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GQE08-TSM

Teacher’s Scoring Guide

English/Language Arts Applied Skills AssessmentSpring 2009 Graduation Qualifying Exam Retest

ISTEP+

Indiana Statewide Testing for Educational ProgressQAI - 04608

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Developed and published under contract with State of Indiana Department of Education by Questar Assessment, Inc., 4 Hardscrabble Heights, PO Box 382, Brewster, NY 10509-0382. Copyright © 2009 by State of Indiana Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of State of Indiana Department of Education and Questar Assessment, Inc. All trademarks and trade names appearing in this publication are the property of their respective owners and are not associated with the publisher of this publication.

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INTRODUCTION

The ISTEP+ GQE Retest was administered during the spring of 2009 to students who entered high school (Grade 9) after August 2003. This test gave students another opportunity to pass the graduation qualifying examination. The GQE Retest consisted of two parts: 1) a multiple-choice section and 2) an applied skills section. For the spring testing, the multiple-choice section was machine-scored. The applied skills section consisted of multiple-choice questions, open-ended questions, and a writing prompt. The multiple-choice questions were machine-scored, while the open-ended questions and the writing prompt were hand-scored.

The results for both the multiple-choice and the applied skills sections were returned to the schools in May 2009. Student responses in the applied skills section were also provided to the schools in May. It is the expectation of the Indiana Department of Education that schools will take this opportunity to invite students and parents to sit down with teachers to discuss the results. To support this endeavor, the Indiana Department of Education has prepared the following Teacher’s Scoring Guide.

The purpose of this guide is to help teachers to:

• understandthemethodsusedtoscoretheGQERetestSpring2009AppliedSkillsAssessment, and

• discussandinterprettheseresultswithstudentsandparents.

In order to use this guide effectively, you will also need the Student Report and a copy of the student’s work.

There are two scoring guides for the GQE Retest, English/Language Arts and Mathematics. In this English/Language Arts guide, you will find:

• anintroduction,

• alistoftheEnglish/LanguageArtsGrade9IndianaAcademicStandards,*

• rubrics(scoringrules)usedtoscoretheopen-endedquestionsandthewritingprompt,

• anchorpapersthatareactualexamplesofstudentwork(transcribedinthisguideforclarity and ease of reading), and

• descriptionsofthewaysinwhichtheresponsemeetstherubriccriteriaforeachofthescore points.

When you review the contents of the scoring guide, keep in mind that this guide is an overview. If you have questions, write via e-mail ([email protected]) or call the Indiana Department of Education at (317) 232-9050.

*BecauseISTEP+wasadministeredinthefall,theGQERetestisbasedontheacademicstandardsthrough Grade 9.

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INTRODUCTION TO THE ENGLISH/LANGUAGE ARTS WRITING ASSESSMENT

The ability to write clearly and effectively is more important today than ever. Byaskingstudentstowrite,educatorssendaclearmessagetostudentsthat the ability to organize one’s thoughts clearly and logically and to use standard language (grammar) conventions is valuable. This is why the Indiana Department of Education developed a writing assessment for ISTEP+. The purpose of the writing task is to assess students’ abilities to (1) communicate effectively in writing and (2) use correct language conventions (e.g., grammar, punctuation, and capitalization).

The writing assessment developed for ISTEP+ is based on the recognition that writing is a process. For this reason, the writing tasks are aligned as closely as possible with the writing process.

Students• aregivenawritingprompt.

The prompt describes what the students should write about. For example, students who took the GQE Retest were asked to write a narrative composition in which they describe a fundraising activity to support a class trip.

• engageinpre-writinganddrafting.Pre-writing and drafting are planning phases. During these phases, students begin to organize and put their ideas on paper. The pre-writing and initial drafts are not scored.

• revisetheirwriting.During the revision stage, students focus on the content, organization of ideas, and overall meaning of the writing. Students should ask themselves, “Does my writing say what I want it to say?”

• edittheirwriting.The focus during the editing phase is on the correct use of paragraphing, grammar, word usage, spelling, punctuation, and capitalization. An Editing Checklist is provided in the test book to remind students to review their papers for these elements.

• completearevisedandediteddraft.The revised and edited draft is the completed student response. Onlythisrevisedandediteddraftisscored.

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. TheIndianaDepartmentofEducationencouragesteacherstofamiliarizestudentswiththewritingprocessandtherubricsusedtoscoretheirwriting.

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Arubricisadescriptionofstudentperformancethatclearlyarticulatestherequirementsforeachofthescorepoints. Scoring rubrics are essential because they ensure that all papers are scored objectively. Moreover, because the writing rubrics were developed by Indiana teachers, they represent those characteristics of writing that Indiana educators identify as important.

There are two types of rubrics used to score student writing on ISTEP+.

• WritingApplicationsRubricThis rubric assesses the students’ ability to communicate their ideas effectively. The Grades 6–12 Writing Applications Rubric has four major categories: (1) Ideas and Content, (2) Organization, (3) Style, and (4) Voice. Under each major category there are specific 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, see the Writing Applications Rubric on pages 10 through 15.

• LanguageConventionsRubricThis rubric assesses students’ abilities to use paragraphing, grammar, word usage, spelling, punctuation, and capitalization. The Grades 9–12 Language Conventions Rubric is directly linked to the Editing Checklist in students’ test books. For a description of the Language Conventions Rubric, see page 16.

In conjunction with the writing rubrics, anchor papers are used to score student writing. Anchorpapersareexamplesofactualstudentresponsesthatmeettherubriccriteriaforaparticularscorepoint. Anchor papers for Writing Applications and Language Conventions are shown on pages 21 through 31. These anchor papers have been transcribed for publication to make them clearer and easier to read.

Basedontherubricsandtheanchorpapers,eachstudentpaperreceivestwoscores,oneforWritingApplicationsandoneforLanguageConventions.Bothofthesescoresare derived holistically. In holistic scoring, each paper is assigned the score points that provide the bestoveralldescriptionoftheperformance.In this scoring process, evaluators examine each response as a whole for the body of evidence of writing ability, rather than concentrating on any single factor, such as length of the essay or the number of errors contained in the writing.

Each score point covers a range of performance. The anchor papers presented in this guide represent the types of responses most commonly found at each score point level. These anchor papers also represent the most typical combinations of Writing Applications and Language Conventions scores (e.g., 6/4, 5/4, 4/4, 3/3, 2/2, 1/1). Other combinations of scores, though not as common, are also possible.

RUBRICS FOR THE WRITING ASSESSMENT

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

ABlank/Noresponse/RefusalB IllegibleC Written predominantly in a language other than EnglishD Insufficient response/Copied from textE Response not related to test question or scoring rule

In addition to their function as a scoring device, rubrics are an effective instructional tool. We encourage teachers to use rubrics as a regular part of classroom instruction. Teachers may discuss the rubric categories, provide examples of the strategy/skill from published and student writing, model the strategy/skill that supports each category, and use the rubrics as a basis for teacher/peer/self evaluations. These activities will support student growth and allow students to enter the testing situation with confidence.

RUBRICS FOR THE WRITING ASSESSMENT (cont.)

SCORING NOTE FOR LANGUAGE CONVENTIONS

In the writing prompt and extended-response question, students 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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ENGLISH/LANGUAGE ARTSGRADE 9 INDIANA ACADEMIC STANDARDS

❑ READING:WordRecognition,Fluency,andVocabularyDevelopmentStudents apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.

❑ READING:ComprehensionStudents read and understand grade-level-appropriate material. They analyze the organizational patterns and evaluate authors’ arguments and positions. In addition to regular classroom reading, students read a wide variety of classic and contemporary literature, poetry, magazines, newspapers, reference materials, technical resources, and online information.

❑ READING:LiteraryResponseandAnalysisStudents read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They conduct in-depth analyses of the themes of these works.

❑ WRITING:ProcessStudents discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).

❑ WRITING:ApplicationsStudents combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words. Students begin to write documents related to career development. Student writing demonstrates a command of Standard English and the research, organizational, and draftingstrategiesoutlinedinStandard4—WRITING:Process.Writingdemonstratesanawarenessoftheaudience (intended reader) and purpose for writing.

❑ WRITING:EnglishLanguageConventionsStudents write using Standard English conventions.

❑ LISTENINGANDSPEAKING:Skills,Strategies,andApplicationsStudents formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.

(Because this standard does not lend itself to a paper-and-pencil test, it is not currently assessed by ISTEP+.)

NOTE: This page provides an overview of the Indiana Academic Standards. The IDOE Web site at www.doe.in.gov contains a complete version of the Indiana Academic Standards, which may be downloaded.

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WRITING APPLICATIONS OVERVIEW Grades 6–12

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 specific score point, read across the rows.

For more detailed information about each of the six score points, refer to the Writing Applications Rubric on pages 10 through 15. For information about the Language Conventions Rubric, turn to page 16.

Score Level

Ideas and Content Organization

Doesthewritingsample Doesthewritingsample

6fully accomplish the task?•include thorough, relevant, •and complete ideas?

organize ideas logically?•

5 fully accomplish the task?•include many relevant ideas?•


4 accomplish the task?•include relevant ideas?•


3 minimally accomplish the task?•include some relevant ideas?•

exhibit an attempt to •organize ideas logically?

