Assessment of Reading, Writing and Mathematics:
Junior Division
Released 2013 Assessment: Language 2, Reading
Item-Specific Rubrics and
Sample Student Responses with Annotations
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Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 11
Q11: Explain why the narrator states that “The only ice cube I want to see again is the one in my glass of
juice.” Use specific details from the text to support your answer.
Code
B
I
Descriptor
•
Blank: nothing written or drawn in the space provided
• Illegible: cannot be read; completely crossed out / erased; not written in English
• Irrelevant content: does not attempt assigned question
• Off topic: no relationship of written work to the question
Typical responses:
• do not attempt to answer the question OR
• restate the question (e.g., The narrator states that “The only ice cube I want to see again is the
one in my glass of juice.” )
Response attempts to explain why the narrator states that “The only ice cube I want to see again is the
one in my glass of juice.”
10
The response either:
• answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support
Response indicates a partial understanding of why the narrator states that “The only ice cube I want
to see again is the one in my glass of juice.”
20
The response provides:
• irrelevant support from the reading selection OR
• vague support from the reading selection OR
• limited support from the reading selection
The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining why the narrator states that “The only ice cube I
want to see again is the one in my glass of juice.”
30
The response includes:
• some accurate and relevant support and
• some vague or underdeveloped support
The response requires the reader to make some connections between the support and what it is
intended to prove.
40
Response indicates an understanding by explaining fully why the narrator states that “The only ice
cube I want to see again is the one in my glass of juice” and provides specific and relevant support.
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 11
Code 10
Annotation:
Response attempts to explain why the narrator states that “The only ice cube I want to see again is the one in
my glass of juice” by answering an aspect of the question (e.g., he was sacerd).
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 11
Code 20
Annotation:
Response indicates a partial understanding of why the narrator states that “The only ice cube I want to see
again is the one in my glass of juice” by providing vague support (e.g., impressed or scared of the size; what
it can do). The reader is required to connect the support to why the narrator states that.
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 11
Code 30
Annotation:
Response indicates an understanding of why the narrator states that “The only ice cube I want to see again is
the one in my glass of juice” by providing some accurate and relevant support (e.g., it so dangerous to be
around big ice bergs; they can roll over suddenly without you knowing…hurt you). The response is
underdeveloped in that the reader is required to make some connection between the support and why the
narrator states that.
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 11
Code 40
Annotation:
Response indicates an understanding by providing specific (e.g., has to wait a whole day to see an iceberg;
waking at 5:00am; iceberg are dangerous by rolling over) and relevant support (e.g., was exhausted and
cold; He’s obviously freezing; He enjoyed his adventure, but has seen enough) to explain fully why the
narrator states that “The only ice cube I want to see again is the one in my glass of juice.”
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 12
Q12: Explain why the first journal entry is effective in creating a sense of adventure for the reader. Use
specific details and examples from the text to support your answer.
Code
B
I
Descriptor
•
Blank: nothing written or drawn in the space provided
• Illegible: cannot be read; completely crossed out / erased; not written in English
• Irrelevant content: does not attempt assigned question
• Off topic: no relationship of written work to the question
Typical responses:
• do not attempt to answer the question OR
• restate the question (e.g., The first journal entry is effective in creating a sense of adventure for
the reader.)
Response attempts to explain why the first journal entry is effective in creating a sense of adventure
for the reader.
10
The response either:
• answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support
Response indicates a partial understanding of why the first journal entry is effective in creating a
sense of adventure for the reader.
20
The response provides:
• irrelevant support from the reading selection OR
• vague support from the reading selection OR
• limited support from the reading selection
The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining why the first journal entry is effective in creating
a sense of adventure for the reader.
30
The response includes:
• some accurate and relevant support and
• some vague or underdeveloped support
The response requires the reader to make some connections between the support and what it is
intended to prove.
40
Response indicates an understanding by explaining fully why the first journal entry is effective in
creating a sense of adventure for the reader and provides specific and relevant support.
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 12
Code 10
Annotation:
Response attempts to explain why the first journal entry is effective in creating a sense of adventure for the
reader but does not refer to the reading selection (e.g., it makes it more exciting).
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 12
Code 20
Annotation:
Response indicates a partial understanding of why the first journal entry is effective in creating a sense of
adventure for the reader by providing vague support (e.g., explaining what they are going to do; wearing
winter coats in June). The reader is required to connect the support to why the first journal entry is
effective in creating a sense of adventure.
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 12
Code 30
Annotation:
Response indicates an understanding of why the first journal entry is effective in creating a sense of
adventure for the reader by providing some accurate and relevant support (e.g., “storm-like winds”; “waves
were still crashing”; the conditions they are in are scary) and some underdeveloped support (e.g.,
descriptive language to describe his experience). The reader is required to make some connections between
the support and why the first journal entry is effective in creating a sense of adventure.
Scoring Guide for Open Response Question (2013)
Long Narrative
Iceberg Wranglers – Booklet 2 – Question 12
Code 40
Annotation:
Response indicates an understanding by providing specific (e.g., “I wonder if our iceberg adventure will
even happen.” Because the narrator isn’t sure) and relevant support (e.g., it creates uncertainty; drawing
them in and forcing readers to keep reading) to explain fully why the first journal entry is effective in
creating a sense of adventure for the reader.
