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2700646

Indiana Statewide Testing for Educational Progress Plus

Teacher’s Scoring Guide

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ISTEP+

Grade 4• Mathematics• English/Language Arts• Science

Spring 2010

Developed and published under contract with State of Indiana Department of Education by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 2010 by State of Indiana Department of Education. All rights reserved. Expressly for use by State of Indiana educators and citizens. Only State of Indiana educators and citizens may copy, download, and/or print the document, located online at http://www.doe.in.gov. Any other use or reproduction of this document, in whole or in part, requires written permission of State of Indiana Department of Education.

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3

Indiana students in Grades 3–8 participated in the ISTEP+ Spring 2010 administration. The test for ISTEP+ in Spring 2010 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 the Teacher’s Scoring Guide. The scoring guide outlines the released Applied Skills questions and includes brief annotations that describe the given score points and explain the scoring rules and expectations for the individual questions.

This guide 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

To use this guide effectively, please obtain a copy of the Individual Student Report and the scanned images. All documents can be accessed online.www.doe.in.gov/istep/parentnetwork

NOTE: The Applied Skills operational questions are released at the end of each test administration. It is important to keep in mind that a signifi cant portion of a student’s score is calculated from the Multiple-Choice section of the assessment, which is not addressed within this guide.

Introduction

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QUESTION TYPES

This guide 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 defi ne 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 specifi c score points. Samples of anchor papers are presented within this guide. 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 specifi c questions before they can evaluate any student responses.

If a response is unscorable, it is assigned one of the following condition codes:

A Blank/No Response/Refusal

B Illegible

C Written predominantly in a language other than English

D Insuffi cient response/Copied from text

E 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 317-232-9050 or writing via email: [email protected].

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Introduction to the Spring 2010 ISTEP+Mathematics Applied Skills Assessment

QUESTION TYPES

This guide addresses the Applied Skills section of ISTEP+ consisting of CR and ER questions. Students are expected to provide an answer for each question AND show the process they used to formulate their answer.

The chart below summarizes the question types used to measure a student’s mastery of content, the multiple assessment windows, the standards assessed during each assessment window, and the scoring method used to evaluate a student’s response.

More information is available regarding these assessment topics at the ISTEP+ InfoCenter at www.doe.in.gov/istep.

Question Type AssessmentWindow

StandardsAssessed Scoring Method

Multiple-Choice(MC)

Multiple-ChoiceAssessment All Machine-Scored

Constructed-Response

(CR)

Applied SkillsAssessment 1, 2, 4, 5, 7

Holistic; Contentand Problem

Solving

Extended-Response

(ER)

Applied SkillsAssessment 1, 2, 4, 5, 7

Holistic; Contentand Problem

Solving

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http://www.doe.in.gov/istep/publications2.html

http://www.doe.in.gov/istep/docs/2008-05-08-AssessmentCalendar.pdf

http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx

http://www.doe.in.gov/istep/docs/ItemSamplers/2008/math/RubricFinal.pdf

http://www.doe.in.gov/istep/docs/ItemSamplers/2008/math/RubricFinal.pdf

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SCORING

The scoring rubrics were developed to evaluate student responses holistically and report student scores more accurately. The rubrics allow the student responses to be scored for both the specifi c details and the process shown overall. The rubrics also allow for reporting scores for both the content and the problem solving standard being assessed.

The chart below shows the maximum score points that students can receive for each CR and ER question.

ContentMaximum

Score Points

Problem SolvingMaximum

Score Points

TotalMaximum

Score Points

CR Question

ER Question

2

3 3 6

2 4

For all Applied Skills questions, the maximum score point value is desired. However, students can receive partial credit on questions if they show a correct process, or other correct work, even when the answers are incorrect. For example, it is possible for students to receive 1 point in Content and 2 points in Problem Solving on a CR question. It is also possible for students to receive 3 points in Content and 2 points in Problem Solving on an ER question.

For some questions, students are expected to explain and justify their responses. Communication of mathematics is a focal point of Indiana’s Mathematics Standards and is critical in developing students’ understanding of mathematical skills and concepts.

Additionally,

1. Students should not be penalized for:

• omitting zeros for place holders; for example, both 0.75 and .75 are acceptable

• omitting labels; for example, miles

Note: Students WILL be penalized for use of incorrect labels

• spelling or grammar errors

• using abbreviations; for example, both ft and feet are acceptable

2. For CR and ER questions, correct answers ONLY, on all parts of the question with no work shown, will NOT receive maximum score points in Content or maximum score points in Problem Solving.

3. For CR and ER questions, students can receive the top score point in Problem Solving if the strategy used would result in a correct answer, even though the response contains computation errors.

4. For CR and ER questions, students can receive the top score point in Problem Solving if an error made in the Content portion is used with an appropriate strategy to solve the problem.


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Mathematics Constructed-Response Rubric

Content Rubric

2 A score of two indicates a thorough understanding of the mathematical concepts embodied in the task. The response• shows algorithms, computations, and other content related work

executed correctly and completely.

1 A score of one indicates a partial understanding of the mathematical concepts embodied in the task. The response• contains errors in the execution of algorithms, computations, and/or other

content related work.

0 A score of zero indicates limited or no understanding of the mathematical concepts embodied in the task.

Problem-Solving Rubric

2 A score of two indicates a thorough understanding of the problem-solving concepts embodied in the task. The response• shows an appropriate strategy to solve the problem, and the strategy is

executed correctly and completely.• identifi es all important elements of the problem and shows a complete

understanding of the relationships among them.• provides clear and complete explanations and/or interpretations when

required.

1 A score of one indicates a partial understanding of the problem-solving concepts embodied in the task. The response contains one or more of the following errors. The response• shows an appropriate strategy to solve the problem. However, the execution of

the strategy contains errors and/or is incomplete.• identifi es some of the important elements of the problem and shows a general

understanding of the relationships among them.• provides incomplete, partial, or unclear explanations and/or interpretations

when required.

0 A score of zero indicates limited or no understanding of the problem-solving concepts embodied in the task.

Clarifi cation and Implementation Guidance

• Correct answers ONLY, on all parts of the problem with no work shown, will receive a maximum of 1 point in content and a maximum of 1 point in Problem Solving.

• A student can receive the top score point in Problem Solving if the strategy used would result in a correct answer even though the response contains computation errors.

• A student can receive the top score point in Problem Solving if an error made in the “content” portion is used with an appropriate strategy to solve the problem.


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Session 1—Question 1Measurement/Problem Solving

1 The diagram below shows a wall in Kevin’s bedroom.

8 ft

12 ft

Kevin places 3 posters on his wall. Each poster is 2 feet long and3 feet wide.

What is the area, in square feet, of the wall NOT covered byKevin’s posters?

Area of rectangle � lw

� length � width

Show All Work

Answer square feet

Exemplary Response:

• 78 square feet

Sample Process:

• wall: 8 feet by 12 feet 8 � 12 � 96 square feet

each poster: 2 � 3 � 6 square feet 6 � 3 � 18

96 � 18 � 78 square feet not covered

OR

• Other valid process


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Question 1

Measurement—2 Points Problem Solving—2 Points

This response matches the exemplary response shown for the question. The student shows a thorough understanding of both the content skill and the problem-solving concepts within the question. The correct answer of 78 square feet is given and all appropriate work is shown. This response receives a Measurement Score Point 2 and a Problem Solving Score Point 2.

MeasurementScore Point 2

Problem SolvingScore Point 2


8 ft

12 ft





Show All Work

Answer square feet

12× 8

96 sq. ft.

1 8 196- 18

78 sq. ft.

2× 3

6

78

3× 618


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Question 1

Measurement—1 Point Problem Solving—1 Point

This response shows a partial understanding of both the content skill and the problem-solving concepts within the question. The student shows a correct process for fi nding area and for subtracting the two areas to fi nd the fi nal answer.

However, the student makes a computation error when multiplying 8 and 12. Also, the student uses the area of only one poster, rather than all 3 posters. Therefore, this response receives a Measurement Score Point 1 and a Problem Solving Score Point 1.




8 ft

12 ft





Show All Work

Answer square feet

94- 688

8 1

8 × 12 = 94 sq.ft.2 × 3 = 6 sq.ft.


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Session 1—Question 2Computation/Problem Solving

Exemplary Response:

• 68 or 34

AND

• 2 pictures

Sample Process:

• She has 6 pictures remaining.

66 � 23 � 66 � 46 � 26

She will have 2 pictures left over.

OR


2 Ally received pictures from school, as shown below.

Ally gives 1 picture to her mom and 1 picture to her dad.

Write a fraction to show the number of pictures she has LEFT.

Answer

Ally gives 23

of the remaining pictures to friends.

How many pictures does Ally have LEFT?

Show All Work

Answer pictures


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Question 2

Computation—2 Points Problem Solving—2 Points

This response matches the exemplary response shown for the question. The student shows a thorough

understanding of both the content skill and the problem-solving concepts within the question. The

correct answers of 68 and 2 pictures are given and all appropriate work is shown. This response receives

a Computation Score Point 2 and a Problem Solving Score Point 2.

ComputationScore Point 2


2

68




Answer

Ally gives 23



Show All Work

Answer pictures


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Question 2

Computation—1 Point Problem Solving—1 Point

This response shows a partial understanding of both the content skill and the problem-solving concepts within the question. In the second part of the question, the student begins a process that could lead to a correct answer.

However, in the fi rst part of the question, the student gives the fraction of pictures given away instead of the fraction left over, showing a partial understanding of the situation described. In the second part of the question, the student gives an incorrect answer. Therefore, this response receives a Computation Score Point 1 and a Problem Solving Score Point 1.



3

28




Answer

Ally gives 23



Show All Work

Answer pictures


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Question 2

Computation—0 Points Problem Solving—0 Points

This response shows limited or no understanding of both the content skill and the problem-solving

concepts within the question. In the fi rst part of the question, the student divides 8 by 3, which is

an invalid process for fi nding the fraction of pictures left. In the second part of the question, the

student subtracts 23 from 2

3 , which is an invalid process for fi nding the number of pictures left.

