HO #2 Building the Assessment-Examples-22JAN14

Handout #2-Building the Assessment-Examples

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HANDOUT #2

STEP 4: ITEMS/TASKS [EXAMPLES]

1. Which river runs from north to south and empties into the Gulf of Mexico?

A. Columbia

B. Mississippi

C. Potomac

D. Ohio

(0001.SOS.GR4.POST.MC-LV1-GEO2.1)

DIRECTIONS: Read the following information about the rainforest. Use the information to help

you answer Question 2 in the space provided. This question is worth two (2) points towards your

overall score.

In the Rainforest

Life in the rainforest is wet and wild. Rainforests are jungle areas that have a large amount of

rainfall each year. Rainforests cover a small part of this earth. They are home to over half of the

different types of animals and plants. Rainforests are not only beautiful, but also very important

to people. We get food from the rainforest such as chocolate and cinnamon. Rainforests also

have ingredients for many medicines. Even though rainforests are important, many are being cut

down. Many people are working to make sure that the rainforests are saved because we will need

them in the future.

2. In two complete sentences, explain why people should help save the rainforests.

______________________________________________________________________________

______________________________________________________________________________

(0002.SCI.GR5.POST.SA-LV2-STD2.2A)


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STEP 4: ITEMS/TASKS [EXAMPLES Cont.]

DIRECTIONS: For Question 3, read the following scenario and construct a response to both

Parts A and B. Parts A and B are worth four (4) points each, for a total of 8 points towards your

overall score.

Scenario #1-You are catering a large dinner for 60 people in which chicken and beef will be

served along with sautéed green beans in a light cream sauce. Fresh strawberries and ice

cream will be offered as dessert. There is limited counter space for food preparation and the

hot water is only reaching a temperature of 70o F.

3. In a short paragraph (no more than 4 sentences), respond to both Part A and B on a separate

piece of paper.

Part A: List and explain at least three (3) safety conditions that need to be addressed to prevent

food contamination.

Part B: Given the cooking area constraints, develop two (2) alternative courses of action that

will result in an on-time meal delivery.

(003.FCS.NCIII.EA-LV3-FNW1.4)

DIRECTIONS FOR TASK 1 of 3: For Task #1, create a mood portrait and collage. You will

have one (1) week to complete this task. This task is worth twelve (12) points towards your

overall score.

Task #1-Using what you know about the Elements of Art and the Principles of Design create both

a mood portrait of yourself and a collage. Think about the concepts we studied in class and the

different ways artists have created works of art that have focused on people’s faces. Use paint

and color mixing techniques to create a mood portrait of yourself and construct a collage on

which to place your portrait. Use the scoring rubric to guide your art work development.

Criteria-

A. Create a mood portrait of yourself showing proportional breakdowns of facial features.

B. Construct a collage using monochromatic or analogous color schemes and transfer your

drawing on to the collage.

(0001.VPA.ART5.EP-LV4-1.1 & 1.2)


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STEP 5: SCORING KEYS AND RUBRICS [EXAMPLES]

Short Answer (SA) – Single Dimension

Generic Scoring Rubric

2 points The response gives evidence of a complete understanding of the problem. It is fully developed and

clearly communicated. All parts of the problem are complete. There are no errors.

1 point The response gives evidence of a reasonable approach, but also indicates gaps in conceptual

understanding. Parts of the problem may be missing. The explanation may be incomplete.

0 points There is no response, or the work is completely incorrect or irrelevant.

Sample Response for: “In two complete sentences, explain why people should help save the

rainforests.”

2 points

The student’s response is written in complete sentences and contains two valid reasons for saving the

rainforest.

“People must save the rainforest to save the animals’ homes. People need to save the rainforest because

we get ingredients for many medicines from there.”

1 point The student’s response contains only one reason.

“People should save the rainforest because it is important and because people and animals need it.”

0 points There is no response, or the response is completely incorrect or irrelevant.

