three branches of government assessment

7/27/2019 Three Branches of Government Assessment

1/22

Three Branches of Government: Reading Test

Iowa Core Standard (Intermediate: 3-5):

Essential Concept and/or Skill - understand the purpose and function of each of the threebranches of government established by the Constitution.

o Understand that the judicial branch, headed by the Supreme Court, makes decisionsconcerning the law that aim to protect individual rights

TESOL Standard Standard 5: English language learners communicate information, ideas, and concepts

necessary for academic success in the area of social studies.

Objectives: Students will be able understand what they read about the judicial branch andcorrectly answer the following questions.

Part 1: Perceptive Reading

Questions 1-4(1 pt. each): Directions:Each question has three words about the Judicial Branch.

Read aloud each word.

Sample question:

About And Around

1. Judge Justice Laws

2. Supreme Court Judicial

3. Rights Constitution Federal

4. Decision Chief Associate


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Part 2: Selective Reading

Questions 5-8 (1 pt. each):Directions: Read the sentences about the Judicial Branch. There arewords missing from each sentence. Pick the word that makes sense in the blank and circle thecorrect answer.

Sample question: Ive lived in the United States (21)_________ three years. I (22) _________ live in

Costa Rica. I (23) ___________ speak any English.

21. a. sinceb. forc. during

22. a. used tob. use toc. was

23. a. couldntb. couldc. can

The (5) ______________ Court is the most powerful court in the United States. It has one (6) __________justice and eight associate justices. The justices are chosen by the (7) ________________. The job ofthe justices is to interpret (8) ____________ passed by Congress.

5.a. Special

b.

Supremec. State

6.a. Chiefb. Chosenc. Chair

7.a. Dictator

b.

Presidentc. Person

8.a. Legalb. Lawyerc. Laws


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Part 3: Interactive Reading

Questions 9-12(1 pt. each): Directions: Read each statement carefully. Put the statements in thecorrect order. Write a 1 by the first statement, a 2 by the next statement, and a 3 by the laststatement.

Sample Question:

_______ Peter looked outside_______ and he recognized the tune_______ he thought he heard someone whistling

9.________ the supreme court is

________ When questions about laws come up in lower courts

________ in charge of making a decision and explaining the Constitution

10.________ The nine justices are chosen

________ by a vote of the Senate

________ by the president and approved

11. ________ works for the rest of their life

________ or until they retire

________ A Supreme Court Justice

12.________ The Supreme Court has the power to

________ are acting within the law

________ decide if a president and the federal, state, and local governments


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Scoring Key:

Part 1: Perceptive Reading

Each word read aloud correctly is worth .33 (1/3) points. If the student reads the word correctly record a+ and if a student reads the word incorrectly record how they pronounced the word.

Number 1 Number 2

Judge Justice Laws Supreme Court Judicial

____________/1 ____________/1

Number 3 Number 4

Rights Constitution Federal Decision Chief Associate

____________/1 ____________/1

Part 2: Selective Reading

Multiple choice. Each correct answer is worth one point.

5. B - Supreme6. A - Chief7. B - President8. C Laws

Part 3: Interactive Reading

Each correct sequence is one point. The entire sequence must be in the right in order to receive a point.

9. 2, 1, 310. 1, 3, 211. 2, 3, 112. 1, 3, 2

Total Correct: ____________/4



Speaking Assessment Scores:Items 1-4 _______/4Items 5-8 _______/4

Items 9-12 _______/4

Total _______/12


5/22

Three Branches of Government: Speaking Test



o Understand the legislative branch passes laws to protect individual rights.TESOL Standard

Standard 5: English language learners communicate information, ideas, and conceptsnecessary for academic success in the area of social studies.

Objectives: Students will be able understand what they hear about the legislative branch andaccurately respond to the following questions/statements.

Part 1: Imitative Speaking

Questions 1-2(.5 pt. each): Directions:Listen closely to the word or phrase. Repeat the word orphrase after I say it.

Sample question: Test-taker hears:

Repeat after me:o

beat (pause)o bit (pause)o bat (pause)o vat (pause)

12.Test-taker hears:o Senateo

Vice President

13.Test-taker hears:o

House of Representativeso Speaker of the House


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Part 2: Intensive Speaking

Questions 3-4 (2 pts. each):Directions: Listen closely as I read each statement. Respond bycorrectly answering the question. Remember to include part of the question in your answer.

Sample question:

Test-taker hears: What did you do last weekend?

Student responds: I played basketball last weekend. Test-taker hears: Did you score any baskets?

Student responds: Yes, I scored two baskets.

