graduation-required assessment for diploma written ...€¦ · required assessment for diploma...

Graduation-Required Assessment for Diploma

Written Composition

Item Sampler

Prompt #1

MINNESOTAGRAD

WRITTEN COMPOSITION

WRITING PROMPT FOLDER PROMPT #1

(Item Sampler)

Choose a character from a story, movie, or book who inspires you. Explain why this character inspires you.

Use specific examples to help your reader understand your choice.

Remember you are writing for an adult reader.

REMINDERS:

Write as neatly as possible. Make sure your composition has the following:

________ a clear, focused central idea ________ supporting details (reasons, examples) ________ a logical organization (beginning, middle, end) ________ correct spelling, grammar and punctuation ________ complete sentences

PREWRITINGTHIS PAGE WILL NOT BE SCORED.

USE PENCIL ONLY WRITE INSIDE LINES ONLY

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PREWRITINGUSE PENCIL ONLY WRITE INSIDE LINES ONLY

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THIS PAGE WILL NOT BE SCORED.

PREWRITINGUSE PENCIL ONLY WRITE INSIDE LINES ONLY

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THIS PAGE WILL NOT BE SCORED.

FINALTHIS PAGE WILL BE SCORED.


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1a

Written Composition GRADItem Sampler

Teacher’s [email protected]

An Introduction to the GRAD The 1997 Legislature enacted Minnesota Statute 121.113, Statewide Testing and Reporting System,which established annual testing of all students in grades 8 (reading and mathematics) and 10(written composition). Students must pass all of these Basic Skills Tests (BSTs) in order to graduatefrom high school.

The Minnesota Legislature later enacted the Omnibus K-12 and Early Childhood Act of 2005 thatreplaced the Basic Skills Tests with the Minnesota Comprehensive Assessments—Series II (MCA-IIs) given in high school. This statute requires students enrolled in grade 8 before the 2005-2006school year to pass the Basic Skills Tests and the students enrolled in grade 8 in the 2005-2006school year or later to pass the Graduation-Required Assessments for Diploma (GRAD) embeddedin the MCA-IIs.

The Graduation-Required Assessments for Diploma (GRAD) measure the reading, writing andmathematics proficiency of high school students. By requiring high school graduates to reach aspecified level on each of these assessments, Minnesota is making sure its students are on track tohave the essential skills and knowledge necessary for graduation in the 21st century.

The Purpose of the Written Composition GRAD The Grade 9 Written Composition GRAD is intended to measure the writing skills a studentdemonstrates at a given point in time; writing is evaluated in a single, on-demand writing session. Apassing score of 3 or higher on the Grade 9 Written Composition GRAD is required for a diplomafrom a Minnesota public high school. It is important that the writing be an example of what thestudent is able to produce without the assistance of teachers, peers, orwriting resources.

The Purpose of the GRAD Item Sampler The Written Composition GRAD Item Sampler was developed tofamiliarize students and teachers with the format and the kinds ofprompts that will appear on the test.

This Written Composition GRAD Item Sampler is not a real test. Itshould not be used to predict how well students will do on the test.However, students may feel more comfortable with the test if they havereviewed the Written Composition GRAD Item Sampler prior to the test.

2a

How the GRAD Item Sampler Was Created The Item Sampler mirrors the format of the Written Composition GRAD as the writing promptfolder and answer sheet each reflect the way the test will look. Prior to testing, the Graduation-Required Assessment for Diploma (GRAD) Item sampler prompts are reviewed thoroughly byMinnesota teachers; they have also been evaluated for appropriateness and bias by advisorypanels of education professionals from across the state to ensure no specialized knowledge isrequired. In addition, Minnesota students have responded to these prompts on previous tests.

Students may use an expository/informational mode with narrative and persuasive elements todevelop this composition. Students may choose to respond to prompts in many ways and maydraw from a variety of personal experiences. Students should make effective choices in theorganization of their writing. They should include details to illustrate and elaborate their ideasand use appropriate conventions of the English language.

Students will respond to one prompt. The response is scored holistically, giving the paper a scorebetween 0-6. A score of 3 or more is considered passing. Scorable papers not passing (scores 1and 2) will be reviewed using the writing domains.

The Written Composition GRAD Item Sampler has the following design: • Four-page writing prompt folder containing a writing prompt, a checklist of reminders

and pre-writing pages • Answer book with three pages for a student to write their final composition

The Contents of This Teacher’s Guide Three sections are contained in this Teacher’s Guide:

• The Scoring Rubric is used to consistently score compositions from year-to-year. Each composition is scored according to the criteria of this rubric, no matter the prompt chosen for that year.