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 5
Q5: Choose one of the graphic images and explain how it helps the reader understand the process
of making maple syrup. Use details from the text to support your answer.
Code
B
I
10
Descriptor
•
Blank: nothing written or drawn in the space provided
• Illegible: cannot be read; completely crossed out / erased; not written in English
• Irrelevant content: does not attempt assigned question
• Off topic: no relationship of written work to the question
Typical responses:
• do not attempt to answer the question OR
• restate the question (e.g. One of the graphic images helps the reader understand the process of
making maple syrup.).
Response attempts to answer the question by choosing one of the graphic images and explaining how
it helps the reader understand the process of making maple syrup.
The response either:
• answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support.
Response indicates a partial understanding of the question by choosing one of the graphic images and
explaining how it helps the reader understand the process of making maple syrup.
20
The response provides:
• irrelevant support from the reading selection OR
• vague support from the reading selection OR
• limited support from the reading selection
The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by choosing one of the graphic images and explaining how it
helps the reader understand the process of making maple syrup.
30
The response includes:
• some accurate and relevant support and
• some vague or underdeveloped support.
The response requires the reader to make some connections between the support and what it is
intended to prove.
40
Response indicates an understanding by choosing one of the graphic images and providing specific
and relevant support from the reading selection to explain fully how it helps the reader understand the
process of making maple syrup.
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 5
Code 10
Annotation:
Response attempts to explain how one of the graphic images (e.g., evaporation process picture) helps the
reader understand the process of making maple syrup by answering an aspect of the question (e.g., it shows
the machines they use).
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 5
Code 20
Annotation:
Response indicates a partial understanding of how one of the graphic images helps the reader understand
the process of making maple syrup by providing limited support (e.g., shows and labels all the parts; points
to where the maple syrup is taken to).
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 5
Code 30
Annotation:
Response indicates an understanding of how one of the graphic images (e.g., image for the evaporation
process) helps the reader understand the process of making maple syrup by providing some accurate and
relevant support (e.g., it has lables like “Holding tank, Evapouration pans and Finished syrup.”) and some
vague or underdeveloped support (e.g., take you through the process by showing and explaining).
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 5
Code 40
Annotation:
Response indicates an understanding by providing specific (e.g., it showed you the steps from the holding
tank…final product) and relevant support (e.g., The arrows connecting the words to the specific part of the
picture help you see what does what job. When I see a picture my mind better understands discription) to
explain fully how one of the graphic images (e.g., “Evaporation”) helps the reader understand the process
of making maple syrup.
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 6
Q6: Explain how the information in “Spring Sweetness” would be useful to someone who is
starting a maple syrup farm. Use examples from the text to support your answer.
Code
B
I
10
Descriptor
•
Blank: nothing written or drawn in the space provided
• Illegible: cannot be read; completely crossed out / erased; not written in English
• Irrelevant content: does not attempt assigned question
• Off topic: no relationship of written work to the question
Typical responses:
• do not attempt to answer the question OR
• restate the question (e.g. The information in “Spring Sweetness” would be useful to someone
who is starting a maple syrup farm.).
Response attempts to explain how the information in “Spring Sweetness” would be useful to
someone who is starting a maple syrup farm.
The response either:
• answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support.
Response indicates a partial understanding of the question by explaining how the information in
“Spring Sweetness” would be useful to someone who is starting a maple syrup farm.
20
The response provides:
• irrelevant support from the reading selection OR
• vague support from the reading selection OR
• limited support from the reading selection
The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining how the information in “Spring Sweetness”
would be useful to someone who is starting a maple syrup farm.
30
40
The response includes:
• some accurate and relevant support and
• some vague or underdeveloped support.
The response requires the reader to make some connections between the support and what it is
intended to prove.
Response indicates an understanding by providing specific and relevant support from the reading
selection to explain fully how the information in “Spring Sweetness” would be useful to someone
who is starting a maple syrup farm.
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 6
Code 10
Annotation:
Response attempts to explain how the information in “Spring Sweetness” would be useful to someone who
is starting a maple syrup farm by answering an aspect of the question (e.g., how to get the maple syrup out of
the tree).
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 6
Code 20
Annotation:
Response indicates a partial understanding of how the information in “Spring Sweetness” would be useful
to someone who is starting a maple syrup farm by providing limited support (e.g., it says How to pick the
right trees and How they would get it from trees). The reader is required to connect the support and how
the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup farm.
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 6
Code 30
Annotation:
Response indicates an understanding of how the information in “Spring Sweetness” would be useful to
someone who is starting a maple syrup farm by providing some accurate and relevant support (e.g., how to
pick the right maple tree; where you should make your farm, how to get the sap, and…maple syrup). The
response is underdeveloped in that the reader is required make some connection between the support and
how the information in “Spring Sweetness” would be useful to someone who is starting a maple syrup
farm.
Scoring Guide for Open Response Question (2013)
Graphic
Spring Sweetness – Booklet 2 – Question 6
Code 40
Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., it tells you the time to
collect sap (Mid-Feburary to early April), what type of trees to collect sap from sugar maple, black maple;
you can use a spile…sap pipelines to collect sap) to explain fully how the information in “Spring
Sweetness” would be useful to someone who is starting a maple syrup farm.