3.o Test-taker hears: How many members are in the House of Representatives?o

Student responds: ___________________________________o Test-taker hears: How many members are in the Senate?o

Student responds:____________________________________

4.o

Test-taker hears: How is a bill introduced?o Student responds:____________________________________o Test-taker hears: Who must pass a bill before it can become law?o Student responds:____________________________________


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Part 3: Responsive Speaking

Questions 5-7(2 pts. each): Directions: Listen closely to the following sentences. Using your ownwords, paraphrase the information.

Sample Question:

o

Test-taker hears: My weekend in the mountains was fabulous. The first day we backpackedinto the mountains and climbed 2,000 feet. The hike was strenuous but exhilarating. Bysunset we found these beautiful alpine lakes and made camp there. The sunset wasamazingly beautiful. The next two days we just kicked back and did little day hikes, somerock climbing, bird-watching, swimming, and fishing. The hike out on the next day wasreally easy-all downhill-and the scenery was incredible.

o Test-taker responds with two or three sentences.

5. Test-taker hears:

o

For a bill to come a law, it can be introduced in either the House of Representatives orthe Senate. The bill is first assigned to a committee where it is reviewed and edited.After the committee, the bill can do one of two things. One option is for it to be set asideand tabled if the committee doesnt think its worthy or important. Or if the committee

thinks it is worthy of further action it can be sent to the entire other house for debate.

6. Test-taker hears:o

If the bill passes debate, it is sent to the other house. Another committee is in charge ofworking out any differences or disagreements between the Senate and the House of

Representatives. When both houses agree that a bill should become a law two peoplemust sign it. For the House of Representatives, the Speaker of the House must sign it.For the Senate, the Vice President must sign it. Both of these important people have tosign it before sending the bill to the president.

7. Test-taker hears:o If the president signs the bill then it becomes law, but he does not have to sign it. When

the president chooses to say no he is vetoing the bill and it does not become law. If thishappens, the bill can be sent back to Congress. It takes two-thirds of all the members ofCongress to vote yes to make the bill become a law and override the President.


8/22

Part 4: Interactive Speaking

Questions 8-10(2 pts. each): Directions: Listen closely to each scenario. Play the role of the givenperson by acting how they would act and saying what they would say.

Sample Question:

Test-taker hears: Pretend youre a tourist asking me for directions.

8. Test-taker hears: Pretend you are the Speaker of the House and members of the House ofRepresentatives propose a bill.

9. Test-taker hears: As the Speaker of the House, pretend the bill has been voted on andapproved by the House of Representatives.

10.Test-taker hears: Pretend you are the Speaker of the House after the bill has been vetoed

by the president.


9/22

Part 5: Extensive Speaking

Question 11(2 pts.): Directions: Look at the following pictures. Explain the five steps of a billbecoming a law based on the pictures.

Sample Question:

.

11.

http://blog1.glencoe.com/georgia/files/2010/04/6_Bill_Becomes_Law_P4_U2_L6_201A-B1.jpg


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Scoring Key/Rubrics:

Part 1: Imitative Speaking

Student receives half a point for each word/phrase that is repeated back with 100% accuracy. If thestudent pronounces in correctly, put a plus in the box. If the student pronounces it incorrectly, recordhow they say it. Total the points for each item and for part 1.

Item 1

Senate Vice President

_______/.5 _______/.5

Total #1: _________/1

Part 2: Intensive Speaking

Student can receive up to one point for each response given, two points per question. Use the rubricbelow to assess the student. If they answer the student receives full credit put a plus in the box. If they donot receive full credit make a note indicating why they lost points (inaccurate answer or doesnt includepart of question).

Full Credit (1 point) Partial Credit (.5 point) No Credit (0 points)

Response accurately answers thegiven question and part of the

question is included in theresponse.

Response accurately answers thegiven question or part of thequestion is included in the

response.

Response does not accuratelyanswer the question and part ofthe question is not included in

the response.

Item 2

House of Representatives Speaker of the Hou

_______/.5 _______/.5

Total #2: _________/1

Total Part 1: ________________/2

Item 3

Response 1 Response 2

_______/1 _______/1

Total #1: _________/2

Item 4

Response 1 Response 2

_______/1 _______/1

Total #1: _________/2

Total Part 2: ________________/4


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Part 3: Responsive Speaking

Student can receive up to two points for each paraphrase given. Use the rubric below to assess thestudent.

Full Credit (2 points) Partial Credit (1 point) No Credit (0 points)

Response accurately paraphrasesthe statement including at least

three of the original details.

Response accurately paraphrasesthe statement including one or

two of the original details.

Response includes only oneoriginal detail or is not

relevant/comprehensible.

