nixon who looked like a

sleepy person and caused him to tune out on items like taxes he didn’t

know about”). It also mentions (“At the end he relised that watching t.v.

and listening to the radio is what caused his parents to fight”) because

(“They had never heard their parents disagree so strongly on politics …

ever”). This elaboration results in an adequate score point 3 response.




Sample Paper 9

Score Point 3

The response demonstrates a thorough understanding of the events in the

story and their relation to Jake’s changing point of view (“Jake found the

campaign very interesting because it was his first time watching it”) and

provides supporting evidence (“…his parents had a dissagreement”; “It

was the first time his parents had argued about politics”). In this answer,

the student recognizes that (“Jake liked seeing their different veiws about who they thought won”) making this a good score point 3 level response.







QUESTION




RUBRIC

Score

Point

3 The response should demonstrate a thorough understanding of the information

provided by the graph and recognize that the 1940s was the most significant

decade for Cole. The response includes complete details for support. Examples

may include, but are not limited to, the following:

• 1943 – Capital Record deal

• 1944 – “Straighten Up and Fly Right” hit

• 1946 – National radio show

2 The response should demonstrate a general understanding of the graph and

include some of the significant dates of the 1940s, but the support is not as

accurate or thorough as a point 3 score.

1 The response should demonstrate a limited understanding of the graph and

include inaccurate dates and bare or no support.

0 There may be an attempt to address the prompt, but it is inaccurate, insufficient,

or off task.




Sample Paper 10

Score Point 1

This response shows limited understanding of the graph. It only mentions

one event from the correct decade (“The National Radio Show was more

events because he have more significance”) and results in the minimum score point of 1.




Sample Paper 11

Score Point 1

The response shows limited understanding of the graph by identifying the

correct decade (“In the 1940’s his career really picked up”) and includes

one detail for support (“Because he was one of the frist Blacks to have

his own show”). This answer meets the requirement for a score point 1

type response.




Sample Paper 12

Score Point 1

The response demonstrates a limited understanding of the graph by

selecting an inappropriate span of ten years (“The most significant

decade of Nat King Cole’s life was between 1946 and 1956”). It

includes an accurate event and date (“In 1946 the King Cole Trio was

given a national radio show”) and some information outside of the

requested correct decade (“In 1956, Cole had his first appearence on television”). This answer meets the standard for a score point of 1.




Sample Paper 13

Score Point 2

This response demonstrates a general understanding of the graph by

selecting the correct data (“The 1940’s was his biggest decade…”) and

includes the most significant career events during that decade (“…his big

music deal with Capital records. Also he had his best hit in this decade.

Finally, he started his very popular Radio show”). Without listing the

dates of those events and not identifying the name of the “hit”, this

answer fails to go beyond this high score point of 2.




Sample Paper 14

Score Point 2

The response demonstrates a general understanding of the information

provided by the graph by choosing the correct decade (“1940’s…”), but

includes only two of three career events (“…He had a national radio hit

and a capital recored deal”). The answer does not mention the significant dates of those events, and results in a typical solid score point 2 response.




Sample Paper15

Score Point 2

The response demonstrates a general understanding of the graph by

correctly listing two of the three events (“He got a capitol Record Deal…

and He had a National Radio show at 1946…”). This answer gave some

information outside the correct decade (“…and had to go on a Network

Television Show around 1958”) and an inaccurate date of “1941” for the

Capitol Record Deal of 1943, resulting in a score point of 2.




Sample Paper 16

Score Point 3

The response demonstrates a thorough understanding of the information

provided by the graph by selecting the correct information (“1940

through 1950 was the most significant decade in Cole’s life”). Although

the dates of the events are not given, the student has provided the correct

events of the decade (“…capitol record deal…sung ‘Straighten Up and

Fly Right’”; and “…radio show”). While the “TV show” did not occur in

the 1940’s decade, it appears to be more of an afterthought and does not drop the score for this answer below a score point of 3.




Sample Paper 17

Score Point 3

This response demonstrates a thorough understanding of the information

provided by the graph by recognizing that (“The decade of 1940 – 1950

had the most significant career events in Cole’s life”). It includes the

details of all three major events of the 1940’s (“First, in about 1943

Capitol Records signed him on. Then a year later ‘Straighten Up and Fly

Right’ became a hit. Two years after his band got their own National

Radio Show”). This answer also tells us why they were significant

(“During this decade he became famous”) and results in the high score

point 3 response.




Sample Paper 18

Score Point 3

The response demonstrates a thorough understanding of the information

provided by the graph and recognizes that (“The 1940s were the most

significant events of Nat King Cole’s great life”). It includes complete

details (“It all started when he was signed by Capitol Records in 1943.”;

“The next year, he recorded his first hit single, ‘Straighten Up and Fly

Right.’”; “The last big event of the 40s was when he received his national

radio show”) for support. This answer explains the significance of these events and results in a high score point 3 type response.

Documents

Reading Grade 7 - Tuscaloosa County School District Gr...Reading Grade 7 Passage The “Unforgettable” Nat King Cole 17 Question 18 Rubric 19 Question Samples of responses with annotations