Assessment Name Grade/Course Administration Total Possible

Points

Social Studies Final Elementary Social Studies-

Grade 4 Post-test 50

Item # Item Tag Item Type Point Value Answer

1 0001.SOS.GR4.POST.MC-LV1-GEO2.1 MC 1 B

2 0002.SOS.GR4.POST.MC-LV1-GEO2.4 MC 1 A


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STEP 5: SCORING KEYS AND RUBRICS [EXAMPLES Cont.]

Extended Answer (EA) – Single Dimension

Generic Scoring Rubric

4 points

The response provides all aspects of a complete interpretation and/or a correct solution. The response

thoroughly addresses the points relevant to the concept or task. It provides strong evidence that

information, reasoning, and conclusions have a definite logical relationship. It is clearly focused and

organized, showing relevance to the concept, task, or solution process.

3 points

The response provides the essential elements of an interpretation and/or a solution. It addresses the

points relevant to the concept or task. It provides ample evidence that information, reasoning, and

conclusions have a logical relationship. It is focused and organized, showing relevance to the concept,

task, or solution process.

2 points

The response provides a partial interpretation and/or solution. It somewhat addresses the points relevant

to the concept or task. It provides some evidence that information, reasoning, and conclusions have a

relationship. It is relevant to the concept and/or task, but there are gaps in focus and organization.

1 point

The response provides an unclear, inaccurate interpretation and/or solution. It fails to address or omits

significant aspects of the concept or task. It provides unrelated or unclear evidence that information,

reasoning, and conclusions have a relationship. There is little evidence of focus or organization relevant

to the concept, task, and/or solution process.

0 points The response does not meet the criteria required to earn one point. The student may have written on a

different topic or written "I don't know."

Sample Response for: “List the steps of the Scientific Method. Briefly explain each one.”

4 points

1. Ask a Question- Ask a question about something that you observe: How, What, When, Who,

Which, Why, or Where?

2. Do Background Research- Use library and Internet research to help you find the best way to do

things.

3. Construct a Hypothesis- Make an educated guess about how things work.

4. Test Your Hypothesis- Do an experiment.

5. Analyze Your Data and Draw a Conclusion- Collect your measurements and analyze them to see

if your hypothesis is true or false.

6. Communicate Your Results- Publish a final report in a scientific journal or by presenting the

results on a poster.

3 points

1. Ask a Question

2. Do Background Research-Use library and Internet research.

3. Construct a Hypothesis- An educated guess about how things work.

4. Test Your Hypothesis- Do an experiment.

5. Analyze Your Data and Draw a Conclusion

6. Communicate Your Results

2 points

1. Ask a Question

2. Do Background Research

3. Construct a Hypothesis

4. Test Your Hypothesis

5. Analyze Your Data and Draw a Conclusion

6. Communicate Your Results

1 point Ask a Question, Hypothesis, Do an Experiment, Analyze Your Data

0 points “I don’t know.”


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STEP 5: SCORING KEYS AND RUBRICS [EXAMPLES Cont.]

Extended Performance (EP) – Multi-dimensional

Dimension Advanced (4 pts.) Proficient (3 pts.) Basic (2 pts.) Below Basic (1 pt.)

Art Elements and

Principles

- Sketch a Face

The drawing of the face

shows a breakdown of

the proportions of the

facial features with a lot

of attention paid to

details, such as strands

of hair, details in eyes.

The facial expression

establishes a mood.


shows a breakdown of

the face with facial

features placed in

proportion to one

another. The portrait

lacks facial expression,

thus no mood is shown

in the drawing.


shows some breakdown

of the face but following

through with other visual

cues, such as eyebrows

lining up with tops of the

ears, are not evident. No

attention is paid to facial

expression to establish

mood.


is not broken down into

proportional segments,

so the placement of the

facial features is random

and abstracts the realism

of the portrait. No

attention is paid to

details, such as strands

of hair, eyebrows,

eyelashes, etc.

Art Elements and

Principles

- Color Scheme

Background collage uses

either a monochromatic

or analogous color

scheme with all ends of

the pictures glued down.