• The Domain Reviewing Rubric is used to evaluate each feature of a writing sample with a non-passing score.

• Sample Paper Annotations show how different types of student responses were scored based on the Scoring Rubric. They also explain why certain responses received the scores they did. Teachers can use these annotations to prepare students in writing thorough compositions. Papers receiving a score of 1 or 2 are also reviewed using the domain Reviewing Rubric.

3a

State Standards and Test Specifications The Item Sampler is primarily intended to familiarize teachers and students with the format of thetest. The best preparation for the content of the Graduation-Required Assessment for Diploma isdone as a part of your curriculum planning. When doing that, reference the Minnesota AcademicStandards and the Minnesota Graduation-Required Assessments for Diploma test specifications.For further questions about the GRAD, email us at [email protected].

4a

Minnesota GRAD WC: Focused Holistic Rubric for Grades 9-12 Writing

Score point 6 = An Exceptionally Skillful Composition The composition:

Is related to assigned topic. Consistently remains focused on a central idea. Is evenly and richly developed with ample, selected supporting detail and/or elaboration that clarifies and expands the central idea. Has a purposefully crafted beginning, middle, and end and an overall sense of wholeness; uses transitional devices, parallel structure, or other unifying devices to provide a clear, unified progression of ideas. Demonstrates a consistent control of language that enhances the overall quality of the response; includes precise and engaging word choice and purposefully varied, rhythmic sentences.Demonstrates a command of the rules for sentence formation, word usage, and mechanics. May contain minor errors, but they do not detract from the overall quality of the composition.

Score point 5 = A Skillful Composition The composition:

Is related to assigned topic. Consistently remains focused on a central idea. Is evenly and richly developed with selected supporting detail and/or elaboration that clarifies and expands the central idea, but may have occasional lapses. Has an effective beginning, middle, and end and an overall sense of wholeness; may use transitional devices, parallel structure, or other unifying devices to provide a mostly clear, unified progression of ideas. Demonstrates a control of language that enhances the overall quality of the response; includes some specific and engaging word choice, along with some purposefully varied sentences. Demonstrates knowledge of the rules for sentence formation, word usage, and mechanics. May contain occasional errors, but they do not detract from the overall quality of the composition.

Score point 4 = A Competent Composition The composition:

Is related to assigned topic. Has a central idea that is clearly expressed. Is well developed with supporting details.Has a beginning, middle and end.Demonstrates a control of language that enhances the overall quality of the response.May have errors in sentence formation, usage, and mechanics, but they do not detract from the overall quality of the composition.

5a

Score point 3 = A Basic Passing CompositionThe composition:

Is related to the assigned topic. Has a central idea that is clearly expressed. Has some supporting details and sufficient development. Has a beginning, middle and end. May present minor obstacles for the reader in moving from idea to idea. May have errors in sentence formation, word usage, and mechanics, but they do not substantially detract from the overall quality of the composition.

Score point 2 = A Below Basic Composition The composition:

Is related to the assigned topic. May be somewhat focused. May lack a beginning, middle or end. May present obstacles for the reader in moving from idea to idea. May contain errors in sentence formation, word usage, and mechanics that are frequent enough to detract from the overall quality of the composition.

Score point 1 = A Below Basic Composition The composition:

Is related to the assigned topic. Is very difficult to follow. May lack a coherent focus. Is disorganized. May contain errors in sentence formation, word usage, and mechanics that are frequent enough to detract from the overall quality of the composition.

6a

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9a

FINAL SCORE: 1

This response represents a below basic composition. Although it is related to the assigned topic (…The cheracter I like form This Book is Zock and Cory…) and is somewhat focused, there is no discernible organizational plan. Additionally, errors in sentence formation (I like to be Jast like thme some day I like stand fornt of everyone be come a star student…), due in part to the lack of correct punctuation, make the composition very difficult to follow. Non-phonetic misspellings of simple words (thir, Jats, fornt, leran)create obstacles for the reader and are frequent enough to detract from the overall quality. Score point 1.

10a

Score Point 1 Sample Paper A

COMPOSING

Minimal Skills. This response has a single central idea (The cheracter I like form This Book is Zock and Cory…); however, rather than elaboration on this idea, the response has a more list-like quality and repeats the same ideas (…someday I can be Jats like them…I like to be Jast like Zock and Cory…I like to be Jast like thme some day).

STYLE

Minimal Skills. Vocabulary is basic and vague, which prevents a sense of audience from emerging (fun to read…funny thing…funny pepole). There is no real selected or specific information, and this helps cause the voice to be less discernible.