Therefore, this response receives a Computation Score Point 0 and a Problem Solving Score Point 0.



0

23 3 8

2 r1




Answer

23

23

- = 0

Ally gives 23



Show All Work

Answer pictures


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Session 1—Question 3Measurement/Problem Solving

Exemplary Response:

• 26 ft. 40 sq. ft. 28 ft. 40 sq. ft.

AND

• Plan A will cost less money since the perimeter is less than Plan B.

OR

• The cost of the fence for Plan A is $156. Plan B will cost $168 for the fence.

3 Mr. Walsh is planning a rectangular garden with a fence. He isconsidering the two plans shown in the diagram below.

8 feet

5 feet 10 feet

4 feet

Plan A Plan B

Complete the table below with the perimeter and area of eachgarden plan.



Perimeter(feet)

Area(square feet)

Plan A

Plan B

The fence Mr. Walsh will use costs $6 for 1 foot.

Use words, numbers, or symbols to explain which garden plan’s fencewill cost less money to build.


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nQuestion 3


This response matches the exemplary response shown for the question. The student shows a thorough understanding of both the content skill and the problem-solving concepts within the question. The table is completed correctly and a valid explanation is given. This response receives a Measurement Score Point 2 and a Problem Solving Score Point 2.



26 ft

Plan A will be less money for Mr. Walsh because it requires lessfeet.

28 ft

40 fts

40 fts


8 feet

5 feet 10 feet

4 feet

Plan A Plan B




Perimeter(feet)

Area(square feet)

Plan A

Plan B




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Question 3

Measurement—1 Point Problem Solving—1 Point

This response shows a partial understanding of both the content skill and the problem-solving concepts within the question. The student shows a correct process for fi nding perimeter of Plan A.

However, the student gives incorrect values for the two areas. The explanation shows a correct process, but the process is incomplete since no fi nal costs are given. Therefore, this response receives a Measurement Score Point 1 and a Problem Solving Score Point 1.



28 ft2

$6.00 × 28 ft2 = $ .00 for Plan A p=$6.00 × 26 ft2 = $ .00 for Plan B p= 26 6 x 2

26 ft2

80 ft2

13+13265 + 8 + 5 + 85 × 8 40

+40

10 + 4 = 14+1448

80 ft2


8 feet

5 feet 10 feet

4 feet

Plan A Plan B




Perimeter(feet)

Area(square feet)

Plan A

Plan B




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nQuestion 3


This response shows limited or no understanding of both the content skill and the problem-solving concepts within the question. The student does not fi nd the correct perimeters or areas for the two plans. The explanation given is incomplete, showing no support for how the answer was found. Therefore, this response receives a Measurement Score Point 0 and a Problem Solving Score Point 0.



13

Plan A is the greatest, Plan B is the leaest

14

25

28

31

29


8 feet

5 feet 10 feet

4 feet

Plan A Plan B




Perimeter(feet)

Area(square feet)

Plan A

Plan B




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MathematicsExtended-Response Rubric

Clarifi cation and Implementation Guidance

• Correct answers ONLY, on all parts of the problem with no work shown, will receive a maximum of 2 points in content and a maximum of 2 points in Problem Solving.

• A student can receive the top score point in Problem Solving if the strategy used would result in a correct answer even though the response contains computation errors.

• A student can receive the top score point in Problem Solving if an error made in the “content” portion is used with an appropriate strategy to solve the problem.

Content Rubric

3 A score of three indicates a thorough understanding of the mathematical concepts embodied in the task. The response• shows algorithms, computations, and other content related work executed

correctly and completely.

2 A score of two indicates a partial understanding of the mathematical concepts embodied in the task. The response• shows an attempt to execute algorithms, computations, and other content

related work correctly and completely; computation errors or other minor errors in the content related work may be present.

1 A score of one indicates a limited understanding of the mathematical concepts embodied in the task. The response• contains major errors, or only a partial process.• contains algorithms, computations, and other content related work which may

only be partially correct.

0 A score of zero indicates no understanding of the mathematical concepts embodied in the task.

Problem-Solving Rubric

3 A score of three indicates a thorough understanding of the problem-solving concepts embodied in the task. The response• shows an appropriate strategy to solve the problem, and the strategy is executed

correctly and completely. • identifi es all important elements of the problem and shows a complete

understanding of the relationships among them.• provides clear and complete explanations and/or interpretations when required.

2 A score of two indicates a partial understanding of the problem-solving concepts embodied in the task. The response contains one or more of the following errors. The response• shows an appropriate strategy to solve the problem. However, the execution of

the strategy lacks an essential element. • identifi es some of the important elements of the problem and shows a general

understanding of the relationships among them.• provides incomplete or unclear explanations and/or interpretations when required.

1 A score of one indicates a limited understanding of the problem-solving concepts embodied in the task. The response contains one or more of the following errors. The response• shows an appropriate strategy to solve the problem. However, the execution of

the strategy is applied incorrectly and/or is incomplete.• shows a limited understanding of the relationships among the elements of the

problem.• provides incomplete, unclear, or omitted explanations and/or interpretations

when required.

0 A score of zero indicates no understanding of the problem-solving concepts embodied in the task.


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Session 1—Question 4Number Sense/Problem Solving

4 Use the clues to make two numbers.

Clues for the First Number

• contains 5 digits

• begins and ends with odd numbers

• tens place is even and is greater than 2 and less than 6

• ten-thousands place is 1 more than the tens place

• ones place is the least odd number

• thousands place is odd and is greater than 3 and less than 9, butis NOT equal to the ten-thousands place

• hundreds place is the answer to this number sentence: 8 � 0 � ?

Show All Work

First Number

Clues for the Second Number


• ten-thousands place is even and is greater than 4 and less than 8

• ones place is 1 less than the ten-thousands place

• thousands place is the answer to this number sentence: 0 � 3 � ?

• tens place is odd and is greater than 1 and less than 5

• hundreds place is 1 more than the tens place

Show All Work

Second Number

On the line below, write a number sentence using �, �, or � tocompare the two numbers.

Answer


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Exemplary Response:

• 57,041

Sample Process:

• tens digit is 4

ten-thousands digit is 4 � 1 � 5

ones is 1

thousands can’t be 5, so it is 7

hundreds is 0

57,041

OR


AND

• 60,435

Sample Process:

• ten-thousands digit is 6

ones is 6 � 1 � 5

thousands is 0

tens is 3

hundreds is 3 � 1 � 4

60,435

OR


AND

• 60,435 � 57,041

OR

• 57,041 � 60,435


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Question 4

Number Sense—3 Points Problem Solving—3 Points

This response matches the exemplary response shown for the question. The student shows a thorough understanding of both the content skill and the problem-solving concepts within the question. The student correctly fi nds the two numbers and then makes a correct comparison of those numbers. All appropriate work is also shown. This response receives a Number Sense Score Point 3 and a Problem Solving Score Point 3.

Number SenseScore Point 3


8 × 0 = 0

57,041

5 7, 0 4 1










Show All Work

First Number








Show All Work

Second Number


Answer

0 ÷ 3 = 0

60,435

6 0, 4 3 5

57,041 60,435


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Question 4

Number Sense—2 Points Problem Solving—2 Points

This response shows a partial understanding of both the content skill and the problem-solving concepts within the question. The student correctly uses the clues to fi nd the second number and gives a correct comparison of the two numbers in the third part.

However, the student gives the wrong fi rst number in the question. Several of the digits in the number do not match the given clues. Therefore, this response receives a Number Sense Score Point 2 and a Problem Solving Score Point 2.



8 × 0 = 0

35261

19263










Show All Work

First Number








Show All Work

Second Number


Answer

60435

6 0 4 3 5

35261 60435


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Question 4

Number Sense—1 Point Problem Solving—1 Point

This response shows a limited understanding of both the content skill and the problem-solving concepts within the question. The student correctly fi nds three of the fi ve digits in the fi rst number and two of the fi ve digits in the second number. In the third part of the question, the student gives a correct comparison of the numbers written on the answer lines.

However, the student fails to give correct answers to all the clues given for fi nding the two fi ve-digit numbers. Therefore, this response receives a Number Sense Score Point 1 and a Problem Solving Score Point 1.



8 × 0 = 0

5










Show All Work

First Number








Show All Work

Second Number


Answer

1

6 1, 3 0 5

5 1

5 0, 6 4 1


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Introduction to the Spring 2010 ISTEP+English/Language Arts Applied Skills Assessment

QUESTION TYPES

Constructed-Response questionsStudents must go beyond the simple identifi cation of key words as they use the accompanying text to demonstrate reading comprehension. Each CR question consists of a stem that provides students with a specifi c task and reminds them to use details from the text to support each response.

The chart below summarizes the question types used to measure a student’s mastery of content, the multiple assessment windows, the format of the question types, the standards assessed during each assessment window, and the scoring method used to evaluate a student’s response.


Question Type AssessmentWindow Format Standards

Assessed

Scoring Method(Click a link to

access a rubric.)

Multiple-Choice(MC)

Multiple-ChoiceAssessment

Passage-basedand discretequestions

1–6 Machine-Scored


(CR)

Applied SkillsAssessment

Passage-basedquestions

***********Response fi eld

6 lines perquestion

2 and 32-pt.

