mtas scoring rubric - pearson · the mtas scoring rubric provides test administrators with guidance...

MTAS Scoring Rubric

3 2 1 0

Correct Response Correct Response

with Additional Support

Incorrect Response No Attempt or No Response

The student responds correctly without assistance.

The student responds correctly to the task after the test administrator provides additional support as indicated in the task script.

The student responds incorrectly to the task after the test administrator has provided additional support as indicated in the task script.

The student does not respond to the task or the student’s response is unrelated to the task.

The MTAS scoring rubric provides test administrators with guidance for evaluating a student’s response for each performance task. It is embedded in each of the task scripts but is shown here for reference.

Score 3 – Correct Response The student responds correctly without assistance. Repetition and refocusing are allowed prior to a student response. If the student responds incorrectly or does not respond to the task, the test administrator provides additional support as indicated in the script for a score of 2.

Score 2 – Correct Response with Additional Support The student responds correctly to the task after the test administrator provides additional support as indicated in the task script. Once the additional support has been provided, the highest score the student can receive for a correct response on the task is 2.

Score 1 – Incorrect Response The student responds incorrectly to the task after the test administrator has provided additional support as indicated in the task script. To receive a score of 1, the student response must be clearly connected to the specific task.

Score 0 – No Attempt or Response The student does not respond to the task or the student’s response is unrelated to the task. The test administrator should attempt to refocus the student’s attention, provide sufficient wait time and provide clarifying information before recording a score of 0. Examples of score point 0 include echolalia (e.g., ba-ba-ba), random grabbing of an answer option, saying something that is unrelated to the task (e.g., “I want juice.”), a non-communicative gesture or a lack of response.

Minnesota Test of Academic Skills Grade 11 Mathematics

Sample Task

Test Administrator Instructions Score Student Responses

Administration notes: You may use objects when presenting questions and answer options. However, some tasks limit how objects can be used; any limitations will be specified on the task. Repeat the question exactly as it appears at score 3 as many times as needed until the student responds or until it is clear that the student will not respond.

Present: M11_Sample 2.1 Say: An aquarium has 11 yellow fish and 7 blue fish. What is the probability of randomly picking a blue fish? Present the answer options in order. Point to each option as you say it.

A. Eleven out of eighteen 1118

( )

B. Seven out of eighteen 718

( )

C. Seven out of eleven 711

( )

3

718

If you believe the student’s correct response was unintentional, reorder the answer options to B, C, A (instead of A, B, C). Repeat the question. If the student chooses the correct answer again, the task should be scored a 3. If the student chooses an incorrect answer, continue below.

Additional administration notes: If the student responds incorrectly or not at all, present the task with support as scripted. Once additional support is provided, the task may not be re-administered for a score of 3.

Re-Present: M11_Sample 2.1 Say: To find the probability, compare the number of blue fish…point to the blue fish…to the total number of fish. Trace a circle around both groups of fish. What is the probability of randomly picking a blue fish? Re-present the answer options in order. Point to each option as you say it.

A. Eleven out of eighteen 1118

( )

B. Seven out of eighteen 718

( )

C. Seven out of eleven 711

( )

2

718

If you believe the student’s correct response was unintentional, reorder the answer options to B, C, A (instead of A, B, C). Repeat the question. If the student chooses the correct answer again, the task should be scored a 2. If the student chooses an incorrect answer, the task should be scored a 1.

1 1118

or 711

0 Unrelated or none

Example 1

Grade 11 Math 9.4.3.8: Apply probability concepts to real-world situations to make informeddecisions.

Minnesota Test of Academic Skills Grade 5 Science

Sample Task

Test Administrator Instructions Score Student Response

Administration notes: You may use objects when presenting questions and answer options. However, some tasks limit how objects can be used; any limitations will be specified on the task.

Repeat the question exactly as it appears at score 3 as many times as needed until the student responds or until it is clear that the student will not respond.

Present: S5_Sample 2.1 Say: You take a frozen treat out of the freezer. It melts. Which change happens to the frozen treat? Present the answer options in order. Point to each option as you say it. A. Solid to liquid B. Solid to solid C. Solid to gas

3

Solid to liquid

If you believe the student’s correct response was unintentional, reorder the answer options to B, C, A (instead of A, B, C). Repeat the question. If student chooses the correct answer again, the task should be scored a 3. If the student chooses an incorrect answer, continue below.


Re-present: S5_Sample 2.1 Say: You take a frozen treat out of the freezer. The frozen treat gets warm and melts. Which change happens to the frozen treat? Re-present the answer options in order. Point to each option as you say it. A. Solid to liquid B. Solid to solid C. Solid to gas

2

Solid to liquid


1 Solid to solid or Solid to gas

0 Unrelated or none

Grade 5 Science 4.2.1.2.2: Identify and describe how states of matter change as a result ofheating and cooling.