SENTENCE FORMATION

Minimal Skills. Although there are a few instances of ending punctuation, the bulk of the composition consists of a fragment (Something you like to be some bay), a series of independent clauses connected with conjunctions, and a run-on, revealing no real evidence of knowledge of sentence elements (I like to read a yey me Book because is realy good to read and everytime when I read a Book I feel so happy and The cheracter I like form This Book is Zock and Cory I like to read thir Books because its so much Fun to read and everyone like to see Zock and Cory and mybe someday I can be Jats like them).

USAGE/GRAMMAR

Minimal Skills. The reading is difficult due to several and varied errors (…Theydo Funny thing…some day I like stand fornt of everyone be come a star student and everyone like to be some one That he like and to make a money and have a happy life for every).

MECHANICS/SPELLING

Minimal skills. There is no internal punctuation at all in the response. The writing contains a number of instances of random capitalization and misspellings (thir, Jats, They, Book).

13a

FINAL SCORE: 1

This response represents a below basic composition. It is related to the assigned topic (…the character that I like is Carla Mercedez…); however, the frequent and severe errors in sentence formation (…you can learn a lot of things. Of her she move to another country... Carla mom never tell her about her step brother her mom is divorce she don’t live whit Carla real dad…), omitted words (…she don’t know that he was the same middle name that she and now the are boyfriends they have a mouth together…), and lack of correct punctuation create obstacles for the reader and are frequent enough to detract from the overall quality of the composition. Score point 1.

14a

Score Point 1 Sample Paper B

COMPOSING

Minimal Skills. This response presents a single central idea (…the character I like is Carla Mercedez …); however, rather than elaborating on why he or she likes Carla Mercedez, the author simply tells the story in its entirety, never returning to that central idea.

STYLE

Minimal Skills. Vocabulary is basic and vague, which prevents a sense of audience from emerging (a lot of things, She meet this guy, he is not good, carla is really happy…). There is no real selected or specific information, and this helps cause the voice to be less discernible.

SENTENCE FORMATION

Minimal Skills. Although there are a few instances of ending punctuation, the bulk of the composition consists of run-ons (Carla mom never tell her about her step brother her mom is divorce she don’t live whit Carla real dad…) revealing no real evidence of knowledge of sentence elements.

USAGE/GRAMMAR

Minimal Skills. The reading is difficult due to several and varied errors (Carla mom said that name Ricardo sound like someone that she know’s but maribel is Really happy that Carla have a boyfriend and Maribel said went they going to married Carla said a don’t know…).

MECHANICS/SPELLING

Minimal skills. For the most part, the spelling is correct. However, there is no internal punctuation at all in the response.

16a

FINAL SCORE: 2

This response represents a below basic composition. It is related to the assigned topic (the writer indicates that he or she is NOT inspired by a character, which is an acceptable approach). Sentence formation errors and improper capitalization (take super man for example, he flys around in tights and wheres apair of underwhere on the out side, how is that going to inspire me? it can’t, what am i supoused to be inspired about, am I going to be inspired to fly around in my under where?) are evident throughout and detract from the overall quality of the composition. In addition, there are several usage errors (there,where, way). Score point 2.

17a

Score Point 2 Sample Paper A

COMPOSING

Developing Skills. This response has a single, clear central idea (I don’t have a charactor from a story or a movie that inspires me) and adequate elaboration (…like BatMan, he’s got all these strong tools and there in his belt. The thing must way like 20 pounds. An how he shoots That grapaling hook out of his belt…). There is an attempted closure that reiterates the introduction.

STYLE

Developing Skills. This response contains several instances of meaningful vocabulary (…The gadgets They use, grapaling hook, careless, all those webs, completely destroid). While there is not very much variety in sentence structure, a sense of voice does emerge as the author poses and answers a question (…am I going to be inspired to fly around in my under where? Ya I don’t think so) as well as when the author expresses disgust about superheroes’ behavior (And when Ther done Fighting and the city is almost completly destroid They don’t care. They don’t even stop to help clean up).

SENTENCE FORMATION

Minimal Skills. Although there are some instances of complete sentences (Idon’t have a charactor from a story or a movie that inspires me), there are other instances of comma splices (take super man for example, he flys around in tights…) and fragments (For one resone why I don’t have a Charactor from a movie or a story That inspires me is. That They arn’t real).

USAGE/GRAMMAR

Developing Skills. There are a few usage errors (ther, there, They gov, where, an, way); however, they do not make the reading difficult.