CR Rubric(Grades 3–8)

Extended-Response

(ER)


Stand-aloneprompt with shortstimulus to provide

springboard forstudent writing***********

Response fi eld1½ lined pages(Grades 3–8)

5 and 6

4-pt. WA Rubric(Grades 3–4)(Grades 5–12)4-pt. LC Rubric(Grades 3–4)(Grades 5–8)

WritingPrompt(WP)


Response fi eld2½ lined pages

(Grade 3)3½ lined pages(Grades 4–8)

5 and 6

6-pt. WA Rubric(Grades 3–4)(Grades 5–12)4-pt. LC Rubric(Grades 3–4)(Grades 5–8)

2700646d_14el_TSG_s10IN.indd 25 5/21/10 10:58:29 AM




http://www.doe.in.gov/istep/2009/pdf/Constructed_Response_Rubric.pdf

http://www.doe.in.gov/istep/2009/pdf/3-4_WA_ER_Rubric.pdf

http://www.doe.in.gov/istep/2009/pdf/5-12_WA_ER_Rubric.pdf

http://www.doe.in.gov/istep/2009/pdf/3-4_LC_Rubric.pdf

http://www.doe.in.gov/istep/2009/pdf/5-8_LC_Rubric_3.pdf

http://www.doe.in.gov/istep/2009/pdf/3-4_WA_WP_Rubric.pdf


http://www.doe.in.gov/istep/2009/pdf/3-4_LC_Rubric.pdf

http://www.doe.in.gov/istep/2009/pdf/5-8_LC_Rubric_3.pdf

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Extended Response (ER) and Writing Prompt (WP)Both writing activities are accompanied by a blank prewriting/planning space. Teachers are able to provide additional blank planning paper at students’ request.

Following the planning space are lined pages on which students write their fi nal drafts. An editing checklist is available at the end of the lined writing space for students to reference.

SCORINGScoring the CR questionsDesigned with the help of Indiana teachers to score student responses in Grades 3–8, the2-point constructed-response rubric is a holistic tool that allows for more fl exibility in awarding credit to student responses.

Student responses are scored for reading comprehension only; language conventions are not factored into student scores. As with any open-ended question, it is important that students clearly express their answers in order to avoid confusion during the scoring process.

The anchor papers on pages 48–55 of this guide provide examples of how this holistic rubric is applied to actual student responses. You may also review the anchor papers at other grade levels for further clarifi cation of the scoring philosophy.

Scoring the Extended Response and Writing PromptStudent responses are scored holistically. Each student response is assigned the score points that provide the best overall description of the performance. In the scoring process, evaluators examine each student response as a whole for the body of evidence of writing ability, rather than concentrating on any single factor. Student responses are scored using these holistic rubrics:

• Writing Applications Rubrics for Extended Response (4 points) and Writing Prompt (6 points) These rubrics assess students’ abilities to communicate their ideas effectively. The

Grades 3–4 Writing Applications Rubric has three major categories: (1) Ideas and Content, (2) Organization, and (3) Style. Under each major category there are specifi c criteria that describe the category more fully. For a detailed description of the categories and the scoring criteria for each of the six performance levels, go to the scoring rubric links on page 25.

• Language Conventions Rubric (4 points) This rubric assesses students’ abilities to use grammar, spelling, punctuation, and

capitalization. The Grades 3–4 Language Conventions Rubric is directly linked to the Editing Checklist in students’ test books. For a description of the Language Conventions Rubric, see page 30.

The anchor papers presented in this guide represent the types of student responses most commonly found at each score point level and the most typical combinations of Writing Applications and Language Conventions scores. Other combinations of scores, though not as common, are also possible. Each score point covers a range of performances.

Additional Scoring Notes• Writing Applications: Student responses assigned a Condition Code E (off-topic) will receive a

score for Language Conventions.• Language Conventions: Student responses are not penalized more than once for a given error

(e.g., a capitalization or punctuation error associated with a run-on sentence or sentence fragment).


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The writing prompt developed for ISTEP+ is based on the recognition that writing is a process. For this reason, the writing prompt is closely aligned with the writing process.

Students• are given a writing prompt.

• engage in prewriting and drafting.The prewriting and initial drafts are not scored.

• revise their writing.

• edit their writing.An Editing Checklist is provided in the test book to remind students to review their papers.

• complete a revised and edited draft.Only the revised and edited draft is scored.

Although a standardized testing situation does not permit full implementation of the writing process (e.g., peer/teacher conferencing or multiple revisions), the process described above encourages students to use the skills learned in the classroom to communicate their ideas effectively. The Indiana Department of Education encourages teachers to familiarize students with the writing process and the rubrics used to score their writing.

Introduction to the English/Language ArtsWriting Prompt


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Overview of the Writing Applications Rubric

This rubric summarizes the scoring requirements for each of the six performance levels. To determine the criteria for a specifi c score point, read across the rows.

Writing Applications OverviewGrades 3–4

Chart continues on page 29.

erocSleveL

tnetnoCdnasaedI

Does the writing sample

6stay fully focused?•

include thorough and complete ideas?•

5stay focused?•

include many relevant ideas?•

4stay mostly focused?•

include some relevant ideas?•

3stay somewhat focused?•

include some relevant ideas? •

2exhibit less than minimal focus?•

include few relevant ideas?•

1have little or no focus?•

include almost no relevant ideas?•


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Writing Applications OverviewGrades 3–4

Chart continued from page 28.

NOTE: The chart on pages 28–29 is only a brief summary of the score points. It is not appropriate to use this summary as the sole tool in scoring student papers. The more in-depth Writing Applications Rubric is used for the actual scoring of ISTEP+ student papers.

noitazinagrO elytS

Does the writing sample Does the writing sample

have clear order?•

exhibit exceptional word usage?•

exhibit writing that is fluent and easy to read?•

display a strong sense of audience?•

have clear order?•

exhibit more than adequate word usage?•

exhibit writing that is fluent and easy to read?•

display a sense of audience?•

have order?•

exhibit adequate word usage?•

exhibit writing that is readable?•

display some sense of audience?•

have some order?•

exhibit minimal word usage?•

exhibit writing that is mostly readable?•

display little sense of audience?•

have little order?•

exhibit less than minimal word usage?•

exhibit writing that is hard to read?•

display little sense of audience?•

have little or no order?•

exhibit less than minimal word usage?•

exhibit writing that is hard to read?•

display little or no sense of audience?•

erocSleveL

6

5

4

3

2

1



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Language Conventions RubricGrades 3–4

NOTE: The elements of this rubric are applied holistically; no element is intended to supersede any other element. The variety and proportion of errors in relation to the length of the writing sample are considered. These scoring rubrics are used on the Spring ISTEP+ assessment in Grades 3–4.

In their writing, students will apply the Standard English conventions defi ned in the Indiana Academic Standards for their grade and all previous grades.

Does writing exhibit a very good command of language skills?

4

• Are there few or no errors in beginning capitalization?• Are there few or no errors in capitalization of proper nouns?• Are there few or no errors in ending punctuation?• Are there few or no errors in subject and verb agreement?• Are there few or no errors in the spelling of grade-level-appropriate words?• Does writing have few or no run-on sentences or sentence fragments?

In a Score Point 4 paper, there are no errors that impair the flow of communication. Errors that appear will generally be of the first-draft variety; they have a minor impact on the overall communication.

Does writing exhibit an adequate command of language skills?

3• Is most beginning capitalization correct?• Are most proper nouns capitalized correctly?• Do most sentences end with correct punctuation?• Do most sentences have correct subject and verb agreement?• Are most grade-level-appropriate words spelled correctly?• Writing may have run-on sentences or sentence fragments.

In a Score Point 3 paper, errors are occasional but do not impede the flow ofcommunication; the writer’s meaning is not seriously obscured by language errors.

Does writing exhibit a minimal command of language skills?

2

• Is some beginning capitalization correct?• Are some proper nouns capitalized correctly?• Do some sentences end with correct punctuation?• Do some sentences have correct subject and verb agreement?• Are some grade-level-appropriate words spelled correctly?• Writing may have run-on sentences or sentence fragments.

In a Score Point 2 paper, errors are generally frequent and may cause the reader to stop andreread part of the writing. While some aspects of the writing may be more consistently correctthan others, the existing errors do impair communication. With a little extra effort on thereader’s part, it is still possible to discern most, if not all, of what the writer is trying tocommunicate.

Does writing exhibit a less than minimal command of language skills?

1

• Are there many errors in beginning capitalization?• Does writing have little or no evidence of capitalization of proper nouns?• Is end punctuation missing or incorrect?• Are there many errors in subject and verb agreement?• Are there many errors in the spelling of grade-level-appropriate words?• Are there run-on sentences or sentence fragments?

In a Score Point 1 paper, errors are serious and numerous; they cause the reader to struggle to discern the writer’s meaning. Errors are frequently of a wide variety. There may besections where it is impossible to ascertain what the writer is attempting to communicate.

Score

Score

Score

Score


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The following section contains an overview of the Spring 2010 writing prompt. This section also includes transcriptions of student anchor papers that received particular scores based on the Writing Applications and Language Conventions Rubrics. Each sample paper is accompanied by an explanation of the score points it received.

Please note that in the sample anchor papers included in the scoring guide, actual names of people are often replaced by initials. Similarly, actual places are often replaced by generic designations (e.g., Anytown or Hometown).

Writing Prompt andStudent Anchor Papers


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Pages 32 and 33 provide an overview of the parts of the writing prompt.

Session 2—Question 1Writing Applications/Language Conventions

Writing Prompt

The prompt describes what ideas students should include in their writing.

1 Being a Helper

Read the writing prompt below and complete the writing activity.

Suppose you were asked to help a neighbor or your community. You might take care of someone’s pet, or you might clean up a nearby park. There are many ways that you could be helpful. What would you choose to do?

Now write about what you would do if you were asked to help a neighbor or your community. Explain what you would do and why your work would be helpful.

Be sure to include

• what you would do

• why your work would be helpful

• specific details to make your writing interesting

• a beginning, a middle, and an end to your writing


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Prewriting/Planning

Students can use the Prewriting/Planning space to help them focus their thoughts on the requirements of the prompt and to generate ideas to include in their writing. The writing on the Prewriting/Planning pages is not scored.

Writing Icon

The writing icon, which appears before the writing prompt, alerts the student that the response will be scored for writing. The writing icon box on page 14 of the test book includes the criteria by which the writing will be judged.

Editing Checklist

The Editing Checklist appears after the fi nal draft and reminds students to review their writing forcorrect grammar, spelling, punctuation, and capitalization.

Editing Checklist 1 Have you started each sentence with a capital letter?