Example 2


Sample Task




Present: M5_Sample 2.1 Say: Here is an equation: three times m equals eighteen(3 18)m× = . Point to the

equation. What does m equal? Present the answer options in order. Point to each option as you say it. A. 3 B. 6 C. 15

3

6



Present: M5_Sample 2.2 Say: You can use blocks to find what m equals. There are 18 blocks altogether. Point to the 18 blocks. You can put the blocks into 3 equal groups. Point to each of the circles. The number of blocks in each group is m. What does m equal? Re-present the answer options in order. Point to each option as you say it. A. 3 B. 6 C. 15

2

6


1 3 or 15

0 Unrelated or none

Example 3

Grade 5 Math 5.2.3.1: Student will determine whether an equation is true or false for a givenvalue of a variable. Represent real-world situations using expressions or equations with variables.

Minnesota Test of Academic Skills Grade 6 Reading Sample Task

Paul Bunyan

1 People like to tell funny stories about Paul Bunyan, but of course these stories are not true. Paul Bunyan is a fictional character. He is not a real person.

2 In the stories, Paul Bunyan was a giant lumberjack. He chopped down trees faster than any other lumberjack. Paul Bunyan was the biggest and strongest lumberjack in Minnesota. He was tall. He was strong enough to pull trees out of the ground like people pick flowers! Paul Bunyan had a pet. His pet was a giant blue ox named Babe.

3 There are many stories about Paul and Babe. One story says that Paul and Babe’s footprints became all 10,000 lakes of Minnesota! Another story says that Paul and Babe made the hills and valleys of the United States when they wrestled and tore up the earth.

4 Many people believe that Paul Bunyan was born in Bemidji, Minnesota. According to one story, Lake Bemidji was one of the lakes formed from Paul Bunyan’s giant footprint. There is a large statue of Paul Bunyan and Babe in Bemidji. People love to talk about Paul Bunyan and Babe in Bemidji and all over the United States.

Example 4 (passage)

Grade 6 Reading I.D.8: Students will respond to literature and use text to support their reactions.



Administration notes: The reading passage may be presented as many times as needed for the student at any score point.


Say: Here is the first question about “Paul Bunyan.” Present “Paul Bunyan” or have the student read the passage. Present R6_1. Say: What shows that Paul Bunyan was strong? Present the answer options in order. Point to each option as you say it. A. He picked up trees. B. He had a giant blue ox. C. He planted flowers.

3

He picked up trees.



Say: Paul Bunyan was stronger than real people. What shows that Paul Bunyan was strong? Re-present R6_1 and the answer options in order. Point to each option as you say it. A. He picked up trees. B. He had a giant blue ox. C. He planted flowers.

2

He picked up trees.


1 He had a giant blue ox.

or He planted flowers.

0 Unrelated or none

Example 4

High School Science 9.4.1.1.2: Recognize that plants and animals have different structuresand methods to obtain energy and maintain homeostasis.

Minnesota Test of Academic Skills High School Science

Sample Task

Test Administrator Instructions Score Student Response



Present: S10_Sample 2.1 Say: Here are 3 plants. Point to the plants. Leaves get light from the Sun. Choose the plant that will get the most light from the Sun. Present the answer options in order. Point to each option as you say it. A. A plant with 1 leaf B. A plant with 2 leaves C. A plant with many leaves

3

A plant with many leaves



Re-present: S10_Sample 2.1 Say: Here are 3 plants. Point to the plants. Plants with more leaves can collect more light. Choose the plant that will get the most light from the Sun. Re-present the answer options in order. Point to each option as you say it. A. A plant with 1 leaf B. A plant with 2 leaves C. A plant with many leaves

2

A plant with many leaves


1 A plant with 1 leaf

or A plant with 2 leaves

0 Unrelated or none

Scoring Practice 1 & 2


Sample Task




Beans Present: M4_Sample 1.1 Say: This graph shows students’ favorite vegetables. Which vegetable was chosen by the least number of students? Present the answer options in order. Point to each option as you say it. A. Beans B. Peas C. Carrots

3



Beans

2


1 Peas or Carrots

Re-present: M4_Sample 1.1 Say: This graph shows students’ favorite vegetables. This bar shows how many students chose corn. Point to the bar for corn. This bar shows how many students chose beans. Point to the bar for beans. This bar shows how many students chose peas. Point to the bar for peas. This bar shows how many students chose carrots. Point to the bar for carrots. Which vegetable was chosen by the least number of students? Re-present the answer options in order. Point to each option as you say it. A. Beans B. Peas C. Carrots 0 unrelated or none

Scoring Practice 3

Grade 4 Math 4.4.1.1: Use and interpret tables and graphs displaying data.