2 only partially accomplish the task?•include few relevant ideas?•

exhibit a minimal attempt •to organize ideas logically?

1 fail to accomplish the task?•include very few relevant ideas?•

organize ideas illogically?•

Chart continues on page 9.

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WRITING APPLICATIONS OVERVIEW Grades 6–12

Chart continued from page 8.

Score Level

Style Voice

Doesthewritingsample Doesthewritingsample

6exhibit exceptional word •usage?demonstrate exceptional •writing technique?

demonstrate effective •adjustment of language and tone to task and reader?

5exhibit very good word •usage?demonstrate very good •writing technique?

demonstrate effective •adjustment of language and tone to task and reader?

4exhibit good word usage?•demonstrate good writing •technique?

demonstrate an attempt •to adjust language and tone to task and reader?

3exhibit ordinary word usage?•demonstrate average writing •technique?

demonstrate an attempt •to adjust language and tone to task and reader?

2exhibit minimal word usage?•demonstrate minimal writing •technique?

demonstrate language and tone •that may be inappropriate to task and reader?

1exhibit less than minimal word •usage?demonstrate less than minimal •writing technique?

demonstrate language and tone •that may be inappropriate to task and reader?

NOTE: The chart on pages 8–9 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 and may be found on pages 10 through 15.

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Writing Applications RubricGrades 6–12

SCORE POINT 6

A Score Point 6 paper is rare. It fully accomplishes the task in a thorough and insightful manner and has a distinctive quality that sets it apart as an outstanding performance.

Ideas and Content

Doesthewritingsamplefullyaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Doesit

present a unifying theme or main idea without going off on tangents?•stay completely focused on topic and task?•

Doesthewritingsampleincludethorough,relevant,andcompleteideas?Doesitinclude in-depth information and exceptional supporting details that are fully •developed?fully explore many facets of the topic?•

Organization

Aretheideasinthewritingsampleorganizedlogically?Doesthewritingpresent a meaningful, cohesive whole with a beginning, a middle, and an end •(i.e., include an inviting introduction and a strong conclusion)?progress in an order that enhances meaning?•include smooth transitions between ideas, sentences, and paragraphs to enhance •meaning of text (i.e., have a clear connection of ideas and use topic sentences)?

Style

Doesthewritingsampleexhibitexceptionalwordusage?Doesitinclude vocabulary to make explanations detailed and precise, descriptions rich, •and actions clear and vivid (e.g., varied word choices, action words, appropriate modifiers, sensory details)?demonstrate control of a challenging vocabulary?•

Doesthewritingsampledemonstrateexceptionalwritingtechnique?Is the writing exceptionally fluent?•Does it include varied sentence patterns, including complex sentences?•Does it demonstrate use of writer’s techniques (e.g., literary conventions such as •imagery and dialogue and/or literary genres such as humor and suspense)?

Voice

Doesthewritingsampledemonstrateeffectiveadjustmentoflanguageandtonetotaskandreader?Doesit

exhibit appropriate register (e.g., formal, personal, or dialect) to suit task?•demonstrate a strong sense of audience?•exhibit an original perspective (e.g., authoritative, lively, and/or exciting)?•

NOTE: These scoring rubrics are used for students tested on the spring ISTEP+ assessment in Grades 6–12.

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SCORE POINT 5

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.

Ideas and Content


present a unifying theme or main idea without going off on tangents?•stay focused on topic and task?•

Doesthewritingsampleincludemanyrelevantideas?Doesitprovide in-depth information and more than adequate supporting details that are •developed?explore many facets of the topic?•

Organization

Aretheideasinthewritingsampleorganizedlogically?Doesthewritingpresent a meaningful, cohesive whole with a beginning, a middle, and an end (i.e., •include a solid introduction and conclusion)?progress in an order that enhances meaning of text?•include smooth transitions (e.g., use topic sentences) between sentences and •paragraphs to enhance meaning of text? (Writing may have an occasional lapse.)

Style

Doesthewritingsampleexhibitverygoodwordusage?Doesitinclude vocabulary to make explanations detailed and precise, descriptions rich, and •actions clear and vivid?demonstrate control of vocabulary?•

Doesthewritingsampledemonstrateverygoodwritingtechnique?Is the writing very fluent?•Does it include varied sentence patterns, including complex sentences?•Does it demonstrate use of writer’s techniques (e.g., literary conventions such as •imagery and dialogue and/or literary genres such as humor and suspense)?

Voice


exhibit appropriate register (e.g., formal, personal, or dialect) to suit task?•demonstrate a sense of audience?•exhibit an original perspective (e.g., authoritative, lively, and/or exciting)?•


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SCORE POINT 4A 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.

Ideas and Content

Doesthewritingsampleaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Doesit

present a unifying theme or main idea? (Writing may include minor tangents.)•stay mostly focused on topic and task?•

Doesthewritingsampleincluderelevantideas?Doesitinclude sufficient information and supporting details? (Details may not be fully •developed; ideas may be listed.)explore some facets of the topic?•

Organization

Aretheideasinthewritingsampleorganizedlogically?Doesthewritingpresent a meaningful whole with a beginning, a middle, and an end despite an •occasional lapse (e.g., a weak introduction or conclusion)?generally progress in an order that enhances meaning of text?•include transitions between sentences and paragraphs to enhance meaning of text? •(Transitions may be rough, although some topic sentences are included.)

Style

Doesthewritingsampleexhibitgoodwordusage?Doesitinclude vocabulary that is appropriately chosen, with words that clearly convey the •writer’s meaning?demonstrate control of basic vocabulary?•

Doesthewritingsampledemonstrategoodwritingtechnique?Is the writing fluent?•Does it exhibit some varied sentence patterns, including some complex sentences?•Does it demonstrate an attempt to use writer’s techniques (e.g., literary conventions •such as imagery and dialogue and/or literary genres such as humor and suspense)?

Voice

Doesthewritingsampledemonstrateanattempttoadjustlanguageandtonetotaskandreader?Doesit

generally exhibit appropriate register (e.g., formal, personal, or dialect) to suit task? •(The writing may occasionally slip out of register.)demonstrate some sense of audience?•attempt an original perspective?•


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SCORE POINT 3

A Score Point 3 paper represents a performance that minimally accomplishes the task. Some elements of development, organization, and writing style are weak.

Ideas and Content

Doesthewritingsampleminimallyaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Doesit

attempt a unifying theme or main idea?•stay somewhat focused on topic and task?•

Doesthewritingsampleincludesomerelevantideas?Doesitinclude some information with only a few details, or list ideas without supporting •details?explore some facets of the topic?•

Organization

Isthereanattempttologicallyorganizeideasinthewritingsample?Doesthewritinghave a beginning, a middle, or an end that may be weak or absent?•demonstrate an attempt to progress in an order that enhances meaning? (Progression •of text may sometimes be unclear or out of order.)demonstrate an attempt to include transitions? (Are some topic sentences used? Are •transitions between sentences and paragraphs weak or absent?)

Style

Doesthewritingsampleexhibitordinarywordusage?Doesitcontain basic vocabulary, with words that are predictable and common?•demonstrate some control of vocabulary?•

Doesthewritingsampledemonstrateaveragewritingtechnique?Is the writing generally fluent?•Does it contain mostly simple sentences (although there may be an attempt at more •varied sentence patterns)?Is it generally ordinary and predictable?•

Voice


demonstrate a difficulty in establishing a register (e.g., formal, personal, or dialect)?•demonstrate little sense of audience?•generally lack an original perspective?•


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SCORE POINT 2

A Score Point 2 paper represents a performance that only partially accomplishes the task. Some responses may exhibit difficulty maintaining a focus. Others may be too brief to provide sufficient development of the topic or evidence of adequate organizational or writing style.

Ideas and Content

Doesthewritingsampleonlypartiallyaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Doesit

attempt a main idea?•sometimes lose focus or ineffectively display focus?•

Doesthewritingsampleincludefewrelevantideas?Doesitinclude little information and few or no details?•explore only one or two facets of the topic?•

Organization

Isthereaminimalattempttologicallyorganizeideasinthewritingsample?Does the writing have only one or two of the three elements: beginning, middle, and •end?Is the writing sometimes difficult to follow? (Progression of text may be confusing or •unclear.)Are transitions weak or absent (e.g., few or no topic sentences)?•

Style

Doesthewritingsampleexhibitminimalwordusage?Doesitcontain limited vocabulary? (Some words may be used incorrectly.)•demonstrate minimal control of vocabulary?•

Doesthewritingsampledemonstrateminimalwritingtechnique?Does the writing exhibit some fluency?•Does it rely mostly on simple sentences?•Is it often repetitive, predictable, or dull?•

Voice

Doesthewritingsampledemonstratelanguageandtonethatmaybeinappropriatetotaskandreader?Doesit

demonstrate use of a register inappropriate to the task (e.g., slang or dialect in a formal •setting)?demonstrate little or no sense of audience?•lack an original perspective?•


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SCORE POINT 1

A Score Point 1 paper represents a performance that fails to accomplish the task. It exhibits considerable difficulty 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 difficult to read or comprehend.