The arrangement of the

collage is unique using

either space of transition

of color in a planned

way. The color mixing

and transition of the

paint in the portrait

shows a broad range of

tones, and the

application contours the

shape of the face.

Background collage uses

either a monochromatic

or analogous color

scheme with some ends

of the pictures sticking

up or small portions of

the oak tag showing

through. The color

mixing with the paint in

the portrait shows a

range of either a

monochromatic or

analogous color scheme,

but no awareness of

contour color

application.

Background collage has

at least 60% of the paper

fitting into either a

monochromatic or

analogous color scheme.

Color mixing in the

portrait is blotchy and

not blended well; each

color is separate with no

attempt to transition one

color to the next.

Background collage and

color mixing show no

identification to either a

monochromatic or an


Art Elements and

Principles

Point of View

- Original Work

Portrait and background

show a full

understanding of

monochromatic and

analogous color

schemes. Paint mixing

is gradual using a range

of hues that have more

than eight tones, and the

tones are applied

enhancing the contour

and roundness of the

face.


show understanding of

monochromatic and

analogous color

schemes. Some edges of

the collage are not glued

down. The color portrait

is painted with a range of

six or more hues of a

monochromatic or


The transitions of color

are smooth and gradual.


show some

understanding of

monochromatic and

analogous color schemes

with only one or two

colors that do not fit into

the selected schemes.

Half of the color mixing

with paint shows gradual

transitions of color.


show no knowledge of

monochromatic or

analogous color

schemes. There is no

range of color mixing

within either color

scheme with no gradual

transitions of color.

0 points “I don’t know.” or No Sketch Received


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STEP 6: TEST FORMS: Administration Guidelines [EXAMPLES]

Preparation

STEP 1. Establish the necessary testing sessions given the <school/grade-level> administration window.

Ensure time is allotted in the schedule for make-up test sessions prior to the end of the

administration window. Obtain the necessary copies (test forms and scoring keys) based upon

students on your roster.

STEP 2. Review the administration steps and understand the guidelines for administering the assessment,

including materials needed, equipment, etc. Also, review the test form, answer keys, and

directions to students (located within the test) prior to administration.

STEP 3. Establish a controlled testing and scoring environment and ensure students are afforded

appropriate testing accommodations.

Administration

STEP 1. Distribute the assessment to students, while maintaining a list of students who will need to make-

up the session. Say to the students: “If you have questions about any of the instructions that I give

you, please ask them before the test/performance begins.”

STEP 2. Write/post the “Start Time/Date” and “Completion Time/Date” of the assessment. Say to the

students: “Let’s prepare to start the test.” Ensure the demographic information on the coversheet

is completed.

STEP 3. Begin the testing/evaluation session.

a) Say to the students: “After you have completed the test/performance <enter teacher

directions (e.g., raise your hand and I will pick up your test, place the test on my desk, read

silently, put your head down)>.

b) Say to the students: “Remember to try your best on the assessment. If there are no questions,

begin the test.”

c) Ending the testing session. Say to the students: “The testing/evaluation period has ended, I

will now collect the tests.” Explain the make-up procedures for students who need more time

according to your district’s policy. Pick up all of the test forms and secure the materials.

After Testing

STEP 1. Ensure 100% accountability for all assessment materials and store these in a secure area.

STEP 2. Given the completed test and the developed scoring key and rubrics, score each item based upon

the student’s provided response. Enter the raw score (points earned vs. total points possible) into

your grade book. Determine if the student’s score meets the performance standard.

STEP 3. Once all students have completed the test, including make-ups, collect and inventory all scored

tests. Report student results in accordance with the district’s grading policy in terms of percent

(%) correct, and/or achieving a specific performance level.

*Technical Note: The above Administration Guidelines are for an on-demand assessment. Extended performance

(EP) tasks may require considerably more in-depth guidelines for each task, as the “testing window” extends over

several weeks.

STEP 6: TEST FORMS: Operational Assessments [EXAMPLES] Note: See developed assessment models in the “Guide” folder

Education

HO #2 Building the Assessment-Examples-22JAN14