2 Have you capitalized names of people and places?

3 Have you used correct punctuation?

4 Have you spelled all words correctly?

5 Does the action word (verb) of your sentence agree with the subject?

Examples: Tom plays at the park.

They play at the park.

6 Have you used the correct form of your action words (verbs)?

Examples: Jan plays today.

Jan played yesterday.

Jan will play tomorrow.

7 Have you written complete sentences?

Whenever you see this picture, you will be doing a writing activity. Your writing will be scored on how clearly you write and how well you get your ideas across. Your writing will not be scored on your personal opinions. Be sure to check your writing for correct grammar, spelling, punctuation, and capitalization.

Use the blank Prewriting/Planning space below for notes, lists, webs, outlines, or anything else that might help you plan your writing. If you need additional paper for planning, raise your hand and your teacher will give you more paper. You must write your final draft on the lines beginning at the top of the next page.

Prewriting/Planning


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Writing ApplicationsScore Point 6The following list describes a writing sample (shown on the following pages) that earns a Score Point 6 using the ISTEP+ Writing Applications Rubric.

This sample

• stays fully focused on the task (i.e., tells how the writer enjoys being helpful to a teacher).

• provides specifi c, well-developed support (e.g., Today [,] I am going to tell you about helping my teacher out. It is very fun to me, [no comma] because I like working. One main thing I do for Mrs. A. is put papers in mailboxes. What I do is fi nd the child’s number on the paper, [no comma] and put that paper in the marked mailbox).

• is logically organized, with a clear beginning, middle, and end.

• includes a strong vocabulary (e.g., Sometimes, I have to water the plants, but that isn’t so bad! It is very diffi cult, [no comma] because I have to get just the right amount of water in each pot).

• is fl uent and easy to read.

• contains a wide variety of sentence patterns, both simple and complex.

• has an original voice (e.g., Hi, have you ever helped somebody out, just to be nice? Well, if you have [,] then you and I have the same connection [.]).

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 ConventionsScore Point 4The following list describes a writing sample (shown on the following 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 two ending punctuation errors (e.g., Well, if you have [,] then you and I have the same connection [.]; I have helped my teacher, Mrs. A.[,] out with alot [a lot] of things [.])

• has no subject and verb agreement errors.

• includes several misspellings of grade-level words (e.g., alot [a lot], eraseing [erasing], whil [while], helpfull/helfull [helpful]).

• contains two sentence fragments (e.g., luckily! [Luckily!]; Which means that I could do even more work for her, [no comma] than usual), one of which is used for style purposes, but no run-on sentences.


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Hi, have you ever helped somebody out, just to be nice? Well,

if you have then you and I have the same connection

I have helped my teacher, Mrs. A. out with alot of things Some

of the basics would be, fi lling out her assignment book, putting

papers in children’s mailboxes, eraseing the chalk board, taking

staples out of the wall, and much, much more!

Now, I am different than alot of people. I like helping people,

and not getting awarded. I just like the feeling of knowing I

did something good, and nice.

Today I am going to tell you about helping my teacher out. It is

very fun to me, because I like working. One main thing I do for

Mrs. A. is put papers in mailboxes. What I do is fi nd the child’s

number on the paper, and put that paper in the marked mailbox.

Taking staples out of papers would probably the easiest job.

All I have to do is get a staple remover, and remove all the

staples in the paper.

The job that I enjoy the least would probably have to be

cleaning up the room, but I am rarely asked to do that. luckily!

Score Point 6/4


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Sometimes, I have to water the plants, but that isn’t so

bad! It is very diffi cult, because I have to get just the right

amount of water in each pot.

Alot of times, I have to get homework ready for each child.

The reason why this work that I do for Mrs. A. is so helpful

is, because whil I am doing the work, Mrs. A. has time to make

the schedule for the day. She also would have time to print

off worksheets for the class.

What is intresting - to me - is that Mrs. A. is my neighbor, so

somedays, she can take me to work with her, so that I can be

extra helpfull. Which means that I could do even more work

for her, than usual.

Thank you for reading my story, and you know how I am being

helfull to my teacher/neighbor!

Score Point 6/4


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Writing ApplicationsScore Point 5The following list describes a writing sample (shown on the following pages) that earns a Score Point 5 using the ISTEP+ Writing Applications Rubric.

This sample

• stays focused on the task (i.e., tells about all the ways the writer enjoys being helpful).

• provides relevant support (e.g., I would also shovel snow of someones [off someone’s] driveway if it snowed hard. It would be fun but helpful because they [he or she] would be able to get out of their [his or her] house and drive way [driveway]). However, the writer relies heavily on lists rather than in-depth development.

• progresses in a logical order, but does not have a clear beginning or end.

• includes colorful vocabulary (e.g., I would take care of playful little dogs, fuzzy cats/kittens, ferreats [ferrets], colorful birds, pretty scaled fi sh, shetland [Shetland] ponies and horses. I would take care of any animals).

• fl ows naturally and is easy to read.

• contains both simple and complex sentence patterns although the patterns often repeat (e.g., I could do something fun while helping someone. I could help someone paint, I [no comma, no “I’] if they [he or she] had a lot of trouble. I could also help people mold clay, color, play with markers, draw, and make Indian hats. I could teach them to paint fl owers, pigs, cats, dogs, and people).

• has a strong voice.

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 ConventionsScore Point 4The following list describes a writing sample (shown on the following pages) that earns a Score Point 4 using the ISTEP+ Language Conventions Rubric.

This sample

• has no errors in beginning capitalization, but has several errors in the capitalization of proper nouns (e.g., shetland [Shetland], Mom [mom], Aunt [aunt], Uncle [uncle]).

• has no errors in ending punctuation.


• includes several misspellings of grade-level words (e.g., vaction [vacation], of [off], someones [someone’s], some body’s [somebody’s], somthing [something]). However, one or more of these may be fi rst-draft errors.*

• contains one sentence fragment (e.g., If they ever wanted to make somthing [something] for Mom [mom], dad, brother, sister, grandparents, Aunt [aunt], Uncle [uncle], sister-in-law, and brother-in-law), but no run-on sentences.

*First-draft errors are those errors that have most likely been 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 fi rst-draft variety if the student has not repeated the error or made similar errors elsewhere in the response.


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I would take care of a pet. I would do that because they might

want to take a vaction or go to a family reuion.

I would take care of playful little dogs, fuzzy cats/kittens,

ferreats, colorful birds, pretty scaled fi sh, shetland ponies

and horses. I would take care of any animals.

Or I would go green and pick up a local park. I have a shirt

that says “SAVE The EARTH.” That is my favorite.

From garbage to plastic bags I will recycle anything that is

recicable.

I would also shovel snow of someones driveway if it snowed

hard. It would be fun but helpful because they would be able

to get out of their house and drive way.

I could also help clean some body’s house because that would

be helpful. I Love helping.

I could do something fun while helping someone. I could help

someone paint, I if they had a lot of trouble. I could also help

people mold clay, color, play with markers, draw, and make

Indian hats. I could teach them to paint fl owers, pigs, cats,

dogs, and people. I’ll teach them to draw, dogs, cats, horses,

chickens, trees, playsets, children, and birds. I’ll teach them

to draw with markers not to color themselves with them. I’ll

teach them how to cut hearts, cats, dogs, snakes, and paper

dolls, not to cut their hair. If they ever wanted to make

somthing for Mom, dad, brother, sister, grandparents, Aunt,

Uncle, sister-in-law, and brother-in-law.

Score Point 5/4


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Writing ApplicationsScore Point 4The following list describes a writing sample (shown on the next page) that earns a Score Point 4 using the ISTEP+ Writing Applications Rubric.

This sample

• stays mostly focused on the task (i.e., tells how the writer helps the neighbors by caring for their dogs).

• offers relevant support (e.g., I [had] to feed them, [no comma, and] let them out, at least seven times a day. I even had to play with them for two to three hours a day. Most of all [,] I had to put them to bed. That would be like royalty). However, the writer tends to ramble at the beginning and end.

• maintains a chronological order.

• includes some mature words and phrases (e.g., So S.’s mom passed away [,] and on a short notice [,] they needed me to help).

• is readable, but somewhat choppy in places.

• demonstrates an understanding of simple and complex sentences (e.g., The neighbors needed me to do much more; I said sure because I know I would need help if that happened to me), but sometimes lacks sentence control.

• addresses the audience in a natural voice (e.g., I was so sorry for them, so I helped out).

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 ConventionsScore Point 4The following list describes a writing sample (shown on the next page) that earns a Score Point 4 using the ISTEP+ Language Conventions Rubric.

This sample




• includes no misspellings of grade-level words.

• contains one run-on sentence (e.g., The family next door names were S. and R. [S. and R. were the names of the family next door.] the [The] dogs were M. and C. [.] So S.’s mom passed away [,] and on a short notice [,] they needed me to help) and one sentence fragment (e.g., If I were asked to help my neighbors by watching their dogs while they were out of town).


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If I were asked to help my neighbors by watching their

dogs while they were out of town. Well actually I did that last

week for fi ve days. The family next door names were S. and

R. the dogs were M. and C. So S.’s mom passed away and on a

short notice they needed me to help. I was so sorry for them,

so I helped out. Well I thought that they would just need

me to let the dogs out. The neighbors needed me to do much

more.

S. and R. must have a hard day because M. and C. were a

lot of work. I to feed them, let them out, at least seven times

a day. I even had to play with them for two to three hours a

day. Most of all I had to put them to bed. That would be like

royalty.

Well it ended up that R. also had a loss of his brother, so

they called me and asked if I could babysit for fi ve more days.

I said sure because I know I would need help if that happened

to me. So the same thing went on. It’s a good thing it was

summer. All I had to remember was that volunteer work is

good for you.

Score Point 4/4


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This sample

• maintains a minimal focus on the task (i.e., mentions briefl y that the writer helps care for Grandma’s dog, then wanders off to a discussion of how the writer’s grandmothers are helpful).