Ideas and Content

Doesthewritingsamplefailtoaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Isit

difficult for the reader to discern the main idea?•too brief or too repetitive to establish or maintain a focus?•

Doesthewritingsampleincludeveryfewrelevantideas?Does it include little information with few or no details or unrelated details?•Is it unsuccessful in attempts to explore any facets of the prompt?•

Organization

Aretheideasinthewritingsampleorganizedillogically?Does it have only one or two of the three elements: beginning, middle, or end?•Is it difficult to follow, with the order possibly difficult to discern?•Are transitions weak or absent (e.g., without topic sentences)?•

Style

Doesthewritingsampleexhibitlessthanminimalwordusage?Doesitcontain limited vocabulary, with many words used incorrectly?•demonstrate minimal or less than minimal control of vocabulary?•

Doesthewritingsampledemonstratelessthanminimalwritingtechnique?Doesitlack fluency?•demonstrate problems with sentence patterns?•consist of writing that is flat and lifeless?•

Voice


demonstrate difficulty in choosing an appropriate register?•demonstrate a lack of a sense of audience?•lack an original perspective?•


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Language Conventions Rubric Grades 9–12

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

Score Does the writing sample exhibit a superior command of language skills?

4

A Score Point 4 paper exhibits a superior command of written English language conventions. The paper provides evidence that the student has a thorough control of the concepts outlined in the Indiana Academic Standards associated with the student’s grade level. In a Score Point 4 paper, there are no errors that impair the flow of communication. Errors are generally of the first-draft variety or occur when the student attempts sophisticated sentence construction.

Does the writing sample demonstrate a superior command of capitalization conventions?•Does the writing sample demonstrate a superior command of the mechanics of punctuation?•Does the writing sample demonstrate a superior command of grade-level-appropriate spelling?•Does the writing sample demonstrate a superior command of grammar and Standard English •usage?Does the writing sample demonstrate a superior command of paragraphing?•Does the writing sample demonstrate a superior command of sentence structure by not using •run-on sentences or sentence fragments?

Score Does the writing sample exhibit a good control of language skills?

3

In a Score Point 3 paper, errors are occasional and are often of the first-draft variety; they have a minor impact on the flow of communication.

Does the writing sample demonstrate a good control of capitalization conventions?•Does the writing sample demonstrate a good control of the mechanics of punctuation?•Does the writing sample demonstrate a good control of grade-level-appropriate spelling?•Does the writing sample demonstrate a good control of grammar and Standard English usage?•Does the writing sample demonstrate a good control of paragraphing?•Does the writing sample demonstrate a good control of sentence structure by only occasionally •using run-on sentences or sentence fragments?

Score Does the writing sample exhibit a fair control of language skills?

2

In a Score Point 2 paper, errors are typically frequent and may occasionally impede the flow of communication.

Does the writing sample demonstrate a fair control of capitalization conventions?•Does the writing sample demonstrate a fair control of the mechanics of punctuation?•Does the writing sample demonstrate a fair control of grade-level-appropriate spelling?•Does the writing sample demonstrate a fair control of grammar and Standard English usage?•Does the writing sample demonstrate a fair control of paragraphing?•Does the writing sample demonstrate a fair control of sentence structure by frequently using •run-on sentences or sentence fragments?

Score Does the writing sample exhibit a minimal or less than minimal control of language skills?

1

In a Score Point 1 paper, errors are serious and numerous. The reader may need to stop and reread part of the sample and may struggle to discern the writer’s meaning.

Does the writing sample demonstrate a minimal control of capitalization conventions?•Does the writing sample demonstrate a minimal control of the mechanics of punctuation?•Does the writing sample demonstrate a minimal control of grade-level-appropriate spelling?•Does the writing sample demonstrate a minimal control of grammar and Standard English usage?•Does the writing sample demonstrate a minimal control of paragraphing?•Does the writing sample demonstrate a minimal control of sentence structure by using many run-on •sentences or sentence fragments?

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. A very brief paper consisting of two or three sentences may receive no more than 2 score points. These scoring rubrics are used for students tested on the spring ISTEP+ assessment in Grades 9-12.

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4


Does the writing sample demonstrate a superior command of capitalization conventions?•Does the writing sample demonstrate a superior command of the mechanics of punctuation?•Does the writing sample demonstrate a superior command of grade-level-appropriate spelling?•Does the writing sample demonstrate a superior command of grammar and Standard English •usage?Does the writing sample demonstrate a superior command of paragraphing?•Does the writing sample demonstrate a superior command of sentence structure by not using •run-on sentences or sentence fragments?


3




2


Does the writing sample demonstrate a fair control of capitalization conventions?•Does the writing sample demonstrate a fair control of the mechanics of punctuation?•Does the writing sample demonstrate a fair control of grade-level-appropriate spelling?•Does the writing sample demonstrate a fair control of grammar and Standard English usage?•Does the writing sample demonstrate a fair control of paragraphing?•Does the writing sample demonstrate a fair control of sentence structure by frequently using •run-on sentences or sentence fragments?


1


Does the writing sample demonstrate a minimal control of capitalization conventions?•Does the writing sample demonstrate a minimal control of the mechanics of punctuation?•Does the writing sample demonstrate a minimal control of grade-level-appropriate spelling?•Does the writing sample demonstrate a minimal control of grammar and Standard English usage?•Does the writing sample demonstrate a minimal control of paragraphing?•Does the writing sample demonstrate a minimal control of sentence structure by using many run-on •sentences or sentence fragments?

WRITING PROMPT AND STUDENT ANCHOR PAPERS

The following section contains an overview of the Spring 2009 writing prompt. This section also includes transcriptions of student anchor papers that received particular scores based on the Writing Applications and Language Conventions rubrics found on pages 10 through 16 of this guide. 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).

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Writing Prompt WRITING:Applications/EnglishLanguageConventions

Pages 18 and 19 provide an overview of the parts of the writing prompt.

Writing Prompt

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

Your class wants to go to a local amusement park at the end of the school year. In order to attend the class trip, however, the members of the sophomore class must select, organize, and implement a fundraising activity to raise money for the trip.

Write an essay in which you identify and describe a fundraising activity that you believe would be successful in funding your class trip. Explain how the fundraising activity would be organized, who would participate, and how the activity would be advertised.

Class Trip

Read the writing prompt below and complete the writing activity.

Be sure to include

• an identification and description of the fundraising activity

• an explanation of how the fundraising activity would be organized, who would participate, and how the activity would be advertised

• an introduction, a body, and a conclusion to your essay

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Pre-Writing/Planning

Students can use the Pre-Writing/Planning space to help them focus their thoughts on the requirements of the prompt and to generate ideas to include in their writing. ThewritingonthePre-Writing/Planningpagesisnotscored.

Writing Icon

The writing icon, which appears before both the writing prompt and the extended-response question, alerts the student that the response will be scored for writing. The writing icon boxes on page 4 and again on page 14 of the test book include the criteria by which the writing will be judged.

Editing Checklist

The Editing Checklist appears after the final draft and reminds students to review their writing for correct paragraphing, grammar, word usage, spelling, punctuation, and capitalization.

NOTE: The page reference above for the Editing Checklist refers to its location in the actual test book.

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WritingApplicationsScorePoint6The following list describes a writing sample (shown on the next page) that earns a ScorePoint6 using the ISTEP+ Writing Applications Rubric.

This sample

• fullyaccomplishesthetaskandaddressesallspecificpointsoftheprompt(i.e.,describesafundraisingactivity, explains how the activity would be organized, who would participate, and how it would be advertised).

• stayscompletelyfocusedonthetaskanddoesnotgooffontangents.

• providesin-depthinformationandstrongsupportingdetailsthatarefullydeveloped(e.g.,To do this we can break it up into three steps that include…).

• organizesideaslogicallyandcreatesameaningful,cohesivewhole;hasastrong,engagingintroduction(e.g.,That is why I purpose for our fundraiser a simple money making plan that will treat both our students and the consumers) and conclusion (e.g., This class trip to our local amusement park could really happen if this fundraiser is successful).

• hasfullydevelopedparagraphsandexpandsonexamplesbyincludingrelevantdetails,breakingdownthefund-raising activity into tasks (e.g., To start it off, we need to find a company that is suitable..., After that is all sorted out, we need to support student participation…, Lastly, we need to find ways to advertise…).

• demonstratesverygoodwordusage,varyingvocabularythroughouttheessay(e.g.,I purpose for our fundraiser a simple moneymaking plan…, They play the biggest role in the success of this fundraiser, …promote goal-making in a student’s mindset).

• isfluentandeasytoread;thewriterincludesvariedsentencepatterns,includingcomplexsentences(e.g., It also, of course, needs to have a good selection of food…).

• exhibitssophisticatedwritingtechnique(e.g.,This company needs to be reliable in what it does; it cannot be some company no one’s ever heard of…).

• displaysappropriatepersonalregisterandeffectivelyadjustslanguageandtonetothetask(e.g.…In order for the sophomore class to go on a trip…we need to increase our funding).

NOTE: A Score Point 6 paper is an outstanding performance and therefore is rare. This paper demonstrates the characteristics of good writing as outlined in the rubric.

LanguageConventionsScorePoint4The following list describes a writing sample (shown on the next page) that earns a ScorePoint4 using the ISTEP+ Language Conventions Rubric.