Suggestions for original points:5. Bill can be introduced in either house, it is reviewed and edited, can be tabled or debated6. Both houses have to agree on the bill, the Speaker of the House has to sign it, and so doesthe Vice President.7. For a bill to become a law the president has to sign it, if he vetoes it it goes back toCongress, it takes 2/3 of a vote to override the President.

Item 5 Item 6 Item 7

________/2 ________/2 ________/2

Total Part 3: ________________/6

Part 4: Interactive Speaking

Student can receive up to two points for each role-play. Use the rubric below to assess the student.


Accurately assumes the role of

the Speaker of the House andmake at least two relevant and

appropriate comments.

Accurately assumes the role of

the Speaker of the House andmakes at least one relevant and


Does not accurately assume the

role of the Speaker of the Houseand make no relevant and


Suggestions for comments:5. Assign the bill to a committee and facilitate debate.6. Sign the bill and send it to the Senate.7. Put the bill up for a vote and then send it to Senate for a vote.

Item 8 Item 9 Item 10

________/2 ________/2 ________/2

Total Part 4: ________________/6


12/22

Part 5: Extensive Speaking

Student can receive up to two points for their monologue. Use the scoring rubric below to score students

explanations of how a bill becomes a law.


Accurately describes the processof a bill becoming a law. Includes

all five steps.

Somewhat accurately describesthe process of a bill becoming a

law. Includes at least 3 steps.

Inaccurate description of theprocess of a bill becoming a law.

Includes less than 3 steps.

Total Part 5: ____________/2

Steps:1. A bill is proposed to either the House of Representatives or the Senate.2. Members of the House of Representatives or the Senate form a committee to discuss the

bill.3. If worthy, the bill is voted on by Congress.4. The president has the ability to sign a bill and make it a law or veto it.

5.

If the president vetoes it, the bill goes back to Congress to be re-voted on. 2/3rds mustapprove it to override the president.

Speaking Assessment Scores:

Items 1-2 _______/2

Items 3-4_______/4

Items 5-7 _______/6

Items 8-10 _______/6

Items 11 _______/2

Total _______/20


13/22

Three Branches of Government: Listening Test



o Understand the executive branch carries out and enforces laws to protect individualrights.



Objectives: Students will be able understand what they hear about the executive branch andcorrectly answer the following questions.

Part 1: Intensive Listening

Questions 1-3(1 pt. each): Directions:Listen closely to the sentence. Choose if the sentence is a

question, statement, or exclamation. Circle the correct answer.

Sample question: Test-take hears: Tomorrow is my birthday!a. Statementb. Questionc. Exclamation

14.Test-taker hears: The president is the leader of the Executive Branch.a. Statementb. Question

c.

Exclamation

15.Test-taker hears: The president has the power to veto bills!a. Statementb. Questionc. Exclamation

16.Test-taker hears: Who is on the presidents cabinet?a. Statementb. Question

c.

Exclamation


14/22

Part 2: Responsive Listening

Questions 4-6 (1 pt. each):Directions: Listen closely to the question. Choose the correct answerfrom the choices. Circle the correct answer.

Sample question: Test-taker hears: How much time did you take to do your homework?a. In about an hour.

b.

About an hour.c. About $10.d. Yes, I did.

17.Test-taker hears: Where must you be born if you want to be President of the United States?a. On the United States.b. At the United Statesc. In the United Statesd. About the United States

18.

Test-taker hears: What is the longest time that one person can be president?a. 8 yearsb. 8 daysc. 4 monthsd. 12 dollars

19.Test-taker hears: Who becomes in charge if something happens to the president?a. Vice Senatorb. Vice Presidentc. Vice Representative

d.

Vice Teacher


15/22

Part 3: Selective Listening

Questions 7-8(1 pt. each): Directions: Look closely at the chart. Listen to the statement. Use thechart to decide if the statement is true or false. Circle the correct answer.

Test-taker sees:

(Image from:http://mrsmertens.pbworks.com)

Sample Question: Test-taker hears: The House of Representatives and Senate are part of thelegislative branch.

a. Trueb. False

20.Test-taker hears: The president and vice-president form the executive branch.a. Trueb. False

21.

Test-taker hears: The executive branch is housed in the U.S. Capitol.a. Trueb. False


16/22

Part 4: Extensive Listening

Questions 9-10(1 pt. each): Directions: Listen to the conversation between the President and hiscabinet. You will hear the conversation two times. After you hear the conversation the secondtime read questions 9 and 10. Choose and circle the correct answer from the choices.