MECHANICS/SPELLING

Minimal skills. There is some internal punctuation in the response; however, much of it is incorrect. End punctuation is inconsistently used. There are several misspelled words (charactor, arn’t, ushally, ther, destroid, crimanals, suppa). Capitalization is inconsistently done.

18a

FINAL SCORE: 2

This response represents a below basic composition. It is related to the assigned topic (Lebron James would be the one that i inspire) and remains focused on Lebron James throughout. However, errors in sentence formation (He inspires me because he could split the defence and make it look easy thats the same way i split the defence…) and in usage (thats, there, get me, “a” for “an,” inspire for “admire”) are frequent enough to detract from the overall quality of the composition. Score point 2.

19a

Score Point 2 Sample Paper B

COMPOSING

Developing Skills. This response has a single, clear central idea ([LebronJames] inspires me because…) and adequate elaboration, although there are opportunities for further elaboration that are missed. The attempted closure (Whatever he does i believe he will have a amazing career) works with this brief piece.

STYLE

Developing Skills. This response contains some sporadic instances of meaningful vocabulary (split the defence, make it look easy, big-Apple, superstar). While there is not very much variety in sentence structure, a sense of voice does emerge as the author compares his or her own style to that of Lebron James and offers his or her opinion about Lebron’s future (Heshould stay with Cleveland and win a championship. I think Lebron is disrespecting the cavaliers organization and his teammates).

SENTENCE FORMATION

Minimal Skills. Although there are some instances of complete sentences, there are other instances of run-ons (He inspires me because he could split the defence and make it look easy thats the same way i split the defence and i always make it look easy. Lebron just released a shoe there called the big-Apple…). Additionally, there is a clause that is treated as a sentence (Becausein one year he might get traded to the New York Knicks).

USAGE/GRAMMAR

Developing Skills. There are a few usage errors (inspire instead of “admire,” could instead of “can,” there, get me, “a” instead of “an”); however, they do not make the reading difficult.

MECHANICS/SPELLING

Developing skills. There is no internal punctuation at all in the response; however, the sentence structures used do not require much. For the most part, spelling is correct, and there are just a couple of capitalization errors (big-Apple, cavaliers, i).

21a

FINAL SCORE: 3

This response represents a basic passing composition. It is related to the assigned topic and remains focused on a central idea throughout. There are supporting details and sufficient development (He told how bad Things can happen for just being a member. After you join, its only a matter of time before you start using illegal substances …).There are a couple of misspelled words (comitting, allways) and an omitted apostrophe (its), but they do not detract from the overall quality of the composition. The composition, however, does not demonstrate a control of language that enhances its overall quality and is not well developed with supporting details, preventing it from attaining a higher score. Score point 3.

FINAL SCORE: 3

This response represents a basic passing composition. It is related to the assigned topic (Robin Hood really inspires me) and remains focused on this central idea throughout. There are supporting details and sufficient development (Robin Hood is very brave. He doesn’t shy away from fights, even if the odds are against him. He can take on three or four people at a time!), as well as a beginning, middle, and end. The composition, however, does not demonstrate a control of language that enhances its overall quality and is not well developed with supporting details, preventing it from attaining a higher score. Score point 3.

23a

25a

FINAL SCORE: 4

This response represents a competent composition. It is related to the assigned topic and has a central idea that is clearly expressed (The person who inspires me most is Rocky Balboa from the many Rocky movies). The paper is well developed with supporting details (When he was just a “nobody,” just a regular person from Philadelphia, he got a title shot against a guy named Apollo Creed). The response has a beginning, middle, and end, and it demonstrates a control of language that enhances the overall response (After a while a crazy boxer named Clubber Lang came along and won the title from him. Rocky, and the rest of the world were stunned….So after long, grueling training he finally beat Clubber Lang). Errors present do not detract from the overall quality. It is the combination of all these factors that results in a Score point 4.

28a

FINAL SCORE: 4

This response represents a competent composition. It is related to the assigned topic and has a central idea that is clearly expressed (The character who inspired me the most was from a non-fictional book which was titled The Life of Derek Jeter). The paper is well developed with supporting details (Instead of just being the average baseball player growing up, he worked harder than everyone else. That hard work put him above and beyond the other players skills and abilities. He was the best player on his high school team…). The response has a beginning, middle, and end, and it demonstrates a control of language that enhances the overall quality of the composition (Another thing is that he has always loved the game and never once did he think about giving up. He is one of those players who plays for the love of the game and not for the money). Errors do not detract from the overall quality of the response. It is the combination of all these factors that result in a Score point 4.