This sample

• hasmostlycorrectcapitalization(i.e.capitalWinwe after semicolon).

• hasmostlycorrectpunctuationwiththeexceptionofanoccasionalerror(i.e.missingapostrophein students).

• hasacoupleofspellingerrors(e.g.suppling [supplying], No body [nobody] everone [everyone]).

• hasnogrammarerrors.

• usesparagraphscorrectly.

• hasnorun-onsentencesandonesentencefragment(e.g. But with most good things, however, there is a price).

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A class trip is always a good thing for the student body, and what could be better than a trip to an amusement park? But with most good things, however, there is a price. In order for the sophomore class to go on a trip to the local amusement park, we need to increase our funding. That is why I purpose for our fundraiser a simple money making plan that will treat both our students and the consumers. My plan is for the student to sell food items to their family and neighborhood through a fundraising company that shares the money of the sales with us. To do this we can break it up into three steps that include finding a suitable fundraising company, supporting student selling of the products, and promoting the products in advertising.

To start it off, we need to find a company that is suitable to suppling us with good products to sell. This company needs to be reliable in what it does; it cannot be some company no one’s ever heard of or no one will buy from it. It also needs to give us a large cut of the profits or else after all that work we won’t get any money. It also, of course, needs to have a good selection of food to choose from. No body likes bad food.

After that is all sorted out, we need to support student participation in selling the products. They play the biggest role in the success of this fundraiser. One way to support participation is giving prizes to those who sell a certain amount. Another way is providing a fun activity for those who sell the most. This can make selling a fun thing to do, and can promote goal-making in a students mindset. We, of course, have to be reasonable when it comes to picking prizes; We are still trying to make money.

Lastly, we need to find ways to advertise the products. We need a way so if people want more and want to buy more, they don’t have to find a student every single time. Ways we could do this is, for one, having a website consumers could refer to if they want more. We could also advertise the sell in newspapers, flyers or any other sort of media so people at least know what we are doing. This will make people interested in what we have to offer and maybe make them come to us.

This class trip to our local amusement park could really happen if this fundraiser is successful. All we would have to do is pick a company, support the selling, and advertise in order to get this off the ground. If everone participates, and if the products are a hit, then we can look forward to having a good time at that amusement park.

Class Trip Fundraiser

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This sample

• fullyaccomplishesthetaskandaddressesallspecificpointsoftheprompt(i.e.,describesafundraisingactivity, explains how the activity would be organized, who would participate, and how it would be advertised). However, the topic and details are not as fully developed as those found in a Score Point 6 paper.

• staysfocusedonthetaskanddoesnotgooffontangents.

• includesmanyrelevantdetailsthatarefullydeveloped(e.g.,The concert will consist of a series of local bands, who will each be allotted thirty minutes of stage time).

• isorganizedlogicallyandcohesively,withaclearintroduction(e.g.,The only problem is, money is in short supply. No problem. The perfect fundraiser is being planned) and conclusion (e.g., It also may encourage students to continue supporting sophmore class fundraisers in the future if they enjoy this one).

• hasfullydevelopedparagraphs,containscleartopicsentences(e.g. Another possibility to draw people in would be to have food or drinks), and demonstrates effective transitions between ideas.

• exhibitsmorethanadequatewordusage(e.g.,allotted thirty minutes of stage time…, Therefore, tickets will be sold…, …workers, supplies, and any other neccessities) and demonstrates control of vocabulary.

• iseasytoread;usesvariedsentencepatterns,includingcomplexsentences(e.g., At the end of the night, all fans will vote for their favorite band, and Not only does it provide money, but it provides entertainment for students).

• demonstratesgoodwritingtechnique(e.g.,As for a location, it could be held in the auditorium in the High School if approved by administration).

• displaysappropriatepersonalregisterandappropriatelyadjustslanguageandtonetothetask(e.g.Sophmore class officers will be in charge of organizing a location, bands, workers, supplies, and any other neccessities).

NOTE: A Score Point 5 paper may have many of the same characteristics found in a Score Point 6 paper. The difference is that a Score Point 5 paper is very good, while a Score Point 6 paper is exceptional.


This sample

• hascorrectcapitalization.

• hasmostlycorrectpunctuationwithanoccasionaloveruseofthecomma(e.g., come back on stage[,] and play a final song).

• hasmostlycorrectspelling(e.g.,sophmore, neccessities).

• hascorrectgrammarandwordusage.


• hasasentencefragment,althoughitisusedforeffect(e.g.,No problem).

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The sophmore class has decided to go to a local amusement park at the end of the year. The only problem is, money is in short supply. No problem. The perfect fundraiser is being planned.

This fundraiser is going to be a concert called “Battle of the Bands.” The concert will consist of a series of local bands, who will each be allotted thirty minutes of stage time. At the end of the night, all fans will vote for their favorite band. The band with the most votes will come back on stage and play a final song.

The fundraiser needs to raise money in addition to entertainment. Therefore, tickets will be sold at the door for five dollars per person. This will be advertised in the newspaper, on popular radio stations, and of course on flyers throughout the school and surrounding area.

Sophmore class officers will be in charge of organizing a location, bands, workers, supplies, and any other neccessities. As for a location, it could be held in the auditorium in the High School if approved by administration. A sign-up sheet could be located in the cafeteria at school. This would allow for students in a band to get involved. There could also be a sign-up sheet for volunteers to work. They would be selling tickets at the door, preparing the stage, and supervising fans.

Another possibility to draw people in would be to have food or drinks. The class officers could call local businesses and ask if they would be willing to sponsor the class in exchange for free advertisement. If so, that money could be used to buy candy, soda, fruit drinks, popcorn, nachos, pretzels, or any other snack. This could be sold to raise money in addition to ticket sales.

“Battle of the Bands” is a possible fundraiser that could successfully provide money that is needed. Not only does it provide money, but it provides entertainment for students. It also may encourage students to continue supporting sophmore class fundraisers in the future if they enjoy this one. By using “Battle of the Bands” as a fundraising project, a class trip could definitely be in the near future.

Project: Battle of the Bands

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This sample

• adequatelyaccomplishesthetaskandaddressesallpointsoftheprompt(i.e.,describesafundraisingactivity, explains how the activity would be organized, who would participate, and how it would be advertised).

• staysfocusedonthetask.

• providessomesupportingdetailsbutdoesnotdosoascompletelyasaScorePoint6oraScorePoint5paper (e.g., We could have the car wash in a parking lot and have the bake sale close by).

• progressesinalogicalorderwiththeparagraphsindicatinganadequateintroduction,body,andconclusion; uses transitions between sentences and paragraphs that shows a logical progression of ideas (e.g. In order to organize this activity…, We would have the car wash…, The entire sophomore class could participate…).

• attemptssomesophisticatedvocabulary(e.g., this would be a fabulous fundraiser).

• iseasytoreadbutisnotasfluentasaScorePoint6oraScorePoint5paper.Thewriterusesvariedsentence patterns, including some complex sentences (e.g., The entire sophomore class could participate by: making bright and colorful posterboards; baking tasteful and delicious treats; washing cars; and also by helping put everything into action by their ideas).

• displaysappropriatepersonalregister(e.g. we could hold the activities in five different locations).

NOTE: A Score Point 4 paper represents a good performance. One factor that differentiates a Score Point 4 paper from Score Point 6 and Score Point 5 papers is the number of ideas and the development of these ideas.


This sample


• hassomeunnecessarypunctuation(comma…in five different locations, in order to make more money, and apostrophe in fundraiser’s going on).

• hascorrectspelling.



• hasasentencefragments(e.g.,So that way it would be a big success for the entire sophomore class).

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I think that for our fundraiser, the sophomore class should have a bake sale and a car wash.In order to organize this activity we could have about five students be in charge and have different

groups be a part of it. The five students in charge would each get a group of people from our sophomore class and we could hold the activities in five different locations, in order to make more money.

We could have the car wash in a parking lot and have the bake sale close by. We could advertise by making signs and we could also see if we could get a radio station to advertise for us.

The entire sophomore class could participate by: making bright and colorful posterboards; baking tasteful and delicious treats; washing cars; and also by helping put everything into action by their ideas.

I am positive that this would be a fabulous fundraiser because everyone would be able to participate and to help out in some way.

The fundraiser would be organized so that two car washes and two bake sales are going on at the same time and then another day the other three groups would have their fundraiser’s going on. So that way it would be a big success for the entire sophomore class.

This would be such a happy and enjoyable fundraiser that everyone would be able to enjoy everyone’s company while doing it for their own class trip. That is my idea for a fundraiser for the class trip. I hope you take my ideas and thoughts into consideration.

Sophomore’s Fundraiser

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This sample

• minimallyaccomplishesthetask(i.e.,describesafundraisingactivity,explainshowtheactivitywouldbeorganized, who would participate, and how it would be advertised).

• staysmostlyfocusedonthetopic.

• containsminimaldevelopment(e.g.,The events are a car wash, teacher vs. students basketball game, and a chill super).

• organizesideaslogicallybutlackssignificantelaborationofideas(e.g., The car wash will be held Saturday afternoon).

• hasaminimalintroduction,body,andaweakconclusion.