Sample Question:

Test-taker hears:Doctor: Good morning, Lynn. Whats the problem?Lynn: Well, you see, I have a terrible headache, my nose is running, and Im really

dizzy.Doctor: Okay. Anything else?Lynn: Ive been coughing, I think I have a fever, and my stomach aches.

Test-taker reads:What is Lynns problem?

a. She feels horrible.

b.

She ran too fast at the lake.c. Shes been drinking too many hot beverages.

Test-taker hears:

President: The meeting of my cabinet will now come to order. Thank you for coming. Youeach have a very important responsibility to represent your executive departments. Thefifteen of you are very powerful.Cabinet Member:Thank you so much for choosing us to be on your board Mr. President.President:You are welcome, but please remember that I have the right to remove you at

any point in time.Cabinet Member:We will not disappoint you Mr. President. We will help you to enforce andstart laws that have been set in place by Congress.

22.Test-taker reads: How many cabinet members does the president have?a. 5b. 12c. 15

23.Test-taker reads: How does one become a member of the presidents cabinet?

a.

You are voted on.b. The president selects you.c. You win a contest.


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Scoring Key:

Each question is worth one point.

1. A

2.

C

3. B

4. C

5. A

6. B

7. A

8. B

9. C

10.B


18/22

Three Branches of Government: Writing Test

Iowa Core Standard (6-8):


o Understand how the legislative, executive, and judicial branches use checks andbalances.



Objectives: Students will be able express what they know about checks and balances throughtheir writing and correctly answer the following questions.

Part 1: Imitative Writing

Questions 1-4(1 pt. each): Directions:Copy each word into the space below.

Sample question:

Bit Bet Bat________ __________ ___________

24.checks

_____________________

25.balances

_____________________

26.separation

_____________________

27.powers

_____________________


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Part 2: Intensive (Controlled) Writing

Questions 5-8 (1 pt. each):Directions: Put the words in order to make a sentence about checksand balances that makes sense.

Sample question:Test-taker reads: Put the words below into a possible order to make a grammatical

sentence.

e. cold / winter/ is / weather/ the / in / thef. studying / what / you / are

Test taker writes:

1. The weather is cold in the winter. (or) In the winter the weather is cold.2. What are you studying?

28.Test-taker reads:constitutional / passed / judicial / bills / are / if / decides / branch / the

29.Test-taker reads:

passed / bills / branch / can / veto / executive / the


federal / nominates / branch / the / judges / executive


impeach / legislative / can / branch / the / president / the


20/22

Part 3: Responsive Writing

Questions 9-12(2 pts. each): Directions: Read each question carefully. Answer the questioncorrectly using complete sentences.

Sample Question:Where did the story take place?

Who were the people in the story?What happened first? And then? And then?

32.Who is involved with checks and balances?

33.What are checks and balances?

34.One example of checks and balances is the ________________________ branch and the

____________________________branch because

35.

Why are checks and balances important?


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Scoring Key:

Part 1: Imitative Writing

Each word copied and written correctly is worth 1 point. The word must be copied exactly correct. If thestudent copied the word correctly record a + and if the student copied the word incorrectly record howthey wrote the word.

Number 1 Number 2 Number 3 Number 4

checks balances separation powers

______ / 1 ______ / 1 ______ / 1 ______ / 1Total Part 1: ________/4

Part 2: Intensive/Controlled Writing

Each sentence correctly ordered is 1 point. The sentence must make sense and be in the correct order.

5. The judicial branch decides if bills are constitutional. ______/1

6. The executive branch can veto passed bills. ______/1

7. The executive branch nominates federal judges. ______/1

8. The legislative branch can impeach the president. ______/1

Total Part 2: ________/4


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Part 3: Responsive Writing

Student can receive up to two points for their written response. Use the scoring rubric below to scorestudents responses to the questions.


Completely answers the questioncorrectly and writes using

complete sentences.

Somewhat answers the questioncorrectly and occasionally writes

using complete sentences.

Does not accurately answer thequestion and does not writeusing complete sentences.

Suggested responses:9. The three branches of government, Legislative, Judicial, and Executive, all play a part inchecks and balances.

10. Checks and balances is a part of the Constitution that creates a separation of powers.

11. One example of checks and balances is the Executive Branch and Legislative Branchbecause the president can veto laws made by Congress.

12. Checks and balances are important because they make sure no branch becomes toopowerful.

Item 9 Item 10 Item 11 Item 12

________/2 ________/2 ________/2 ________/2

Total Part 3: ________/8

Citations:Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and classroompractices White Plains NY: Pearson

Writing Assessment Scores:

Items 1-4 _______/4

Items 5-8 _______/4

Items 9-12 _______/8

Total _______/16

three branches of government assessment

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