30a

FINAL SCORE: 5

This response represents a skillful composition. It is related to the assigned topic and remains consistently focused on the idea of being inspired by Erik from The Phantom of the Opera. The writing is evenly and richly developed with selected supporting detail (When Erik brings Christine down to his lair beneath the Opera House, he sings the song, “Music of the Night,” which explains how in the darkness, we all look the same and only our hearts matter). It has a beginning, middle, and end, and the use of the tongue-in-cheek comments about Erik’s murderous habits serve to unify the piece, resulting in an overall sense of wholeness (Aside from attempting to murder people, (every five minutes, it seems) …Christine leaves Erik for the young, handsome Vicomte de Changy (Though not before Erik attempts to murder him multiple times, of course)). A control of language is apparent in the use of word choice which is both specific and engaging (Erik is a disfigured composer who lives in the cellar of the “Opera Populaire” in Paris. He falls in love with the beautiful soprano Christine Daáe. He is inspiring because despite the gruesome disfigurment on his face, he asks Christine to see past the exterior…). Very few errors are present, and they do not detract from the overall quality of this skillful composition. Score point 5.

32a

FINAL SCORE: 5

This response represents a skillful composition. It is related to the assigned topic and consistently remains focused on the idea of being inspired by Maria, from The Sound of Music. The writing is richly and evenly developed with selected supporting detail (Aplaywright, Claudia Haas, once said “singing is like calling to the angels.” Maria shows the children this when she gives them the greatest gift she can; the gift of music. Maria shows the children that they can express themselves through music rather than through pointless pranks. This also helps the children become closer to their father and also helps them to remember their mother who loved music). It has a beginning, middle, and end, and its unified progression as well as the repetition of the idea of inspiration being in the eye of the beholder result in an overall sense of wholeness. A control of language is apparent in the use of word choice which is both specific and engaging (Upon first arriving, Maria discovers the seven children in the von Trapp family have always been seen as unruly by all of their previous nannies…. Maria helps bridge the gap between the children and their father with her love). The errors present in sentence formation, word usage, and mechanics do not detract from the overall quality of this skillful composition. Score point 5.

35a

FINAL SCORE: 6

This response represents an exceptionally skillful composition. It is related to the assigned topic and consistently remains focused on why the author is inspired by Harry Potter. The writing is richly and evenly developed with ample selected supporting detail and elaboration that serve to clarify the central idea (During just his second year at Hogwarts School of Witchcraft and Wizardry, Harry fought the giant basilisk snake controlled by Lord Voldemort after braving the task of traveling through the Chamber of Secrets). It has a purposefully crafted beginning, middle, and end, which contribute to the paper’s overall sense of wholeness (…Harry Potter, a brave, selfless boy who never forgets the importance of love… Through these examples, Harry proves he knows the most important aspect of life: love… Perhaps it is only with time that we will be able to comprehend the message all should be reminded of: Perhaps the only true magic is love).The response demonstrates consistent control of language through precise, engaging word choice and purposefully rhythmic sentences (In his fifth year at Hogwarts, Harry defies his evil headmistress, sneaks into a forbidden government establishments, and take on Death Eaters all because he mistakenly believes his Uncle is in danger). Finally, there are but a few errors in this exceptionally skillful composition, and they do not detract from the overall quality. Score point 6.

38a

FINAL SCORE: 6

This response represents an exceptionally skillful composition. It is related to the assigned topic and consistently remains focused on why the author is inspired by Auntie Mame. The writing is richly and evenly developed with ample selected supporting detail and elaboration that serve to clarify the central idea (Throughout the movie, I am struck by how Mame maintains a straight head in a life brimming with elements of the roaring 1920s: booze, cigarettes, sex, and an overall ostentatious lifestyle). The piece has a purposefully crafted beginning that sets the tone for the rest of the composition (In a whirl of copper sequined fabric, Rosalind Russell’s Auntie Mame ascends the staircase and with a sweep of her hand shouts to an ultra-conservative whimpering Agnes, “Life’s a banquet, and most poor suckers are starving to death!”) This and a control of language exhibited through precise engaging word choice and purposefully rhythmic sentences contribute to an overall sense of wholeness (When her nephew, Patrick, falls under her care or when her finances collapse on Black Tuesday, Auntie Mame absorbs these obstacles in stride and with an illuminating smile. Auntie Mame’s values ground her despite a rich, meandering lifestyle). Finally, a few minor errors are present in this exceptionally skilled composition, but they do not detract from the overall quality. Score point 6.

GRAD WC ITEM SAMPLER MANUAL PROMPT #1

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