• attemptssomesentencevariety(e.g.,The students which have good grades are in carger [charge] of getting together a fundraiser which will get money for the trip).

• displaysappropriatepersonalregister(e.g.,They came up with 3 fundraisers which should get lots of money for the trip…).

NOTE: The word minimal is often associated with a Score Point 3 paper. A Score Point 3 paper, like a Score Point 4 paper, has a list-like quality. However, a Score Point 4 paper provides some details and in-depth information, while a Score Point 3 paper shows minimal development of ideas.


This sample

• usesmostlycorrectcapitalization(e.g., Planning, friday).

• hassomeincorrectpunctuation(e.g.,unnecessaryapostropheinlot[’]s, missing comma between adverties[,] the student, and a missing period after fee of 5 dollars).

• hasspellingerrors(e.g., carger [charge], activitys, Chill super [chili supper], adverties, concil).

• containsoccasionalerrorsingrammar(e.g.missing“s”on student will be dismissed, missing word [for] a fee of 5 dollars) and word usage (e.g., which [who] have good grades).

• doesnotdemonstrateadequateparagraphing.

• hasrun-onsentences(e.g.,for the trip…all activitys will be held, The posters will be posted…the time, price, and date).

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The sophomore class will be Planning a class trip to the local amusement park at the end of the school year. The students which have good grades are in carger of getting together a fundraiser which will get money for the trip. They came up with 3 fundraisers which should get lots of money for the trip all activitys will be held at B...D... High School. Each activity will hold a fee of 5 dollars. The events are a car wash, teacher vs students basektball game, and a Chill Super. To adverties the student concil will make posters and flyers. The posters will be posted around the school and student will be dismissed with a teacher to go out and pass out flyers explaining each activity, the time, price, and date. They will all take place at B...D...The Chill Supper will be friday night at 7:30 p.m. a fee of 5 dollars. The car wash will be held Saturday afternoon at 12:00 p.m. a fee of 5 dollars. The basketball game will be held Saturday night at 6:30 p.m. a fee of 5 dollars.

Class Trip

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This sample

• minimallyaccomplishesthetaskbybrieflyaddressingsomepointsoftheprompt(i.e.,describesafundraising activity, explains how the activity would be organized, and who would participate).

• exhibitssomefocus(e.g.,To start a fundraiser you must think of things that people like…).

• providesfewsupportingdetails(e.g., you could save it and eat it later).

• lacksdevelopmentofideas.

• hasanattemptedintroduction,body,andconclusion.

• exhibitsminimalwordusageandwritingtechnique(e.g., They think that candy will make you sick…).

• attemptssomesentencevariety(e.g., There are many things that people like but to sale candy would be a great idea).

• displayssomepersonalregister(e.g., If you bought some candy you wont have to eat it once you get it).

NOTE: On the positive side, a Score Point 2 paper communicates some ideas. However, the overall lack of writing skills limits the writer’s ability to communicate these ideas effectively.


This sample


• hasmostlycorrectpunctuationwiththeexceptionofmissingcommas(e.g., There are many things that people like[,] but…, They think that candy will make you sick[,]), missing apostrophes (e.g., thats, wont), and a missing question mark (e.g., why not help them).

• hasspellingerrors(e.g.,daylie suger [daily sugar]).

• hasmostlycorrectgrammarandwordusage,withsomeexceptions(e.g.,sale [sell], Saling [selling], there [their]).

• hasarun-onsentences(e.g., If you bought some candy you wont have to eat it once you get it but you could save it and eat it later).

• hasfrequenterrorsinarelativelybriefwritingsample.

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To start a fundraiser you must think of things that people like. There are many things that people like but to sale candy would be a great idea. If many bags of candy are sold each and every year why not help them.

They think that candy will make you sick but thats only when you eat it all. If you bought some candy you won’t have to eat it once you get it but you could save it and eat it later. Saling candy every day allows student and teachers to get there daylie suger intake.

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WritingApplicationsScorePoint1The following list describes a writing sample (shown below) that earns a ScorePoint1 using the ISTEP+ Writing Applications Rubric.

This sample

• doesnotaccomplishthetask(i.e.,doesnotdescribethefundraisingactivity,howtheactivitywouldbeorganized, who would participate, or how it would be advertised).

• haslittlefocus.

• providesveryfewrelevantideasandlessthanminimaldevelopment(i.e.,hasnointroduction,conclusion,or use of transitions).

• istoobrieftoestablishanorder.

• haslittlecontrolofvocabularyandexhibitsminimalwordusage(e.g.,whe they was there for extra money).

• demonstrateslessthanminimalwritingtechnique.

NOTE: Although Score Point 1 is the lowest score point, the paper attempts some meaning. At this level, problems in sentence structure may limit the writer’s ability to communicate ideas.

LanguageConventionsScorePoint1The following list describes a writing sample (shown below) that earns a ScorePoint1 using the ISTEP+ Language Conventions Rubric.

This sample

• hassomecapitalizationerrors(e.g.,They and There).

• hasapunctuationerror(unnecessaryquestionmark).

• containsnumerousspellingerrors(e.g.,whe [when], bay [buy]).

• Consistsofonlyoneparagraph.

• hasmanyerrorsinaverybriefwritingsample.

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I have some girls with me whe They was There for extra money? And we sell some candy at school, put a show for everyone, let them bay your tickets.

Car wash

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INTRODUCTION TO READING/WRITING TASKS

The second component of the applied skills section of ISTEP+ at Grade 10 is a reading/writing task. The reading/writing task allows the students to demonstrate their understanding and comprehension of narrative or informational text. The reading/writing task consists of one or two passages of text, multiple-choice questions, open-ended questions, and one extended-responsequestion.Becausethisisareadingcomprehensiontest,alltheinformation students need in order to answer the questions correctly is in the text. All responses should be based on information from the text.

Rubrics are used to score the open-ended applied skills questions. Therubricsdescribethelevelsofperformanceandensurethattheresponsesarescoredfairlyandobjectively. There are three kinds of rubrics used to score the reading/writing tasks.

• ReadingComprehension

Reading Comprehension Rubrics are used to score the open-ended questions and extended-response question. Each rubric contains a list of acceptable responses (exemplars) as well as a description of the level of performance for each score point. Students may receive a maximum of two points.

• WritingApplications

The extended-response question at the end of the reading/writing task is the only question in the reading/writing task that is scored for Writing Applications. The Extended Response Writing Applications Rubric is based on the Writing Applications Rubric used to score the writing prompt. It assesses how well the students organize and communicate their thoughts in writing. Students may receive a maximum of four points.

• LanguageConventions

The extended-response question at the end of the reading/writing task is the only question in the reading/writing task that is scored for Language Conventions. The Language Conventions Rubric assesses how well the students use language conventions such as paragraphing, grammar, word usage, spelling, punctuation, and capitalization. Students may receive a maximum of four points.

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INTRODUCTION TO READING/WRITING TASKS (cont.)

The following pages show the multiple-choice questions, the open-ended questions, and the extended-response question. For the multiple-choice questions, the correct response is indicated. Sample responses, exemplars, and rubrics accompany each open-ended question. The Reading Comprehension exemplars provided for all questions are not necessarily the only correct responses possible. In many cases, other relevant responses may be accepted. Each sample response is accompanied by an explanation of the score point it received. The open-ended questions are scored only for Reading Comprehension; however, the extended-response question is scored for Writing Applications and Language Conventions in addition to Reading Comprehension.

All questions used in the reading/writing task are based on the skills outlined in the Indiana Academic Standards through Grade 9 on page 7 of this guide. 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 efficient readers, locate information in a text, and support an opinion with information from the text.

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Pre-Reading

The reading passages are preceded by an introduction that helps the student focus on the upcoming task.

Following the introduction, the studentreads“NightJourney” by Theodore Roethke and “The Flatness” by Michael Martone. A copy of these passages accompanies the student’s responses to the Applied Skills Assessment.

Test 2: English/Language Arts

For Test 2, you will read a poem, an essay, and an article. You will answer questions based on each passage. Then you will write an essay on a related topic.

Have you ever taken a car ride or train trip that took you through landscapes you had never seen before? What are some of the thoughts you had as you watched the scenery change from hour to hour? In a poem and an essay, you will read about two different perspectives on changing landscapes.

Now read “Night Journey” and “The Flatness” and do Numbers 1 through 5. You may look back at the poem and the essay as often as you like.

Test 2—Question 1REAdING:Comprehension

\

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1 Which line from “Night Journey” BEST shows the connection between the speaker and the train?

“Its rhythm rocks the earth,”

“My muscles move with steel,”

“I wake in every nerve.”

“To see the land I love.”

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Exemplars:

bears(“Nowasthetrain1. bears west”)

rhythm or rocks (“Its 2. rhythm rocks the earth”)

suddenness (“A 3. suddenness of trees”)

lap (“A 4. lap of mountain mist”)

cross (“All 5. cross my line of sight”)

straining (“The 6. straining at a curve”)

move (“My muscles 7. move with steel”)

thunder (“We 8. thunder through ravines”)

rush (“We 9. rush into a rain”)

shake (“Wheels 10. shake the roadbed stone”)

jerk or shove (“The pistons 11. jerk and shove”)

other relevant text-based response12.