Grade 7 Math 7.3.2.3: Use proportions and ratios to solve problems involving scale drawingsand models and conversions of measurement units.


Sample Task




Present: M7_Sample 2.1 Say: The map shows the distance between Maple Town and Pineville. Point to each city. The scale on the map…pointto the scale…shows that 1 inch equals 3 miles. What is the actual distance between Maple Town and Pineville? Present the answer options in order. Point to each option as you say it. A. 4 miles B. 7 miles C. 12 miles

3

12 miles



Present: M7_Sample 2.2 Say: This map shows 4 inches between Maple Town and Pineville. Point to the distance between the 2 cities. Each inch represents 3 miles. Point to each of the 1 inch markings. What is the actual distance between Maple Town and Pineville? Re-present the answer options in order. Point to each option as you say it. A. 4 miles B. 7 miles C. 12 miles

2

12 miles


1 4 miles or 7 miles

0 Unrelated or none

Scoring Practice 4


Paul Bunyan

1 People like to tell funny stories about Paul Bunyan, but of course these stories are not true. Paul Bunyan is a fictional character. He is not a real person.

2 In the stories, Paul Bunyan was a giant lumberjack. He chopped down trees faster than any other lumberjack. Paul Bunyan was the biggest and strongest lumberjack in Minnesota. He was tall. He was strong enough to pull trees out of the ground like people pick flowers! Paul Bunyan had a pet. His pet was a giant blue ox named Babe.

3 There are many stories about Paul and Babe. One story says that Paul and Babe’s footprints became all 10,000 lakes of Minnesota! Another story says that Paul and Babe made the hills and valleys of the United States when they wrestled and tore up the earth.

4 Many people believe that Paul Bunyan was born in Bemidji, Minnesota. According to one story, Lake Bemidji was one of the lakes formed from Paul Bunyan’s giant footprint. There is a large statue of Paul Bunyan and Babe in Bemidji. People love to talk about Paul Bunyan and Babe in Bemidji and all over the United States.

Scoring Practice 5 (passage)

Grade 6 Reading I.C.1: Students will summarize and paraphrase what is read.





Created lakes, hills, and valleys

Say: Here is the second question about “Paul Bunyan.” Present “Paul Bunyan” or have the student read the passage. Present R6_2. Say: Which is a summary of what Paul Bunyan and Babe did? Present the answer options in order. Point to each option as you say it. A. Helped lumberjacks in Minnesota B. Created lakes, hills, and valleys C. Told stories about the United States

3



Created lakes, hills, and valleys

2


1

Helped lumberjacks in Minnesota or

Told stories about the United States

Say: A summary tells the important parts of a story. Which is a summary of what Paul Bunyan and Babe did? Re-present R6_2 and the answer options in order. Point to each option as you say it. A. Helped lumberjacks in Minnesota B. Created lakes, hills, and valleys C. Told stories about the United States

0 Unrelated or none

vstumje

Text Box

Scoring Practice 5


Historic Murphy’s Landing

1 Historic Murphy’s Landing is a great Minnesota park. Many children come to the park on school field trips. It is not a park with swings and slides. It is a place to learn about how people lived long ago. These people are called pioneers.

2 Pioneers made their own houses out of logs. They also made their own clothes and grew their own food. Pioneers were tired at the end of each day.

3 People who work at the park wear clothes like the pioneers wore. The women wore long dresses and cotton hats called bonnets. The men wore cotton pants and long-sleeved shirts. Children can try on old-style clothes at the park. They can look like pioneers too.

4 Park workers use old tools to plant food. They show children how the pioneers used the tools. Children get to use the old tools too. They can even help care for the plants.

5 Historic Murphy’s Landing is a fun park to visit. You can learn how pioneers lived long ago.

Scoring Practice 6 (passage)

Grade 5 Reading I.D.8: Students will respond to literature and use text to support their reactions.





Say: We have been reading a story about a park people visit. The park is called Historic Murphy’s Landing. Present “Historic Murphy’s Landing” or have the student read the passage. Present R5_3. Say: What was life like for pioneers? Present the answer options in order. Point to each option as you say it. A. It was the same as today. B. It was fun all the time. C. It was hard work.

3

It was hard work.



Say: The story tells how pioneers lived. Think about how the pioneers got their food and clothing. What was life like for pioneers? Re-present R5_3 and the answer options in order. Point to each option as you say it. A. It was the same as today. B. It was fun all the time. C. It was hard work.

2

It was hard work.


1 It was the same as today.

or It was fun all the time.

0 Unrelated or none

Scoring Practice 6

mtas scoring rubric - pearson · the mtas scoring rubric provides test administrators with guidance...

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