released assessment: item-specific rubrics and sample ... · includes vague support- enough...

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Assessment of Reading, Writing and Mathematics:

Primary Division, 2016

Released Assessment: Item-Specific Rubrics and

Sample Student Responses with Annotations

Student Booklet: English, Primary Reading


http://www.eqao.com/



Scoring Guide for Open Response Question (2016)

Short Narrative There’s Not Enough Snow – Section A – Question 5

Q.5 How does Sam show a positive attitude from the beginning to the end of the story?

Explain using details 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., diagrams are useful.)

10

Response attempts to explain how Sam shows a positive attitude from the beginning to the

end of the story.

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 Sam shows a positive attitude from the

beginning to the end of the story .

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 by explaining how Sam shows a positive attitude from

the beginning to the end of the story. 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 explaining fully how Sam shows a positive attitude

from the beginning to the end of the story and provides specific and relevant support.



Code 10

Annotation:

Response answers an aspect of the question.

Sam is shur that there is enugh snow

Does not explain how this is evident.

Reverse of the title.



Code 20

Annotation:

Response –Partial Understanding

includes vague support- enough snow…toboganning, building snowman

The reader must connect the support (his intended actions) and how the story ends to what it is

intended to prove (his attitude).



Code 30

Annotation:

Response provides some accurate support

Text reference…at the end she got milk and cookies

Response also includes some underdeveloped support

Text reference…she thought that there was enough snow …for sledding

Reader must make some connection between support and what it is intended to prove.



Code 40

Annotation:

Response explains fully – how Sam shows a positive attitude

Text references- Drew said “there wasn’t enough snow”…, tried sledding and to build a snowman

Provides a clear connection between the problem and evidence of Sam’s positive attitude right to

the end of the story

Sam also didn’t give up….didn’t work so he went home…cookies and hot chocolate.



Q.6 How does the reader know there isn’t enough snow? Explain using details from the

text to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain how the reader knows there isn’t enough snow.





20

Response indicates a partial understanding of how the reader knows there isn’t enough

snow. The response provides:





prove.

30

Response indicates an understanding by explaining how the reader knows there isn’t enough

snow.

The response includes:





40

Response indicates an understanding by explaining fully how the reader knows there isn’t

enough snow and provides specific and relevant support.



Code 10

Annotation:


• …thay take adout the snow

Statement only.



Code 20

Annotation:


• includes vague support- everyone saying that there’s not enough snow

The reader must connect the support to what it is intended to prove.



Code 30

Annotation:

Response provides some accurate and some underdeveloped support

• can’t make a snowball…he packed the snow tighter … the powder crumbled

Reader must make some connection as to why these 2 statements support what is being asked. Not

explained fully.



Code 40

Annotation:

• Text references- perfect sledding position…only moved 15cm…snowball turned to powder

Provides a clear connection between what the activity was (sledding, snowball) and the

result/outcome.


Poem Backyard Acrobat – Section A – Question 11

Q.11 Explain how the reader knows that the speaker likes birds. Use details from the poem

to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain how the reader knows that the speaker likes birds.





20

Response indicates a partial understanding of how the reader knows that the speaker likes

birds. The response provides:





prove.

30

Response indicates an understanding by explaining how the reader knows that the speaker

likes birds.






40

Response indicates an understanding by explaining fully how the reader knows that the

speaker likes birds and provides specific and relevant support.



Code 10

Annotation:


• Text references -rote a poem about birdes

Does not explain how the speaker likes birds.



Code 20

Annotation:


• includes vague support- he made them a treat.




Code 30

Annotation:


• …tasty treat with bagel…


• … reader know it about birds…

Reader must make some connections between the support and what it was intended to prove



Code 40

Annotation:

Response explains fully – the speaker likes birds

• Text references- bird feeder, string and hugh it on a tree, birdseed

Provides a clear connection between doing things for the birds so they would not be hungry all

winter long!!



Q.12 Which words show the reader that the squirrel is a backyard acrobat? Explain using

details from the poem to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain which words show the reader that the squirrel is a backyard

acrobat.





20

Response indicates a partial understanding of which words show the reader that the squirrel

is a backyard acrobat. The response provides:





prove.

30

Response indicates an understanding by explaining which words show the reader that the

squirrel is a backyard acrobat.






40

Response indicates an understanding by explaining fully which words show the reader that

the squirrel is a backyard acrobat and provides specific and relevant support.



Code 10

Annotation:


• he’s ‘doin acrobat thing’s

Offers no text support.



Code 20

Annotation:


• includes vague support- swinging like an acrobat




Code 30

Annotation:


• Text references / words …swinging like a acrobat


• Text references / words …acted like a acrobat…did stunts…

Response requires the reader to make some connection between the support to what it is intended to

prove.



Code 40

Annotation:

Response explains fully – why squirrel is an acrobat

• Text references/ words and phrases- balances on a brance…swinging on the bagel

Provides a clear connection between these words and things acrobats do

as described in the poem.

Text references/ words and phrases- balance on tightropes…swing on trapezes…


Informational Taking an Ant Bath – Section B – Question 5

Q.5 Explain the difference between passive and active anting. Explain using details from

the text to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain the difference between passive and active anting.





20

Response indicates a partial understanding of the difference between passive and active

anting. The response provides:





prove.

30

Response indicates an understanding by explaining the difference between passive and active

anting.






40

Response indicates an understanding by fully explaining the difference between passive and

active anting and provides specific and relevant support.



Code 10

Annotation:

Response does not refer to the reading selection.

• not active… active

Does not explain how.




Code 20

Annotation:


• includes vague support- active… it is more forceful

Includes statement from text that repeats ‘forceful’ but no information about passive. Not enough

information for the reader.



Code 30

Annotation:

Response provides some accurate and relevant support

Passive: annoys the ants… cralw frow fefers

Active: scwesis juise out of ants

But response is underdeveloped and could include more facts about the differences. Reader must

make some connections between the support and how it shows the difference between active and

passive anting.



Code 40

Annotation:

Response explains fully – difference between passive and active

• Specific text references included

Passive: squat anthill… annoy the ants… spreed wings, ants swarm through feathers

Active: forceful… like a comb…crow squeezed the juice



Q.5 How is “anting” for birds similar to bathing for humans? Explain using details from

the text to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain how “anting” for birds is similar to bathing for humans.





20

Response indicates a partial understanding of how “anting” for birds is similar to bathing for

humans. The response provides:





prove.

30

Response indicates an understanding by how “anting” for birds is similar to bathing for

humans. The response includes:





40

Response indicates an understanding by explaining fully how “anting” for birds is similar to

bathing for humans and provides specific and relevant support.



Code 10

Annotation:

Response provides inaccurate support.

• it takes the dirt of the Brds

Does not explain how or make any connection to human bathing.




Code 20

Annotation:


Begins to connect the bird’s actions with humans - humans bath with water…Birds Bath with ants –

but does not continue to connect support to what it is intended to prove. Text support is vague.



Code 30

Annotation:

Response provides some accurate support about how anting (birds) is similar to bathing (humans)

- Birds: ants take off bugs

Text references are underdeveloped - Humans: water takes of dirt

Reader makes some connection about what it is intended to prove – ants are like water and we use

water to bath – but it is vague.



Code 40

Annotation:

Response explains fully how anting (birds) is similar to bathing (humans)

• Text references- Birds: grabs a ant and squeez the juice

Humans: squeezing the water out of a sponge

Provides a clear connection how the two are similar –sit down …clean yourself

released assessment: item-specific rubrics and sample ... · includes vague support- enough...

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