Rubric:

2points Response provides 2 different examples of words or phrases the speakerin“NightJourney” uses to show the motion of the train.

1point Response provides 1 example of words or phrases the speaker in“NightJourney”uses to show the motion of the train.

0points Response is incorrect or irrelevant.

2 Give TWO different words or phrases the speaker in “Night Journey” uses to show the motion of the train.

1)

2)

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SCORE POINT 0


1)

2)

SCORE POINT 1


1)

2)

SCORE POINT 2


1)

2)

Score Point 2

The first part of the response includes a version of the fourth exemplar. The second part of the response includes a version of the eleventh exemplar. The total response receives full credit for a Score Point 2.

Score Point 1

The first part of the response is incorrect. The second part of the response includes a version of the second exemplar. This response receives a Score Point 1.

Score Point 0

The response for both parts is incorrect. Therefore, this response receives a Score Point 0.

A lap of Mountain Mist

The pistons jerk, and shove.

Bridges of iron lace.

Its rhythm rocks the earth.

They what to see whats around them.

They are on a mountain

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Exemplars:

“I stare into the night”1.

“While others take their rest”2.

“I watch a beacon swing” (indicating it would be 3. dark out)

“from dark to blazing bright”4.

“And gullies washed with light”5.

“I stay up half the night”6.


Rubric:

2points Response provides 2 different examples from“NightJourney”that show the time of day the action of the poem happens.

1point Response provides 1 examplefrom“NightJourney” that shows the time of day the action of the poem happens.


3 Give TWO different examples from “Night Journey” that show the time of day the action of the poem happens.

1)

2)

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SCORE POINT 0


1)

2)

SCORE POINT 1


1)

2)

SCORE POINT 2


1)

2)

Score Point 2

The first part of the response includes a version of the third exemplar. The second part of the response includes a version of the sixth exemplar. The total response receives full credit for a Score Point 2.

Score Point 1

The first part of the response includes a version of the fifth exemplar. The second part of the response is incorrect. This response receives a Score Point 1.

Score Point 0


I stay up half the night

I watch a beacon swing

And gullies washed with light.

A lap of mountain mist

We thunder through ravines

We rush into a rain

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4 Read this sentence from “The Flatness.”

The only dimension marked by z is the state of dreaming as they drive on the interstates meandering in tangents that seek what the railroads, who were here with rulers first, called a water-level route.

As used in this sentence, a “water-level route” MOST LIKELY means a route that is

large

deep

flat

square

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5 Which of these BEST describes what is shared by BOTH the speaker in “Night Journey” and the narrator in “The Flatness”?

an appreciation for the land

a fascination with rail travel

an interest in highways

a familiarity with the Midwest

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6 Which of these questions is NOT answered by the article and would therefore require further research?

What techniques should drivers use while navigating wet roads?

How should drivers react to flat tires?

What is the best sitting position for drivers to use while driving?

How can drivers regain control during skids?

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Exemplars:

you wonder what will happen next / it makes 1. youwanttoreadmoreby…(getsthereaderinterested)

you wonder how he will deal with the situation2.

gives you an idea of what the article is about3.

the words (dialogue) and/or sentence fragments 4. make it more dramatic (exciting)

reader can relate to the 17-year-old5.


Rubric:

2points Response provides 2 different reasons why this paragraph is an effective attention-grabber.

1point Response provides 1 reason why this paragraph is an effective attention-grabber.


7 Read this paragraph from the article.

Trouble ahead. A car had pulled out in front of Rahil Sajan—and stopped. Now the 17-year-old had to take evasive action. Fast.

Provide TWO different reasons why this paragraph is an effective attention-grabber.

1)

2)

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Score Point 2

The first part of the response includes a version of the fourth exemplar. The second part of the response includes a version of the first exemplar. The total response receives full credit for a Score Point 2.

Score Point 1

The first part of the response includes a version of the first exemplar. The second part of the response also includes a version of the first exemplar. Therefore this response only receives a Score Point 1.

Score Point 0


SCORE POINT 0




1)

2)

SCORE POINT 1




1)

2)

SCORE POINT 2




1)

2)

The sentences are short, which signal an emergency.

The ending makes you wonder what’s going to happen next.

They said “trouble ahead.” Gets you hooked.

“take evasive action fast” now you want more

It tells you about potential hazards.

It tells you what to do and what not to do.

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8 The bold-faced subheadings in this article MOSTLY assist the reader by

providing instructions

contributing new ideas

analyzing information

emphasizing main ideas


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9 Read this statement from the section titled “Get a Grip.”

Understeer is when the front wheels lose grip and the car goes straight while you try to turn.

Which of these sentences from the article BEST demonstrates the principle of “understeer”?

“‘Brake and steer!’ called out his front-seat passenger as the two teenagers in the back seat braced themselves.”

“Rahil, hands sweating and stomach sinking, started turning, started the tires roaring. But not enough.”

“On a road, it could have been a sudden sharp turn, a kid on a bike, anything requiring a skillful maneuver.”

“The 3,086-pound BMW M3 shot ahead, then violently slid sideways as the tires touched soapy water.”

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10 Explain TWO different ways that the content of the information in the “Read More!” section helps the reader.

1)

2)


Exemplars:

gives them more statistics or facts (additional 1. information or expert data)

a. motor vehicle crashes are the leading cause of death among teens in the U.S.

b. motor vehicle crashes are the leading public health problem for 13-19 year olds

c. 36% of all deaths of 15-19 year olds are re-lated to motor vehicles

tells them about websites/sources to go to2. a. www.highwaysafety.org/safety_facts/safety.

htmteensb. wonder.cdc.gov/

The facts show the seriousness or severity of the issue.3.


Rubric:

2points Response provides 2 different ways the content of the information in the “Read More!” section helps the reader.

1point Response provides 1 way the content of the information in the “Read More!” section helps the reader.


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SCORE POINT 0


1)

2)

Score Point 2

The first part of the response includes a version of the first exemplar. The second part of the response includes a version of the second exemplar. The total response receives full credit for a Score Point 2.

Score Point 1

The first part of the response is incorrect. The second part of the response includes a version of the first exemplar. This response receives a Score Point 1.

Score Point 0


SCORE POINT 1


1)

2)

SCORE POINT 2


1)

2)

It helps the reader because it gives detailed statistics that help our understanding.

It talks about Health problems

It gives you some important tips on good driving.

Also, it gives us additional sources of information if we are interested.

Gives percentage of teen deaths by vehicles.

It gives you excellent tips on accident avoidance.

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After Rahil’s car slid to a stop, its interior filled with the sickening smell of burned rubber. The once-cocky driver looked sheepishly at the front-seat passenger, professional race driver Jeff Payne.

As used here, the word sheepishly suggests that Rahil feels

angry

amused

embarrassed

proud

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12 Read this sentence from the article.

Sitting with an athlete’s stance, arms and knees bent,is important, he said, as is proper hand position.

As used in this sentence, stance means about the SAME as

attitude

posture

strength

stamina

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Test 2—Question 13REAdING: Literary Response and Analysis

WRITING:Applications/EnglishLanguageConventions

NOTE: The page reference above for the Editing Checklist refers to its location in the actual test book.

13 The article states that 2,000 young drivers from across the United States have taken BMW’s Ultimate Driving School course. Imagine that you have just learned that BMW is planning to bring this course to your community. Write an essay to your principal to persuade him or her to send as many students as possible to take the Ultimate Driving School course. In your essay, be sure to include at least TWO different details from the article to support your response.

You may use the space below to plan your writing. Using the Editing Checklist on page 32, check your writing for correct paragraphing, grammar, spelling, punctuation, and the use of Standard English. Remember, your essay should be well organized and have an introduction, a body, and a conclusion.

NOTE: Only your writing on the lined pages in this book will be scored.

Pre-Writing/Planning

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Extended Response Writing Applications OverviewGrades 6–12

Score Does the writing sample

4

fully accomplish the task?•include many relevant ideas?•organize ideas logically?•exhibit very good word usage?•demonstrate very good writing technique?•demonstrate effective adjustment of language and tone to task and reader?•


3

accomplish the task?•include relevant ideas?•organize ideas logically?•exhibit good word usage?•demonstrate good writing technique?•demonstrate an attempt to adjust language and tone to task and reader?•


2

minimally accomplish the task?•include some relevant ideas?•exhibit an attempt to organize ideas logically?•exhibit ordinary word usage?•demonstrate adequate writing technique?•demonstrate an attempt to adjust language and tone to task and reader?•


1

only partially accomplish or fail to accomplish the task?•include few relevant ideas?•exhibit a minimal attempt to organize ideas logically?•exhibit minimal word usage?•demonstrate minimal or less than minimal writing technique?•demonstrate language and tone that may be inappropriate to task and •reader?

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 for students tested on the spring ISTEP+ assessment in Grades 6–12.

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Extended Response Writing Applications RubricGrades 6–12

SCORE POINT 4

A Score Point 4 paper represents a solid performance. It fully accomplishes the task.