• offers relevant support in the opening sentences (e.g., I take care of my Grandma’s [grandma’s] dog every year. I always like it because she is so small and so brave). However, many of the remaining details are nonessential.

• shows evidence of logical order.

• includes a basic, grade-level vocabulary.

• is mostly fl uent.

• contains a variety of sentence patterns, with some complex sentences (e.g., When we leave to go somewhere [,] my Grandma [grandma] takes care of Max).

• addresses the audience in a natural voice (e.g., My Grandma [grandma] (Mamaw) loves to see Max [,] and Max loves to see her too. Max enjoys seeing his family [,] and normally the family loves seeing him).

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.


This sample

• has one error in the capitalization of proper nouns (e.g., my Grandma’s [grandma’s], my Grandma [grandma]), but no errors in beginning capitalization.


• has no errors in subject and verb agreement.

• includes no misspellings of grade-level words.

• contains one run-on sentence (e.g., Max just got his second cousin [.] his [His] cousin’s name is - Gunner), but no sentence fragments.


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I take care of my Grandma’s dog every year. I always like it

because she is so small and so brave. I have a big 90 pound

Golden Retriever and he is even scared of my Grandma’s dog.

My Grandma’s dog’s name is Lucky. My dog’s name is Max.

Sometimes Max is brave too and they play around. When we

leave to go somewhere my Grandma takes care of Max. My

other Grandma (Nana) sometimes takes Max. Max just got

his second cousin his cousin’s name is - Gunner. Max hasn’t

met Gunner yet but he will once he gets bigger. My Grandma

(Mamaw) loves to see Max and Max loves to see her too. Max

enjoys seeing his family and normally the family loves seeing him.

Score Point 3/3


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This sample

• maintains a less than minimal focus on the task (i.e., lists babysitting, caring for a pet, and cleaning up the community park as ways to be helpful yet develops no single idea).

• offers mostly rambling, unfi nished support (e.g., Get everone [everyone to] clean the park.; If the trees are dameg [damaged,] feekes [fi x] them up. If you see amom that [a mom who] needs a babysitor [babysitter,] help her. If she has a dog [,] do both. The marrer [mayor] will be happy and the mom).

• consists of related sentences, but lacks a clear order.

• shows no evidence of attention to word choice.

• is mostly readable, but fl uency is affected by some missing words (e.g., Get everone [everyone to] clean the park; The marrer [mayor] will be happy and [so will] the mom) and some unnecessary words.

• demonstrates an awareness of simple and complex sentences. However, the writer shows little profi ciency with sentence control.

• conveys a consistent awareness of audience (e.g., Do you think it would be a nice thing to do. [?] OK [Okay,] say you were the marrey [mayor.] would [Would] you like for so one [someone] to clean the park. [?]).

NOTE: Per the Writing Applications Rubric (Grades 3–4), a Score Point 2 paper represents a performance that only partially accomplishes the task. Some responses may exhibit diffi culty maintaining a focus. Others may be too brief to provide suffi cient development of the topic or evidence of adequate organizational or writing style.


This sample

• has one error in the capitalization of proper nouns (e.g., Helper [helper]), but no errors in beginning capitalization.

• has two errors in ending punctuation (e.g., Do you think it would be a nice thing to do. [?]). One of these is cited in bullet 5 below.


• includes many misspellings of grade-level words (e.g., baby siting [babysitting], takeing [taking], there [their], marrey/marrer [mayor], so one [someone], everone [everyone], feekes [fi x], babysitor [babysitter]).

• contains one run-on sentence (e.g., OK [,] say you were the marrey [mayor.] would [Would] you like for so one [someone] to clean the park.[?]), but no sentence fragments.


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Being a Helper.

Being a Helper is like baby siting or takeing care of there

pet. I would like to help clean the community park. Do you

think it would be a nice thing to do. OK say you were the

marrey would you like for so one to clean the park. I would get

my friends and family to help me.

Get everone clean the park. Have so one dothe taeses. If

the trees are dameg feekes them up. If you see amom that

needs a babysitor help her. If she has a dog do both. The

marrer will be happy and the mom. Being a Helper is fun.

Score Point 2/2


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Writing ApplicationsScore Point 1The following list describes a writing sample (shown below) that earns a Score Point 1 using the ISTEP+ Writing Applications Rubric.

This sample

• maintains little focus on the task (i.e., tells only briefl y how the writer likes to help his brother).

• contains undeveloped support (e.g., I like to help him with his home work [homework]. [no period] And [and] his math. I help my bruthr [brother] at home).

• has a clear beginning and end, but no organized middle.

• includes a limited and simple vocabulary (e.g., My bruthr nees los of help with all of his stufe evre day. [My brother needs lots of help with all of his stuff every day.] I lik to help my bruthr with all of his stufe. [I like to help my brother with all of his stuff.]).

• is readable. However, full understanding is somewhat affected by an incomplete thought (e.g., I help him becuse [because]).

• demonstrates some profi ciency with simple sentence patterns.

• conveys almost no sense of audience.

NOTE: Per the Writing Applications Rubric (Grades 3–4), a Score Point 1 paper represents a performance that fails to accomplish the task. It exhibits considerable diffi culty in areas of development, organization, and writing style. The writing is generally either very brief or rambling and repetitive, sometimes resulting in a response that may be diffi cult to read or comprehend.

Language ConventionsScore Point 1The following list describes a writing sample (shown below) that earns a Score Point 1 using the ISTEP+ Language Conventions Rubric.

This sample




• includes numerous misspellings of grade-level words (e.g., bruthr [brother], becuse [because], home work [homework], nees [needs], los [lots], stufe [stuff], ever [every], lik [like]).

• contains one sentence fragment (e.g., And his math), but no run-on sentences.

I like to help my bruthr. I help him becuse. I like to help him

with his home work. And his math. I help my bruthr at home.

My bruthr nees los of help with all of his stufe evre day. I lik

to help my bruthr with all of his stufe.

Score Point 1/1


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Session three, English/Language Arts, contains a reading comprehension task. This task allows the students to demonstrate their understanding and comprehension of narrative or informational text. The reading comprehension task consists of one passage and several constructed-response (CR) questions. Because this is a reading comprehension task, all the information students need to answer the questions correctly is in the text. All responses should be based on information from the text.

The following pages show the CR questions. An example of a top-score response is given for each CR question. The top-score response and the 2-point constructed-response rubric are used together to score student responses. The top-score response is just one example of the many ways students can respond to receive two points. It may include some language conventions errors. Each CR question is followed by sample student responses, called anchor papers. The anchor papers are accompanied by explanations of the score points received.

All CR questions are based on the skills outlined in the Indiana Academic Standards. Teachers are encouraged to discuss both the Indiana Academic Standards and the examples given in this guide with students and parents. Teachers may also use these examples and similar questions to teach students strategies that will help them become more effi cient readers, locate information in a text, and support each response with information from the text.

Introduction to the English/Language ArtsConstructed Responses

2 points Profi cient

The response fulfi lls all the requirements of the task. The information given is text-based and relevant to the task.

1 point Partially Profi cient

The response fulfi lls some of the requirements of the task, but some of the information may be too general, too simplistic, or not supported by the text.

0 points Not Profi cient

The response does not fulfi ll the requirements of the task because it contains information that is inaccurate, incomplete, and/or missing altogether.

ISTEP+ ELA Grades 3–8Constructed-Response Rubric


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Session 3—Question 1 Nonfi ction/Informational Text

Top-Score Response:

Mary would probably choose the Toboggan, fl exible plastic because it is a two seater and it very light so they can go up and down in a jiffy. To support my answer it says “It is incredibly light (3 pounds) and it says “you could fi t two riders sitting up.”

1 Mary wants to take her little brother sledding. She wants to use a safesled that they can ride together. They have only a few hours to sled,and they want to make as many trips as possible down the hill.

Using information from the article, tell which sled Mary is MOSTLIKELY to choose and explain why. Support your answer with detailsfrom the article.


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Question 1

Nonfi ction/Informational Text—2 Points

The response fulfi lls all the requirements of the task. The student clearly identifi es a type of sled and offers relevant, accurate, text-based support to address the issue of safety (e.g., the control is a good amout and the people who tested it rarley fell off).

Score Point 2

I would use the wooden sled on metal runners because thecontrol is a good amout and the people who tested it rarleyfell off.



Question 1

Nonfi ction/Informational Text—1 Point

The response fulfi lls some of the requirements of the task. The student identifi es a type of sled (e.g., Toboggan), but it is unclear which of the three toboggans the student is referencing. The student offers relevant, text-based support (e.g., fi ts2 riders sitting up), as well as information from the text that does not address any of the important points noted in the question about safety, weight, or riding together.

Score Point 1

Toboggan fits2 riders sitting up A smooth, fun ride




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Question 1


The response does not fulfi ll the requirements of the task. The student fails to identify a sled or to offer relevant, text-based support; rather, the student restates part of the original question that relates to safety (e.g., She is wanting her little brother to be safe and not to fall off).

Score Point 0

She is wanting her little brother to be safe and not to fall off.




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Top-Score Response:

You can control the Toboggan with Steering wheel with the steering wheel. You can control the wooden sled on metal runners with the string once you get used to it.

2 Explain how riders can control different kinds of sleds. Support youranswer with details from the article.


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Question 2


The response fulfi lls all the requirements of the task. The student explains methods for controlling different sleds (e.g., ON one sled there is a steering wheel. That one is called a Tobagon with steering wheel). Support is accurate, specifi c, and text-based.

Score Point 2

ON one sled there is a steering wheel. That one is called aTobagon with steering wheel. ON one sled you just lean to leftand right. You use the rope on two other ones to.


Question 2


The response fulfi lls some of the requirements of the task. The student mentions ways to control different sleds (e.g., By hanging onto the sled or to some thing thats attached to the sled), but the information is too general.

Score Point 1

By hanging onto the sled or to some thing thats attached tothe sled.



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Question 2


The response does not fulfi ll the requirements of the task. The student states a reason for controlling a sled rather than a method for controlling it.

