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"""
Comprehension Analysis Scoring Guide
Within the Text
(recalling details and summarizing)
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"
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Limited
1
Question
F
1
F
2
F
3
NF
9
NF
10
NF
11
Partial
2
Complete
3
Reflects little understanding of
the text.
Reflects partial understanding of the
text.
Reflects understanding of the
text.
Either does not respond
accurately or talks off the
topic.
Mentions a few facts or ideas but
does not include all important
information or ideas.
Includes important
information and ideas.
/3
Beyond the Text
(predicting, connecting, synthesizing, and inferring)
Beginning
1
Question
F
4
F
5
F
6
Reflects little
understanding of the
text.
Either does not respond
accurately or talks off
Progressing
2
Reflects limited
understanding of the
text.
Proficient
3
Reflects understanding
of the text.
Mentions a few facts or Includes important
ideas but does not
information and ideas
express the important
but neglects other key
or ideas.
understandings.
About the Text
(evaluating, analyzing, and critiquing)
the topic.
NF & & 12
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Advanced
4
Reflects deep
understanding of the
text.
Includes almost all
important information
and main ideas.
/4
!
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1) Examine assessment
item #8 to ensure its
quality.
Writing Quality Assessment Items
Selected Response Items
!
o True/False
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Constructed Response Items
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o Short Answer
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True/False
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o Avoid using qualifiers, opinions, and
negatives
o Use sparingly, as students have a
50-50 chance of guessing the
correct answer
Fill-in-the blank
o Position the blank at the end of the
sentence, if possible
o Limit the number of blanks in an item
o Blanks should be same length
o Be sure information prior
to/surrounding the blank is adequate
o May use a word bank
Matching
o Homogeneous in content
o Keep the matching set short
o Uneven number of items to be
matched OR items may be used
more than once
o Longer reading on the left,
matching items on the right
!
Short Answer and Essay Items
o Make the nature of the response
desired clear to the reader
o Develop and communicate scoring
criteria for the question
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responses.
Multiple-choice
o Problem clear in the item stem
o Stem stated in the positive when
possible
o Emphasize qualifiers in the stem
o All answer choices plausible
o Answer choices parallel in grammar and
length
o Avoid “all” or “none of the above”
o Answer choices in a logical order
o Avoid clues in answer choices
o One correct response possible
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Writing Quality Assessment Items
Selected Response Items
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Constructed Response Items
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length
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o Avoid clues in answer choices
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HANDOUT PAGE 2
MARZANO Research Laboratory
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Performance
Tasks
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WRITING
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Narrative
Grade 6
Score 4.0
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In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
Score 3.5
Score 3.0
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In addition to score 3.0 performance, partial success at score 4.0 content
The student will write grade-appropriate narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences (W.6.3):
• engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally and logically (W.6.3a)
• use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters (W.6.3b)
• use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to
another (W.6.3c)
• use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events (W.6.3d)
Sample Activities:
!"
Score 2.0
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something
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disappointment. Write about this event.
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B"
The students will include detailed descriptions and
accurate use of dialogue to develop the event.
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The student will recognize or recall specific vocabulary, such as:
Sample Activities:
• character, clause, conclusion, context, convey, description, detail, dialogue, engage, event, experience, logical, narrative, narrator,
organize, orient, pacing, phrase, precise, relevant, sensory, sequence, setting, technique, time frame, transition
Using a graphic organizer provided by the
#$%6'$4"-&&)-$,"%'",%+//"
teacher, the students will write a personal
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narrative to the following prompt:
• write narrative pieces using a teacher-provided template or graphic organizer
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Score 1.0
E"
No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
The student will perform basic processes, such as:
at score 2.0 content, and major errors or omissions regarding score 3.0 content
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following prompt:
• provide a conclusion that follows from the narrated experiences or events (W.6.3e)
Score 2.5
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Think about a time you were surprised something
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1. Before developing a performance task, determine what skills and/or knowledge need to be
assessed.
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4. Decide what the ideal response should look like, then write a task or prompt that clearly defines
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5. Make sure the task or prompt is clearly defined and not too broadly stated.Too broad: “Discuss
the effect of oil spills on the environment.” Better: “Discuss the environmental impact of oil spills
on coastal communities.”
6. Clearly state time limits, length expectations, and the value of each task.
7. A well-written performance task will have a well-written set of evaluation criteria (often
called a "rubric") that is clearly understood by the students. At the same time you're writing the
task, develop a model response and an unambiguous scoring guide. For example, if the task is an
essay, do you expect examples and/or supporting details? How many? Do you expect an interesting
introduction? Include these requirements in the task. Developing the rubric will help you make sure
the task is clearly defined.
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10. Limit the number of criteria in the rubric; lists of more than 10 tend to become unmanageable.
11. If possible, arrange criteria in the order in which they are likely to be observed.
12. After the task or prompt has been written, try responding to it yourself — or have a colleague try
it — to find out whether it will really get the kind of results you desire.
13. After the assessment has been administered, analyze the kind of responses it produced. If it didn't
elicit what you consider valuable outcomes, you might need to rewrite the task before using it
again — don't automatically assume the students did not learn or that the performance assessment
is useless.
14. Provide feedback! This feedback needs to be more than just a number. It needs to provide
descriptive, constructive information that can help students do better the next time.
12
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