Ideas and Content


present a unifying theme or main idea without going off on tangents?•stay focused on topic and task?•

Doesthewritingsampleincludemanyrelevantideas?Doesitprovide ample information and more than adequate supporting details that are •developed?explore many facets of the topic?•

Organization

Aretheideasinthewritingsampleorganizedlogically?Doesthewritingpresent a meaningful, cohesive whole with a beginning, a middle, and an end (i.e., •include a solid introduction and conclusion)?progress in an order that enhances meaning of text?•include smooth transitions (e.g., use topic sentences) between sentences and •paragraphs to enhance meaning of text? (Writing may have an occasional lapse.)

Style

Doesthewritingsampleexhibitverygoodwordusage?Doesitinclude vocabulary to make explanations detailed and precise, descriptions rich, and •actions clear and vivid?demonstrate control of vocabulary?•

Doesthewritingsampledemonstrateverygoodwritingtechnique?Is the writing very fluent?•Does it include varied sentence patterns, including complex sentences?•Does it demonstrate use of writer’s techniques (e.g., literary conventions such as •imagery and dialogue and/or literary genres such as humor and suspense)?

Voice


exhibit appropriate register (e.g., formal, personal, or dialect) to suit task?•demonstrate a sense of audience?•exhibit an original perspective (e.g., authoritative, lively, and/or exciting)?•


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SCORE POINT 3A 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.

Ideas and Content

Doesthewritingsampleaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Doesit

present a unifying theme or main idea? (Writing may include minor tangents.)•stay mostly focused on topic and task?•

Doesthewritingsampleincluderelevantideas?Doesitinclude sufficient information and supporting details? (Details may not be fully •developed; ideas may be listed.)explore some facets of the topic?•

Organization

Aretheideasinthewritingsampleorganizedlogically?Doesthewritingpresent a meaningful whole with a beginning, a middle, and an end despite an •occasional lapse (e.g., a weak introduction or conclusion)?generally progress in an order that enhances meaning of text?•include transitions between sentences and paragraphs to enhance meaning of •text? (Transitions may be rough, although some topic sentences are included.)

Style

Doesthewritingsampleexhibitgoodwordusage?Doesitinclude vocabulary that is appropriately chosen, with words that clearly convey •the writer’s meaning?demonstrate control of basic vocabulary?•

Doesthewritingsampledemonstrategoodwritingtechnique?Is the writing fluent?•Does it exhibit some varied sentence patterns, including some complex •sentences?Does it demonstrate an attempt to use writer’s techniques (e.g., literary •conventions such as imagery and dialogue and/or literary genres such as humor and suspense)?

Voice


generally exhibit appropriate register (e.g., formal, personal, or dialect) to suit •task? (The writing may occasionally slip out of register.)demonstrate some sense of audience?•attempt an original perspective?•


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SCORE POINT 2

A Score Point 2 paper represents a performance that minimally accomplishes the task. Some elements of development, organization, and writing style are weak.

Ideas and Content

Doesthewritingsampleminimallyaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?Doesit

attempt a unifying theme or main idea?•stay somewhat focused on topic and task?•

Doesthewritingsampleincludesomerelevantideas?Doesitinclude some information with only a few details, or list ideas without supporting •details?explore some facets of the topic?•

Organization

Isthereanattempttologicallyorganizeideasinthewritingsample?Doesthewriting

have a beginning, a middle, or an end that may be weak or absent?•demonstrate an attempt to progress in an order that enhances meaning? •(Progression of text may sometimes be unclear or out of order.)demonstrate an attempt to include transitions? (Are some topic sentences used? •Are transitions between sentences and paragraphs weak or absent?)

Style

Doesthewritingsampleexhibitordinarywordusage?Doesitcontain basic vocabulary, with words that are predictable and common?•demonstrate some control of vocabulary?•

Doesthewritingsampledemonstrateadequatewritingtechnique?Is the writing generally fluent?•Does it contain mostly simple sentences (although there may be an attempt at •more varied sentence patterns)?Is it generally ordinary and predictable?•

Voice


demonstrate a difficulty in establishing a register (e.g., formal, personal, or •dialect)?demonstrate little sense of audience?•generally lack an original perspective?•


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SCORE POINT 1

A Score Point 1 paper represents a performance that only partially accomplishes or fails to accomplish the task. Some responses may exhibit difficulty maintaining a focus. Others may be too brief to provide sufficient development of the topic or evidence of adequate organizational or writing style.

Ideas and Content

Doesthewritingsampleonlypartiallyaccomplishorfailtoaccomplishthetask(e.g.,supportanopinion,summarize,tellastory,orwriteanarticle)?

Writing may attempt a main idea, or the main idea may be difficult to discern.•Does the writing sometimes lose focus or ineffectively establish focus?•

Doesthewritingsampleincludefewrelevantideas?Does the writing sample include little information and few or no details?•Writing may explore only one or two facets of the topic.•

Organization

Isthereaminimalattempttologicallyorganizeideasinthewritingsample?Does the writing have only one or two of the three elements: beginning, •middle, and end?Is the writing sometimes difficult to follow? (Progression of text may be •confusing, unclear, or difficult to discern.)Are transitions weak or absent (e.g., few or no topic sentences)?•

Style

Doesthewritingsampleexhibitminimalwordusage?Doesitcontain limited vocabulary? (Words may be used incorrectly.)•demonstrate minimal or less than minimal control of vocabulary?•

Doesthewritingsampledemonstrateminimalorlessthanminimalwritingtechnique?

Does the writing exhibit some or little fluency?•Does it rely mostly on simple sentences or demonstrate problems with sentence •patterns?Is it often repetitive, predictable, or dull?•

Voice


demonstrate use of a register inappropriate to the task (e.g., slang or dialect in a•formal setting)?•demonstrate little or no sense of audience?•lack an original perspective?•


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Language Conventions Rubric Grades 9–12

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


4


Does the writing sample demonstrate a superior command of capitalization conventions?•Does the writing sample demonstrate a superior command of the mechanics of punctuation?•Does the writing sample demonstrate a superior command of grade-level-appropriate spelling?•Does the writing sample demonstrate a superior command of grammar and Standard English •usage?Does the writing sample demonstrate a superior command of paragraphing?•Does the writing sample demonstrate a superior command of sentence structure by not using run-•on sentences or sentence fragments?


3




2


Does the writing sample demonstrate a fair control of capitalization conventions?•Does the writing sample demonstrate a fair control of the mechanics of punctuation?•Does the writing sample demonstrate a fair control of grade-level-appropriate spelling?•Does the writing sample demonstrate a fair control of grammar and Standard English usage?•Does the writing sample demonstrate a fair control of paragraphing?•Does the writing sample demonstrate a fair control of sentence structure by frequently using run-•on sentences or sentence fragments?


1


Does the writing sample demonstrate a minimal control of capitalization conventions?•Does the writing sample demonstrate a minimal control of the mechanics of punctuation?•Does the writing sample demonstrate a minimal control of grade-level-appropriate spelling?•Does the writing sample demonstrate a minimal control of grammar and Standard English usage?•Does the writing sample demonstrate a minimal control of paragraphing?•Does the writing sample demonstrate a minimal control of sentence structure by using many run-•on sentences or sentence fragments?

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. A very brief paper consisting of two or three sentences may receive no more than 2 score points. These scoring rubrics are used for students tested on the spring ISTEP+ assessment in Grades 9-12.

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Reading Comprehension Rubric

SCORED FOR READING

Reading Comprehension Exemplars:

a car can pull out in front of you / teaches how to react if there is a sudden obstacle (i.e. cones)1.

poor driving skills can cause accidents2.

crashes involving young drivers are typically single-vehicle crashes, primarily run-off-the-road 3. crashes, that involve driver error and/or speeding

motor vehicle crashes are the leading causes of death & injuries among teenagers 4. a.motor vehicle crash injuries “are by far the leading public health problem for 13-19 year olds” b. 36% of all deaths of 15-19 year olds are from causes related to motor vehicles

professional drivers give students numerous techniques 5. a. positions / posture b. what to do in hazardous situations c. how to steer during obstacles

2,000 or so 15-to 20-year olds have taken the 4-hour course6.

the Skid Pad and/or weather and road-related conditions 7. a. is used to help a student drive in harsh or extreme weather b. how to control the car when it skids c. experience road situations such as a wet road

students can earn rewards8.

such tragedies don’t have to happen9.

such lessons are lifesavers10.

it pays to know what a car and its driver are capable of (vehicle dynamics)11.

friends can be distracting12.


Reading Comprehension Rubric:

Score

2 Response provides 2 different details from the article to support the response.

Score

1 Response provides 1 detail from the article to support the response.

Score

0 Response does not provide any details from the passage to support the response.

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SCORED FOR READING

Reading Comprehension Exemplars:

a car can pull out in front of you / teaches how to react if there is a sudden obstacle (i.e. cones)1.

poor driving skills can cause accidents2.

crashes involving young drivers are typically single-vehicle crashes, primarily run-off-the-road 3. crashes, that involve driver error and/or speeding

motor vehicle crashes are the leading causes of death & injuries among teenagers 4. a.motor vehicle crash injuries “are by far the leading public health problem for 13-19 year olds” b. 36% of all deaths of 15-19 year olds are from causes related to motor vehicles

professional drivers give students numerous techniques 5. a. positions / posture b. what to do in hazardous situations c. how to steer during obstacles

2,000 or so 15-to 20-year olds have taken the 4-hour course6.

the Skid Pad and/or weather and road-related conditions 7. a. is used to help a student drive in harsh or extreme weather b. how to control the car when it skids c. experience road situations such as a wet road

students can earn rewards8.

such tragedies don’t have to happen9.

such lessons are lifesavers10.

it pays to know what a car and its driver are capable of (vehicle dynamics)11.

friends can be distracting12.