Score Point 0

They should try to control it so you won't hit nothing or getscared



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Top-Score Response:

Someone would most likely choose a saucer sled because its easy to carry and its almost impossible to steer so it makes it more fun because you don’t have any idea where your going and your spinning around in circles.

3 Explain why someone would MOST LIKELY choose a saucer sled.Support your answer with details from the article.


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Question 3


The response fulfi lls all the requirements of the task. The student provides text-based reasons for choosing a saucer sled (e.g., It is a wild a fast ride; And you can’t control it; Also it is light to carry) and includes relevant support.

Score Point 2

It is a wild a fast ride. And you can't control it so it go crazier.Also it is light to carry, so you could have more fun.


Question 3


The response fulfi lls some of the requirements of the task. The student provides text-based reasons for choosing a saucer sled (e.g., Its easy to carry it gives you excitement), but the reasons are too general for a top score.

Score Point 1

Its easy to carry it gives you excitement.



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Question 3


The response does not fulfi ll the requirements of the task. The student provides a reason for choosing a saucer sled. However, the reason is not text-based and is too vague to receive any credit.

Score Point 0

‘Cause it's fun to ride on.



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The third session, English/Language Arts, also contains a writing task in the form of an extended-response writing activity. The extended-response writing activity developed for ISTEP+ is based on the recognition that writing is a process. For this reason, the writing activity is closely aligned with the writing process.

Students• are given a specifi c writing task.

• engage in prewriting and drafting.The prewriting and initial drafts are not scored.

• revise their writing.

• edit their writing.An Editing Checklist is provided in the test book to remind students to review their papers.

• complete a revised and edited draft.Only the revised and edited draft is scored.

Although a standardized testing situation does not permit full implementation of the writing process (e.g., peer/teacher conferencing or multiple revisions), the process described above encourages students to use the skills learned in the classroom to communicate their ideas effectively. The Indiana Department of Education encourages teachers to familiarize students with the writing process and the rubrics used to score their writing.

Introduction to the English/Language ArtsExtended Response


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Extended-Response Writing Applications OverviewGrades 3–4

NOTE: This chart is only a brief summary of the score points. It is not appropriate to use this summary as the sole tool in scoring student papers. The more in-depth Extended-Response Writing Applications Rubric is used for the actual scoring of ISTEP+ student papers.

These scoring rubrics are used on the spring ISTEP+ assessment in Grades 3–4.

• stay fully focused?• include many relevant ideas?• have clear order?• exhibit more than adequate word usage?• exhibit writing that is fluent and easily readable?• display a sense of audience?

Does the writing sampleScore

4

• stay mostly focused?• include relevant ideas?• have order?• exhibit adequate word usage?• exhibit writing that is readable?• display some sense of audience?


3

• stay somewhat focused?• include some relevant ideas?• have some order?• exhibit minimal word usage?• exhibit writing that is mostly readable?• display little sense of audience?


2

• have little or no focus?• include few or no relevant ideas?• have little or no order?• exhibit less than minimal word usage?• exhibit writing that is hard to read?• display little or no sense of audience?


1


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Language Conventions RubricGrades 3–4

NOTE: The elements of this rubric are applied holistically; no element is intended to supersede any other element. The variety and proportion of errors in relation to the length of the writing sample are considered. These scoring rubrics are used on the Spring ISTEP+ assessment in Grades 3–4.

In their writing, students will apply the Standard English conventions defi ned in the Indiana Academic Standards for their grade and all previous grades.

Does writing exhibit a very good command of language skills?

4

• Are there few or no errors in beginning capitalization?• Are there few or no errors in capitalization of proper nouns?• Are there few or no errors in ending punctuation?• Are there few or no errors in subject and verb agreement?• Are there few or no errors in the spelling of grade-level-appropriate words?• Does writing have few or no run-on sentences or sentence fragments?

In a Score Point 4 paper, there are no errors that impair the flow of communication. Errors that appear will generally be of the first-draft variety; they have a minor impact on the overall communication.

Does writing exhibit an adequate command of language skills?

3• Is most beginning capitalization correct?• Are most proper nouns capitalized correctly?• Do most sentences end with correct punctuation?• Do most sentences have correct subject and verb agreement?• Are most grade-level-appropriate words spelled correctly?• Writing may have run-on sentences or sentence fragments.

In a Score Point 3 paper, errors are occasional but do not impede the flow ofcommunication; the writer’s meaning is not seriously obscured by language errors.

Does writing exhibit a minimal command of language skills?

2

• Is some beginning capitalization correct?• Are some proper nouns capitalized correctly?• Do some sentences end with correct punctuation?• Do some sentences have correct subject and verb agreement?• Are some grade-level-appropriate words spelled correctly?• Writing may have run-on sentences or sentence fragments.

In a Score Point 2 paper, errors are generally frequent and may cause the reader to stop andreread part of the writing. While some aspects of the writing may be more consistently correctthan others, the existing errors do impair communication. With a little extra effort on thereader’s part, it is still possible to discern most, if not all, of what the writer is trying tocommunicate.

Does writing exhibit a less than minimal command of language skills?

1

• Are there many errors in beginning capitalization?• Does writing have little or no evidence of capitalization of proper nouns?• Is end punctuation missing or incorrect?• Are there many errors in subject and verb agreement?• Are there many errors in the spelling of grade-level-appropriate words?• Are there run-on sentences or sentence fragments?

In a Score Point 1 paper, errors are serious and numerous; they cause the reader to struggle to discern the writer’s meaning. Errors are frequently of a wide variety. There may besections where it is impossible to ascertain what the writer is attempting to communicate.

Score

Score

Score

Score


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Pages 59 and 60 provide an overview of the parts of the extended-response writing activity.

Session 3—Question 4Writing Applications/Language Conventions

Extended-Response Writing Activity

The extended-response writing activity consists of a brief stimulus followed by a specifi c writing task that includes ideas to help students focus their writing.

4 Read this story. Then complete the writing activity that follows.

Checkers with Grandma

“Wait!” exclaimed Alex. “We can’t leave so soon. We haven’t played checkers with Grandma yet!”

For as long as he could remember, Alex and his parents had played the game during their visits to Grandma’s. He and Grandma always played as a team against his parents.

“Why, you’re right,” smiled Grandma as she cleared the table. “I can’t believe we were so busy that we almost broke our tradition. Alex, please go get the checkerboard. It’s on the same shelf as always. Let’s show these folks a thing or two. You have time for a game, don’t you?”

Think about an activity you often do with your family or friends. Describe the activity and tell why you enjoy it. Be sure to include details to support your writing.


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Prewriting/Planning

Students can use the Prewriting/Planning space to help them focus their thoughts on the requirements of the writing activity and to generate ideas to include in their writing. The writing on the Prewriting/Planning pages is not scored.

Writing Icon

The writing icon, which appears before the writing activity, alerts the student that the response will be scored for writing. The writing icon box on page 22 of the test book includes the criteria by which the writing will be judged.

Editing Checklist

The Editing Checklist appears after the fi nal draft and reminds students to review their writing forcorrect grammar, spelling, punctuation, and capitalization.

Editing Checklist 1 Have you started each sentence with a capital letter?

2 Have you capitalized names of people and places?

3 Have you used correct punctuation?

4 Have you spelled all words correctly?

5 Does the action word (verb) of your sentence agree with the subject?

Examples: Tom plays at the park.

They play at the park.

6 Have you used the correct form of your action words (verbs)?

Examples: Jan plays today.

Jan played yesterday.

Jan will play tomorrow.

7 Have you written complete sentences?

Whenever you see this picture, you will be doing a writing activity. Your writing will be scored on how clearly you write and how well you get your ideas across. Your writing will not be scored on your personal opinions. Be sure to check your writing for correct grammar, spelling, punctuation, and capitalization.

Use the blank Prewriting/Planning space below for notes, lists, webs, outlines, or anything else that might help you plan your writing. If you need additional paper for planning, raise your hand and your teacher will give you more paper. You must write your final draft on the lines beginning at the top of the next page.

Prewriting/Planning


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Extended-Response Writing ApplicationsScore Point 4The following list describes a writing sample (shown on the next page) that earns a Score Point 4 using the ISTEP+ Extended-Response Writing Applications Rubric.

This sample

• stays fully focused on the task (i.e., describes how the writer plays with friends in her clubhouse).

• provides solid support (e.g., In my clubhouse [,] we play boardgames [board games] like Monopaly [Monopoly] or life [Life]. My clubhouse has electricity so we cam [can] watch t.v. [T.V.,] but it doesn’t have heat).

• is clearly organized, with a brief introduction (e.g., The thing I do with my friends is play in my cluphouse [clubhouse]), a well-developed middle, and a brief ending (e.g., My clubhouse is really fun with my friends around [,] and I hope you thought [think] so too).

• demonstrates control of vocabulary that is appropriate to the task.

• is fl uent, but contains some awkward constructions.

• has a variety of sentence patterns, including complex sentences and compound-complex sentences.

• has an original voice (e.g., We put pictures up all over the walls. The books were already up there though because it used to be my brother’s [,] and it was all dirty [,] so me and my friend Allison [my friend Allison and I] cleaned it out. It had like one million tootsie roll rappers [Tootsie Roll wrappers]).

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3–4), a Score Point 4 paper represents a solid performance. It fully accomplishes the task.

Extended-Response Language ConventionsScore Point 4The following list describes a writing sample (shown on the next page) that earns a Score Point 4 using the ISTEP+ Language Conventions Rubric.

This sample

• has three errors in the capitalization of proper nouns (e.g., life [Life], t.v. [T.V.], tootsie roll [Tootsie Roll]), but no errors in beginning capitalization.



• includes a few errors in the spelling of grade-level words (e.g., cam [can], rappers [wrappers]). However, one or more of these may be fi rst-draft errors.*

• contains no run-on sentences and no sentence fragments.

*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 fi rst-draft variety if the student has not repeated the error or made similar errors elsewhere in the response.


