released 2012 assessment: language 2, reading · pdf file06/05/2016 · illegible:...

EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario


Assessment of Reading, Writing and Mathematics:

Junior Division

Released 2012 Assessment: Language 2, Reading

Item-Specific Rubrics and

Sample Student Responses with Annotations


http://www.eqao.com/



Scoring Guide for Reading Open Response Long Narrative

Trail Blazers – Question 11 Q11: Explain how the hikers’ questions are used to present information about the park. Use specific examples 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 hikers’ questions are used to present information about the park).

10

Response attempts to answer how the hikers’ questions are used to present information about the park. 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 how the hikers’ questions are used to present information about the park. 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 of how the hikers’ questions are used to present information about the park. 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 providing specific and relevant support from the reading selection to explain fully how the hikers’ questions are used to present information about the park


Trail Blazers – Question 11

Code 10

Annotation: Response attempts to answer how the hikers’ questions are used to present information about the park by answering an aspect of the question (e.g., it helps them to learn more about the park).



Code 20

Annotation: Response indicates a partial understanding of how the hikers’ questions are used to present information about the park by providing vague support (e.g., Lien would answer them; provide us readers with wonderful information about algonquin Park). The reader is required to make a connection between the support and how the questions present information about the park.



Code 30

Annotation: Response indicates an understanding of how the hikers’ questions are used to present information about the park by providing some accurate (e.g., it says in the text “What about snakes?” “There are 9 secies of snakes) and relevant support (e.g., the ansers to the the questions give information about Algonguin park). The reader is required to make some connection between the support and how the questions are used to present information about the park.



Code 40

Annotation: Response indicates an understanding by providing specific (e.g., when they ask a question, Lien (the tour guide) answers them giving information. (“What about snakes?” “There are nine species of snakes”) and relevant support (e.g., a very cleaver way to give information through dialog) to explain fully how the hikers’ questions are used to present information about the park.


Trail Blazers – Question 12 Q12: Explain how Tyler’s attitude toward the park changes throughout the text. Use specific examples from the text to support your answer.

Code

Descriptor

B


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., Tyler’s attitude toward the park changes throughout the text).

10

Response attempts to answer how Tyler’s attitude toward the park changes throughout the text. 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 Tyler’s attitude toward the park changes throughout the text. 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 Tyler’s attitude toward the park changes throughout the text. 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 Tyler’s attitude toward the park changes throughout the text.



Code 10

Annotation: Response attempts to answer how Tyler’s attitude toward the park changes throughout the text by answering an aspect of the question (e.g., by seeing different ceauteres and animals).



Code 20

Annotation: Response indicates a partial understanding of how Tyler’s attitude toward the park changes throughout the text by providing vague support (e.g., he starts to become more and more interested in all of the Animails and everthing around them). The response requires the reader to connect the support to how Tyler’s attitude changes throughout the text.



Code 30

Annotation: Response indicates an understanding of how Tyler’s attitude toward the park changes throughout the text by providing some accurate and relevant support (e.g., when Lien tells him about staying overnight, he gets curious. He starts to like the park more when he discovers the grey jay) and some underdeveloped support (e.g., he isn’t so sure about the place; by the end…he likes the park).



Code 40

Annotation: Response indicates an understanding by providing specific (e.g., he said to his dad “this might be OK after all.”; Tyler sees a lot of animals and their homes; make Algonquin park a safe protected place for animals) and relevant support (e.g., In the beginning, it seemed that Tyler didn’t really want to go to; He learns to respect them and care for them; Tyler really appreciates what other people have done) to explain fully how Tyler’s attitude toward the park changes throughout the text.

Scoring Guide for Reading Open Response Graphic

Birds Can Fly, Why Can’t I – Question 5 Q5: Explain how the last two sentences of the first paragraph (“Who knows? Maybe some of them are true…”) relate to the information in the text boxes. Use information from the text to support your answer.

Code

Descriptor

B


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 last two sentences of the first paragraph relate to the information in the

text boxes.

10

Response attempts to answer how the last two sentences of the first paragraph relate to the information in the text boxes. 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 last two sentences of the first paragraph relate to the information in the text boxes. 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 last two sentences of the first paragraph relate to the information in the text boxes. 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 last two sentences of the first relate to the information in the text boxes.


Birds Can Fly, Why Can’t I – Question 5

Code 10

Annotation: Response attempts to explain how the last two sentences of the first paragraph relate to the information in the text boxes by answering an aspect of the question (e.g., because they are not very realistic).



Code 20

Annotation: Response indicates a partial understanding of how the last two sentences of the first paragraph relate to the information in the text boxes by providing vague support (e.g., some of them sound fake.; none of us were around on those dates.) The response requires the reader to connect the support to how it relates to the last two sentences.



Code 30

Annotation: Response indicates an understanding of how the last two sentences of the first paragraph relate to the information in the text boxes by providing some accurate and relevant support (e.g., There are many stories but some of them could be lies; four eagles can’t carry a king on a golden throne). The response requires the reader to make some connection between the support and how it relates to the last two sentences.



Code 40

Annotation: Response indicates an understanding by explaining fully how the last two sentences of the first paragraph relate to the information in the text boxes by providing specific (e.g., in 1500 BCE eagles aren’t that strong so that could be a possible myth) and relevant support (e.g., there are so many “stories” of people who first started to fly, you don’t know which are true and which are myth’s).


Birds Can Fly, Why Can’t I? – Question 6 Q6: Identify one characteristic that the inventors had in common and explain how it contributed to the development of flying machines. Use information from the text to support your answer.

Code

Descriptor

B


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 inventors had one common characteristic and it contributed to the

development of flying machines).

10

Response attempts to identify one characteristic that the inventors had in common and explain how it contributed to the development of flying machines. 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 identifying one characteristic that the inventors had in common and explaining how it contributed to the development of flying machines. 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 identifying one characteristic that the inventors had in common and explaining how it contributed to the development of flying machines. The response includes: • some accurate and relevant support and • some vague or underdeveloped support.


40

Response indicates an understanding by identifying one characteristic that the inventors had in common and provides specific and relevant support from the reading selection to explain fully how it contributed to the development of flying machines.


Birds Can Fly, Why Can’t I? – Question 6

Code 10

Annotation: Response attempts to identify one characteristic that the inventors had in common by answering an aspect of the question (e.g., they all had persiverince). Response does not explain how it contributed to the development of flying machines.



Code 20

Annotation: Response indicates a partial understanding by identifying one characteristic that the inventors had in common (e.g., Determination) and providing vague support (e.g., Not all the inventors made thier inventions fly but they worked had a never gave up). The reader must connect the support to how it contributed to the development of flying machines.



Code 30

Annotation: Response indicates an understanding by identifying one characteristic that the inventors had in common (e.g., persistancy) and providing some accurate (e.g., “Samuel Langley who catipulted a plane from a boat two times before giving up) and relevant support (e.g., kept trying even if it didn’t work out in the end). The reader is required to make some connection between the support and how it contributed to the development of flying machines.



Code 40

Annotation: Response indicates an understanding by identifying one characteristic that the inventors had in common (e.g., perfectionists) and provides specific (e.g., his double-decker biplane glider flew 109 metres, which was better than his other; Samuel later built a passenger-carrying version) and relevant support (e.g., that wouldn’t have happened if he hadn’t wanted to perfect the other) to explain fully how it contributed to the development of flying machines (e.g., Octave tried to perfect his, and he made a better flight…Samuel tried to perfect his, and it ended up carrying passengers).

released 2012 assessment: language 2, reading · pdf file06/05/2016 · illegible:...

Documents