Reading Comprehension Rubric:

Score

2 Response provides 2 different details from the article to support the response.

Score

1 Response provides 1 detail from the article to support the response.

Score

0 Response does not provide any details from the passage to support the response.

ExtendedResponseWritingApplicationsScorePoint4The following list describes a writing sample (shown on the next page) that earns a ScorePoint4 using the ISTEP+ Extended Response Writing Applications Rubric.

This sample

• fullyaccomplishesthetaskandprovidesathorough,developedresponse(i.e.,writesapersuasiveessay that encourages the principal to send as many students as possible to take the Ultimate Driving School course).

• presentsavarietyofdetailedandspecificinformation(e.g.,…think about how many more students would be able to have more skills in driving…).

• organizesideaschronologically,withaclearbeginning,middle,andending;usestransitionseffectively (e.g., I think you should send as many students as possible to it… Start now by taking this step to having students become better drivers… Taking action to make students learn better driving skills now can saves lives later on).

• demonstratesastrongcommandofwordusageandvocabulary(e.g.,Our school cannot afford to lose anymore students due to death of any kind).

• isfluentandeasytoread;usesvariedsentencestructuresandcomplexsentences(e.g.,The BMW is planning to bring their Ultimate Driving School course to our community, and I think you should send as many students as possible to it).

• establishesasenseofaudience(e.g.,We all know we don’t need to lose anymore students).

ExtendedResponseLanguageConventionsScorePoint4The following list describes a writing sample (shown on the next page) that earns a ScorePoint4 using the ISTEP+ Language Conventions Rubric.

This sample


• hascorrectpunctuation.

• hasacorrectspelling.

• hasmostlycorrectgrammarandwordusagewiththeexceptionofanextras on save.

• hasnorun-onsentencesorsentencefragments.

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“A Johns Hopkins School of Public Health report in The Journal of the American Medical Association called cars the biggest killer of teenagers in the United States.” The BMW is planning to bring their Ultimate Driving School course to our community, and I think you should send as many students as possible to it.

If you sent as many students as possible to the event, think about how many more students would be able to have more skills in driving and be better at them. Our school cannot afford to lose anymore students due to death of any kind. Start now by taking this step to having students become better drivers.

Every day people young and old get in accidents due to poor driving skills. That could be one of our school’s student drivers at any moment. Taking action to make students learn better driving skills now can saves lives later one. We all know we don’t need to lose anymore students.

ReadingComprehensionScorePoint2The response (shown above) includes a version of the second (e.g., Every day people young and old get in accidents due to poor driving skills), the fourth (e.g., A Johns Hopkins School of Public Health report…called cars the biggest killer of teenagers in the United States), and the tenth exemplar (e.g., Taking action to make students learn better driving skills now can saves lives later on). Although the student uses three exemplars, they only need two. Therefore, this response receives a Score Point 2.

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ExtendedResponseWritingApplicationsScorePoint3The following list describes a writing sample (shown on the next page) that earns a ScorePoint3 using the ISTEP+ Extended Response Writing Applications Rubric.

This sample

• accomplishesthewritingtaskbyaddressingthespecificpointsoftheprompt,buttheresponseisnotas fully developed as the Score Point 4 response (i.e., writes a persuasive essay that encourages the principal to send as many students as possible to take the Ultimate Driving School course).

• includessomesupportingdetails(e.g.,…many of the students here have already been in wrecks).

• isorganizedchronologically;hasanadequatebeginning,middle,andending;usessometransitionsthat show a narrative progression (e.g., I believe [it] would be a great opportunity… If we take this course, I believe… Tri Central would be better off…).

• exhibitsadequatecontrolofvocabularyandwordusage(e.g.,What is the point of having a school…).

• iseasytoread;usessomevariedsentencestructuresandsomecomplexsentences(e.g.,If we take this course, I believe we can prevent wrecks and save the lives of our students).

• hassomesenseofaudience(e.g.,I believe we can prevent wrecks and save the lives…).

ExtendedResponseLanguageConventionsScorePoint3The following list describes a writing sample (shown on the next page) that earns a ScorePoint3 using the ISTEP+ Language Conventions Rubric.

This sample

• hasmostlycorrectioncapitalization,withacoupleofexceptions(e.g.,people and school).

• hascorrectpunctuation.

• hasacoupleofspellingerrors(Ultimite [Ultimate], and oppurtunity [opportunity]).


• doesnotdemonstrateparagraphuse.

• hasnorun-onsentencesorsentencefragments.

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I believe that the BMW Ultimite Driving School would be a great opportunity for Tri-Central. Many of the students here have already been in wrecks. If we take this course, I believe we can prevent wrecks and save the lives of our students. people who have taken the Ultimate Driving school have learned how to steer in wet conditions, which we have many of in Indiana, and how not to understeer or oversteer. Tri Central would be better off sending their student to this. What is the point of having a school if there aren’t any students left living to go?

ReadingComprehensionScorePoint2The response (shown above) includes a version of the seventh exemplar (e.g., …learned how to steer in wet conditions), and a version of the tenth exemplar (e.g., we can prevent wrecks and save the lives of our students). The response provides two different details from the passage. Therefore, this response receives a Score Point 2.

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ExtendedResponseWritingApplicationsScorePoint2The following list describes a writing sample (shown below) that earns a ScorePoint2 using the ISTEP+ Extended Response Writing Applications Rubric.

This sample

• partiallyaddressesthetask(i.e.,writesapersuasiveessaythatencouragestheprincipaltosendasmanystudents as possible to take the Ultimate Driving School course).

• providesminimaldetail(e.g.,a lot of my friends drive).

• makesanattempttoorganizeideasinoneparagraphwithaweakbeginningandending.

• exhibitsminimalwordusageandwritingtechnique(e.g.,you should send a lot of our students).

• hassomesenseofaudience(e.g.,I know a lot of kids that need to go to it).

ExtendedResponseLanguageConventionsScorePoint2The following list describes a writing sample (shown below) that earns a ScorePoint2 using the ISTEP+ Language Conventions Rubric.

This sample


• hasacoupleofspellingerrors(e.g.,alot).

• hasnoevidentgrammarerrors.

• consistsofoneparagraph.

• hasacoupleofsentencefragments(e.g.Because I know… and Because alot of my friends).

NOTE: Generally, in a Score Point 2 paper, errors are typically frequent and may cause the reader to stop and reread part of the writing. While some aspects of the writing may be more consistently correct than others, the existing errors do impair communication. With a little extra effort on the reader’s part, it is still possible to discern most, if not all, of what the reader is trying to communicate. However, the variety and proportion of errors in relation to the length of the writing sample are also considered. A very brief paper consisting of two or three sentences may receive no more than 2 score points.

I think you should send alot of our students to the Ultimate Driving School course. Because I know alot of kids that need to go to it. Because alot of my friends drive and I know that most of them would not know what to do if a car pulled out in front of them and stopped.

ReadingComprehensionScorePoint1The response (shown above) includes a version of only the first exemplar (e.g., most of them would not know what to do if a car pulled out in front of them and stopped). Therefore, this response receives a Score Point 1.

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ExtendedResponseWritingApplicationsScorePoint1The following list describes a writing sample (shown below) that earns a ScorePoint1 using the ISTEP+ Extended Response Writing Applications Rubric.

This sample

• lessthanminimallyaccomplishesthewritingtask(i.e.,writesapersuasiveessaythatencouragesthe principal to send as many students as possible to take the Ultimate Driving School course).

• istoobrieftoestablishafocusorprovidesignificantinformation.

• attemptsabasicideabutdoesnotdevelopitwithsupportingdetails(e.g.,teens are the dangerous drivers).

• istoobrieftoprovideevidenceoforganization.

• demonstrateslessthanminimalwritingtechnique(e.g., I would accept for you to send me…).

• istoobrieftoshowaclearsenseofaudience.

ExtendedResponseLanguageConventionsScorePoint1The following list describes a writing sample (shown below) that earns a ScorePoint1 using the ISTEP+ Language Conventions Rubric.

This sample

• hascapitalizationerrors(e.g.,dRiving school, dRiving, dRiveRs).

• hasmissingpunctuation(commaaftersalutation,commabetween drivers and because).

• haspossiblespellingerrors,althoughitishardtotellduetothehandwriting.

• hasmostlycorrectgrammarandwordusage.

• hasonlyoneparagraph.

• Appearstobeonelongrun-onsentence.

Dear AS. Rexal I would accept for you to send me to send me to the BMW dRiving School. for youth dRivers because I will be dRiving soon and teens are the dangerous dRiveRs.

ReadingComprehensionScorePoint0The response (shown above) does not provide any details from the passage. Therefore, this response receives a Score Point 0.

Teacher’s Scoring GuideGraduation Qualifying Exam RetestEnglish/Language Arts Applied Skills Assessment

Spring 2009

Indiana Department of Education

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