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The thing I do with my friends is play in my cluphouse. In

my clubhouse we play boardgames like Monopaly or life. My

clubhouse has electricity so we cam watch t.v. but it doesn’t

have heat. We put a cooler in there so we can eat snacks. We

have a shelf in the back for books. My friends and I have

chapter books and picture books. My dad and brother built the

clubhouse for me but me and the help of my friends put stuff

in there like the games, the t.v., the movies, and the cooler.

We put pictures up all over the walls. The books were already

up there though because it used to be my brother’s and it was

all dirty so me and my friend Allison cleaned it out. It had like

one million tootsie roll rappers and a doughnut box. To clean it

out we had a box with a string tied to it. We sent it down with

trash in it and somebody would be at the bottom to take out

the trash and throw it away. My clubhouse is really fun with

my friends around and I hope you thought so too.

Score Point 4/4


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This sample

• stays mostly focused on the task (i.e., describes a single fi shing trip with Dad rather than an ongoing activity).

• provides relevant support. Overall, however, the support lacks development.

• is logically organized, with a clear beginning, middle, and end.

• includes some vivid words and phrases (e.g., We went to my carage [garage] and got shovels. [no period] And [and] started digging up werms [worms]. They were slimy!; We got there and saw crawldads [crawdads]. They were small and creepy. One came to my feet [,] and my dad steped [stepped] on it. When the pinch it herts [When they pinch, it hurts.]).

• is mostly fl uent.

• includes both simple and complex sentences.

• conveys the writer’s enthusiasm (e.g., When we started fi shing [,] I coughs [caught] a huge fi sh. It was probley [probably] three feet long!; We had a very fun time.).

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3–4), a Score Point 3 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.


This sample




• includes numerous errors in the spelling of grade-level words (e.g., Onetime [One time], werms [worms], fi shingpoles [fi shing poles], steped [stepped], the [they], herts [hurts], coughs/cought [caught], probley [probably]).

• contains one sentence fragment (e.g., And started digging up werms [worms]), but no run-on sentences.


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Fishing With Dad

Onetime I went fi shing with my dad. We went to my carage

and got shovels. And started digging up werms. They were

slimy! We put them in a bucket and got the fi shingpoles out.

We went to a pond.

We got there and saw crawldads. They were small and

creepy. One came to my feet and my dad steped on it. When

the pinch it herts.

When we started fi shing I coughs a huge fi sh. It was

probley three feet long! Then we put it in a bucket. My dad

cought fi ve fi sh. I cought six fi sh.

Last we went home and pulled like fi ve pounds of seaweed

off my fi shing pole! We had a very fun time.

Score Point 3/3


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This sample

• stays minimally focused on the task (i.e., describes only briefl y the games the writer enjoys before church on Sundays).

• provides undeveloped support (e.g., On Sundays [,] we go to church and play dodge ball downstair [downstairs] with a green ball thats reel [that’s real] soft. I like it because its [it’s] fun and gives us some xcitement [excitement] before church begins [.] plus We [Plus, we] also have a bunch of room to hide in [,] plus a pool table).

• includes several related sentences in a logical sequence.

• contains grade-level vocabulary.

• is readable.

• shows that the writer has attempted to use both simple and complex sentences, but has diffi culty with sentence control.

• conveys an awareness of audience (e.g., That’s what my activity is [.] wat’s [What’s] yours?).

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3–4), a Score Point 2 paper represents a performance that minimally accomplishes the task. Some elements of development, organization, and writing style are weak.


This sample




• includes a number of misspellings of grade-level words (e.g., downstair [downstairs], thats [that’s], reel [real], its [it’s], xcitement [excitement], wat’s [what’s]).

• contains two run-on sentences (e.g., I like it because its [it’s] fun and gives us some xcitement [excitement] before church begins [.] plus We [Plus, we] also have a bunch of room to hide in [,] plus a pool table. That’s what my activity is [.] wat’s [What’s] yours?), but no sentence fragments.


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On Sundays we go to church and play dodge ball downstair

with a green ball thats reel soft. I like it because its fun and

gives us some xcitement before church begins plus We also

have a bunch of room to hide in plus a pool table. That’s what

my activity is wat’s yours?

Score Point 2/2


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Extended-Response Writing ApplicationsScore Point 1The following list describes a writing sample (shown below) that earns a Score Point 1 using the ISTEP+ Extended-Response Writing Applications Rubric.

This sample

• is weakly focused on the task (i.e., states generally that the writer enjoys going on family vacations).

• includes very fragmented support (e.g., On [One] of my favorite thing do [things to do] with my family i go to on vations [is to go on vacations] to different place [places] because I meet people and other [others.]).

• is too brief to establish an organizational pattern.

• contains a limited, simple vocabulary.

• is diffi cult to read.

• is composed of a single complex sentence with signifi cant structural fl aws.

• demonstrates no sense of audience.

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3–4), a Score Point 1 paper represents a performance that only partially accomplishes or fails to accomplish the task. Some responses may exhibit diffi culty maintaining a focus. Others may be too brief to provide suffi cient development of the topic or evidence of adequate organizational or writing style.

Extended-Response Language ConventionsScore Point 1The following list describes a writing sample (shown below) that earns a Score Point 1 using the ISTEP+ Language Conventions Rubric.

This sample


• has no ending punctuation.


• includes numerous errors in the spelling of grade-level words (e.g., On [One], thing [things], i [is], vations [vacations], place [places]).

• consists of a single fragment.

On of my favorite thing do with my family i go to on vations to

different place because I meet people and other

Score Point 1/1


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n* Science process skills are essential to learning science and are considered to be enduring lifelong skills. Some examples of science process skills are: classifying, measuring, predicting, comparing, and contrasting. An example of a Grade 3 process skill indicator that may be assessed in Grade 4 is: 3.5.3 Construct tables and graphs to show how values of one quantity are related to values of another.

QUESTION TYPES

This guide addresses the Applied Skills section of ISTEP+ consisting of CR and ER questions.

Introduction to the Spring 2010 ISTEP+Science Applied Skills Assessment

Question Type AssessmentWindow

StandardsAssessed Scoring Method

Multiple-Choice(MC)

Multiple-ChoiceAssessment All Machine-Scored


(CR)


1, 2, and 5 and Grades 3 and 4 process skills*

Analytic Rubric

Extended-Response

(ER)

The chart below summarizes the question types used to measure a student’s mastery of content, the multiple assessment windows, the standards assessed during each assessment window, and the scoring method used to evaluate a student’s response.


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SCORING

Each CR question is scored according to its own rubric and has a maximum of 2 score points. The ER question is also scored according to its own rubric and has a maximum of 4 score points. For all Applied Skills questions, the maximum score point value is desired, but students can receive partial credit on questions. For example, it is possible for students to receive 1 point for a CR question or 1, 2, or 3 points for the ER question.

For some questions, students are expected to explain and justify their responses. Students’ ability to communicate concepts is critical in understanding science and is emphasized in Indiana’s Science Standards.

Additionally, students are not penalized for:

• spelling or grammar errors

• using abbreviations; for example, both cm and centimeters are acceptable


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Session 4—Question 1Scientifi c Thinking

1 Mike investigated how adding salt affects the amount of time it takeswater to reach boiling. With help from a parent, he heated a pot ofcold water on a stove. He measured the amount of time it took thewater to reach boiling. He repeated these steps after adding differentamounts of salt to the same amount of water at the same startingtemperature. The table below shows his results.

Amount of Salt and Time to Reach Boiling

Amount of Salt Added(grams)

Amount of Timeto Reach Boiling

(minutes)

0 10

5 12

10 15

15 17

20 19

Between which TWO amounts of salt added did the amount of time toreach boiling increase the MOST?

Answer grams and grams

According to Mike’s data, how does adding salt affect the time it takeswater to reach boiling?


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Key Elements:

• between 5 grams and 10 grams

AND

Any one of the following:

• Adding salt to water increases the amount of time it takes for the water to reach boiling.

• As more salt is added to water, it takes more time for the water to reach boiling.

• other valid conclusion based on the results in the data table

Rubric:

2 points Two key elements

1 point One key element

0 points Other


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Question 1

Scientifi c Thinking—2 points

This response correctly identifi es the two amounts of salt between which the amount of time for the water to reach boiling increased the most and correctly describes how adding salt to water affects the amount of time it takes the water to reach boiling. The response receives a Score Point 2.

Score Point 2





(minutes)

0 10

5 12

10 15

15 17

20 19




5 10

The more salt the longer it takes to boil.


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Score Point 1





(minutes)

0 10

5 12

10 15

15 17

20 19




5 10

It helps the water boil faster.

Question 1

Scientifi c Thinking—1 point

This response correctly identifi es the two amounts of salt between which the amount of time for the water to reach boiling increased the most. However, the student incorrectly describes how adding salt to water affects the amount of time it takes the water to reach boiling. Therefore, this response receives a Score Point 1.


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Question 1


This response incorrectly identifi es the two amounts of salt between which the amount of time for the water to reach boiling increased the most and incorrectly describes how adding salt to water affects the amount of time it takes the water to reach boiling. Therefore, this response receives a Score Point 0.

Score Point 0





(minutes)

0 10

5 12

10 15

15 17

20 19




15 20

The salt takes up more space in water.


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Session 4—Question 2The Nature of Science and Technology

2 Kelly learned that a gas is released when vinegar and baking soda aremixed together. She decided to test this using the steps listed below.

1. Pour a small amount of vinegar into three plastic soda bottles.

2. Put some baking soda into each bottle.

3. Place the open end of a balloon over the top of each bottle.

The diagram below shows how each bottle looked when Kellycompleted the experiment.

A B C

Give TWO different reasons why the three balloons were NOT filled tothe same size at the end of the experiment.

1)

2)


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Key Elements:

Any two of the following: (one key element each)

• Kelly could not place the balloons on each bottle at the same time. So, some of the gas from each bottle was lost to the air.

• Kelly did not put the same amount of baking soda into each bottle.

• One or more of the balloons Kelly used may not have sealed tightly on the bottle.

• Kelly did not put the same amount of vinegar into each bottle.

• any other reasonable reason why the three balloons were not fi lled to the same size when the investigation was complete

Rubric:



0 points Other


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Question 2

The Nature of Science and Technology—2 points

This response correctly identifi es two different reasons why the three balloons were not fi lled to the same size at the end of the experiment. The response receives a Score Point 2.

Score Point 2






A B C


1)

2)

Kelly could have not put the same amount in all the bottles.

She may have not put the balloons on all the way.


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Question 2

The Nature of Science and Technology—1 point

This response correctly identifi es one reason why the three balloons were not fi lled to the same size at the end of the experiment. However, the second reason simply describes the size of the balloon on bottle C without giving a reason why the three balloons were not fi lled to the same size at the end of the experiment. Therefore, this response receives a Score Point 1.

Score Point 1






A B C


1)

2)

Because she didn't put them on at the same time.

C is smaller.


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Question 2

The Nature of Science and Technology—0 points

This response simply describes the sizes of the balloons and does not identify any reasons why the three balloons were not fi lled to the same size at the end of the experiment. Therefore, this response receives a Score Point 0.

Score Point 0






A B C


1)

2)

because C is the smallest of all of thim

A is bigger then both of them.


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Session 4—Question 3The Mathematical World

3 David wanted to find out how the brand of food eaten by a pet mouseaffects the mass of the mouse. He used three mice that were thesame type and age and placed them in cages that were exactly thesame. Each mouse was fed a different brand of food. The results ofthe experiment are shown below.

• Amy the mouse ate only Brand A food, and her starting mass was14 grams (g). After two weeks, her mass was 22 g.

• Betsy the mouse ate only Brand B food, and her starting mass was15 g. After two weeks, her mass was 15 g.

• Cindy the mouse ate only Brand C food, and her starting mass was16 g. After two weeks, her mass was 13 g.

Complete the DATA TABLE below to show the results of David’sexperiment. Be sure to include units of measurement anywhere theyare needed as you fill in the table.

How Brand of Food Affects Mouse Mass

Mouse NameBrand of

FoodStartingMass (g)

A

B

C


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Key Elements:

Data table correctly describes, organizes, and displays all information:

• all columns/rows labeled appropriately, including units of measurement

• table organized/labeled so that data relationships can be determined

• all data entered correctly

Exemplary response:


Mouse Name

Brand of Food

Starting Mass (g)

Mass After Two Weeks (g)

Amy A 14 22

Betsy B 15 15

Cindy C 16 13

Note: If labels are only partly correct/complete, then response loses 1 score point. If labels are insuffi cient to determine data relationships, then response receives no credit. If data entered are only partly complete, then response loses 1 score point. If incorrect information is added to table, then response loses 1 score point.

Rubric:

2 points Data table is completely correct

1 point Data table is partly correct

0 points Other


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Question 3

The Mathematical World—2 points

This response correctly describes, organizes, and displays all of the given information. All columns and rows in the data table are labeled appropriately, including units of measurement. The data table is organized and labeled so that data relationships can be determined, and all given data have been entered correctly. The response receives a Score Point 2.

Score Point 2

Amy

Betsy

Cindy

14

15

16

22

15

13







Mouse NameBrand of


A

B

C

Mass aftertwo weeks (g)


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Question 3

The Mathematical World—1 point

This response correctly describes, organizes, and displays most of the given information. The data table is organized and labeled so that the data relationships can be determined, and all given data have been entered correctly. Most of the columns and rows in the data table are labeled appropriately. However, the fourth column has not been labeled with the unit of mass (grams) for the values given. Therefore, this response receives a Score Point 1.

Score Point 1

Amy

Betsy

Cindy

14

15

16

22

15

13







Mouse NameBrand of


A

B

C

ended mass


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Question 3

The Mathematical World—0 points

This response correctly describes, organizes, and displays most of the given information. The data table is organized and labeled so that most of the data relationships can be determined, and all given data have been entered correctly. Most of the columns and rows in the data table are labeled appropriately. However, because the fourth column has not been labeled to show what its values represent, the data relationships between the values in column four and the rest of the data table cannot be determined. Therefore, this response receives a Score Point 0.

Score Point 0

Amy

Betsy

Cindy

14 g

15 g

16 g

22 g

15 g

13 g







Mouse NameBrand of


A

B

C


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Session 4—Question 4Scientifi c Thinking

4 The students at a school have started a recycling program. They wanted their school to switch to paper towels that contain 100% recycled materials.

The students did an investigation to find out how different brands of recycled paper towels compare to the school’s current paper towels in cost and ability to absorb water. They completed the following steps.

1. They poured 50 milliliters (mL) of water into each of four same-sized cups.

2. They placed one equal-sized paper towel from each brand into its own cup.

3. They waited one minute.4. They determined the amount of water each brand of paper towel

absorbed.

Their results are shown in the table below.

Comparing Brands of Paper Towels

Paper Towel Water Absorbed Cost

Current brand 35 mL $0.99 per roll

Recycled brand A 38 mL $1.50 per roll

Recycled brand B 34 mL $1.00 per roll

Recycled brand C 27 mL $1.10 per roll

Besides the cups, identify TWO different tools needed to take themeasurements during this investigation.

1)

2)


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Describe how brands A, B, and C compared to the school’s currentbrand of paper towels in cost.

Describe how brands A, B, and C compared to the school’s currentbrand of paper towels in their ability to absorb water.

Which brand of paper towels should the students recommend that theschool use?

Using the information in the data table, explain why you think thestudents should recommend that brand of paper towels.


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Key Elements:

Any two of the following: (one key element each)

• stopwatch/clock

• graduated cylinder/beaker/measuring cup

• ruler

• calculator

• other reasonable science tool that could be used to take measurements during the investigation

AND

Both of the following:

• any response indicating that the recycled brands all cost more than the school’s current brand of paper towels

• any response indicating that recycled brand A absorbs more (3 mL) compared to the current brand. Recycled brand B absorbs less (1 mL)/about the same compared to current brand. Recycled brand C absorbs less (8 mL)/much less compared to the current brand.

AND

Any one of the following:

• Brand B AND It is about the same price as the school’s current brand ($0.99 for current and $1.00 for brand B) and absorbs almost as well (35 mL for current brand and 34 mL for brand B).

• Brand A AND It absorbs the most water of all the brands.

Rubric:

4 points Four key elements

3 points Three key elements



0 points Other


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nQuestion 4


This response correctly identifi es two different tools that are needed to take measurements during the investigation, correctly compares brands A, B, and C to the current brand in cost, correctly describes how brands A, B, and C compare to the current brand in the ability to absorb water, correctly identifi es a brand of recycled paper towels the students should recommend that the school use, and correctly explains why this brand of recycled paper towels should be recommended. The response receives a Score Point 4.

Score Point 4

4 Besides the cups, identify TWO different tools needed to take themeasurements during this investigation.

1)

2)





measuring cup

ruler

A is 51¢ higher. B is 1¢ higher. C is 17¢ higher.

A absorbed 3 mL more than the school brand.B absorbed 1 mL less than the school Brand.C absorbed 8 ml less than the school Brand

Recycled Brand A.

Because Recycled Brand A absorbed the most water


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Question 4


This response correctly identifi es two different tools that are needed to take measurements during the investigation, correctly compares brands A, B, and C to the current brand in cost, correctly identifi es a brand of recycled paper towels the students should recommend that the school use, and correctly explains why this brand of recycled paper towels should be recommended. However, the student does not describe how brands A, B, and C compare to the current brand in their ability to absorb water. Therefore, this response receives a Score Point 3.

Score Point 3


1)

2)





I will need tools — ruler

and a measr cup

The SCHOOl brand of penper cost less A, B, C.

brand C is good roll's

brand A we will us

because it's absorbed more


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nQuestion 4


This response identifi es a brand of recycled paper towels the students should recommend that the school use, and correctly explains why this brand of recycled paper towels should be recommended. However, the student identifi es only one tool needed to take measurements during the investigation. (Because a ruler and a tape measure are both used to take the same measurements, they are considered to be the same tool.) The student does not compare brands A, B, and C to the current brand in cost or in ability to absorb water. (Because the student did not list the amount of water absorbed by all four brands of paper towels in the response to question three, the response does not show a comparison between brands A, B, and C and the current brand in ability to absorb water.) Therefore, this response receives a Score Point 2.

Score Point 2


1)

2)





A ruler, and a

tape measure

All of the brands cost at a different price per roll.

Brand A absorbed 38 mL, brand b absorbed 34 mL, and brandC absorbed 27 mL

Brand A

Cause brand A absorbes more water.


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Question 4

Scientifi c Thinking—1 point

This response correctly identifi es one tool needed to take measurements during the investigation. However, the student does not compare brands A, B, and C to the current brand in cost or in ability to absorb water and incorrectly identifi es a brand of recycled paper towels that students should recommend that the school use, so the explanation given by the student does not offer support for the use of a recycled brand of paper towels. Therefore, this response receives a Score Point 1.

Score Point 1


1)

2)





ruler

tape

It did not.

C has 27 and A has 38.

Recycled brand C.

Cause they need it.

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nQuestion 4


This response correctly compares brands A, B, and C to the current brand in cost. However, the student identifi es none of the tools needed to take measurements during the investigation, does not compare brands A, B, and C to the current brand in ability to absorb water, and incorrectly identifi es a brand of recycled paper towels the students should recommend that the school use, so the explanation given by the student does not offer support for the use of a recycled brand of paper towels. Therefore, this response receives a Score Point 0.

Score Point 0


1)

2)





they need A

then they need B

A, b, and c cost more then current brand.

curret brand cost Less

curret brand

because it cost Less money


Teacher’s Scoring Guide

Grade 4• Mathematics• English/Language Arts• Science

Spring 2010C

opyr

ight

© 2

010

by

Sta

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f Ind

iana

Dep

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f Ed

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