graduation-required assessment for diploma written ... · graduation-required assessment for...

Graduation-Required Assessment for Diploma

Written Composition

Item Sampler

2007

MN Grad Sampler 6/21/07 11:14 AM Page i

MN Grad Sampler 6/21/07 11:14 AM Page ii

What would be your dream job? Tell about that job andexplain why it would be a good job for you.

Include details so your reader will understand your choice.

Remember you are writing for an adult reader.

REMINDERS

Write as neatly as possible.Make sure your composition has the following:

a clear, focused central idea

supporting details (reasons, examples)

a logical organization (beginning, middle, end)

correct spelling, grammar and punctuation

complete sentences

MINNESOTA

GRAD & BST

WRITTEN COMPOSITION

(Item Sampler)

WRITING PROMPT FOLDER

PROMPT #1

MN Grad Sampler 6/21/07 11:14 AM Page iii

PREWRITINGTHIS PAGE WILL NOT BE SCORED.

USE PENCIL ONLY WRITE INSIDE LINES ONLY

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MN Grad Sampler 6/21/07 11:14 AM Page iv

PREWRITINGUSE PENCIL ONLY WRITE INSIDE LINES ONLY

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THIS PAGE WILL NOT BE SCORED.

MN Grad Sampler 6/21/07 11:14 AM Page v

PREWRITINGUSE PENCIL ONLY WRITE INSIDE LINES ONLY

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THIS PAGE WILL NOT BE SCORED.

MN Grad Sampler 6/21/07 11:14 AM Page vi

BIRTH DATE

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Adult Basic EducationHome Schooled

If any preprinted student information isincorrect, you must use a new answerdocument and bubble in all studentinformation.

SCHOOL USE ONLY

STUDENT'S LAST NAME MSTUDENT'S FIRST NAME

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MARSS NUMBER

District Name:

School Name:

ACCOMMODATIONS

24BROATD

PRESENTATION RESPONSE

CASC

If used, this document MUST bereturned to Pearson EducationalMeasurement after testing.

Minnesota AssessmentGRAD & BST of Written Composition

Mar

k R

efle

x® b

y N

CS

Pea

rso

n IM

-172

145-

102:

6543

21IS

D63

48P

rin

ted

in U

.S.A

.

Prompt #1

PROMPT

Prompt #2

For PEM use only

Prompt #3

FEMALE

MALE

GENDER

9

10 12

11

GRADE DURINGTHE 2006-2007SCHOOL YEAR

TEST CODES

ABS

ALT

INV

REF

3-year LEP rule(BST only)

MN Grad Sampler 6/21/07 11:14 AM Page vii

FINALTHIS PAGE WILL BE SCORED.


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MN Grad Sampler 6/21/07 11:14 AM Page 2



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1a

MN Grad Sampler 6/21/07 11:14 AM Page 1a

2a

How the GRAD Item Sampler Was CreatedThe Item Sampler mirrors the format of the GRAD Written Composition as the writingprompt folder and answer sheet each reflect the way the test will look. Prior to testing, theGraduation-Required Assessment for Diploma (GRAD) Item Sampler prompts are reviewed thoroughly by Minnesota teachers; they have also been evaluated for appropriateness and biasby advisory panels of education professionals from across the state to ensure no specializedknowledge is required. In addition, Minnesota students have responded to these prompts on previous tests.

Students may use an expository/informational mode with narrative and persuasive elments todevelop this compostion. Students may choose to respond to prompts in many ways and may draw from a variety of personal experiences. Students should make effective choices in theorganization of their writing. They should include details to illustrate and elaborate their ideasand use appropriate conventions of the English language.

score between 0-6. A score of 3 or more is considered passing. Scorable papers not passing (scores 1 and 2) will be reviewed using the writing domains.

The GRAD Written Composition Item Sampler* has the following design: • 4-page writing prompt folder containing a writing prompt, a checklist of reminders and

pre-writing pages• Answer book with 3 pages for a student to write their final composition

*Note: Both the writing prompt folder and answer book have GRAD & BST at the top. The same promptsand answer books are being used for these tests as the BST is being phased out.

The Contents of This Teacher’s GuideThree sections are contained in this Teacher’s Guide:

• Scoring Rubric

The Scoring Rubric is used to consistently scorecompositions from year to year. Each composition isscored according to the criteria of this rubric, no matterthe prompt chosen for that year.

• Domain Reviewing Rubric

The Domain reviewing rubric is used to evaluate eachfeature of a writing sample with a non-passing score.

• Sample Paper Annotations

These annotations show how different types of student responses were scored based onthe Scoring Rubric. They also explain why certain responses received the scores theydid. Teachers can use these annotations to prepare students in writing thoroughcompositions. Papers receiving a score of 1 or 2 are also reviewed using the domainreviewing rubric.

Students will respond to one prompt. The response is scored holistically, giving the paper a


3a

State Standards & Test Specifications

The Item Sampler is primarily intended to familiarize teachers and students with the format ofthe test. The best preparation for the content of the Graduation-Required Assessment forDiploma is done as a part of your curriculum planning. When doing that, reference theMinnesota Academic Standards and the Minnesota Graduation-Required Assessments forDiploma test specifications. For further questions about the GRAD, email us [email protected].


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5a

• has a beginning, a middle and an end.

• demonstrates a control of language that enhances the overall quality of the response.

• may have errors in sentence formation, usage and mechanics, but they do not detract from the

overall quality of the composition.

Score Point 3 = Proficient Composition – Passing

The composition:

• is related to the assigned topic.

• has a central idea that is clearly expressed.

• has some supporting details and sufficient development.

• has a beginning, a middle and an end.

• may present minor obstacles for the reader in moving from idea to idea.

• may have errors in sentence formation, word usage and mechanics, but they do not substantially

detract from the overall quality of the composition.

Score Point 2 = Below Proficient Composition - Not Passing

The composition:


• may be somewhat focused.

• may lack a beginning, a middle or an end.

• may present obstacles for the reader in moving from idea to idea.

• may contain errors in sentence formation, word usage and mechanics that are frequent enough to


Score Point 1 = Below Proficient Composition - Not Passing

The composition:


• is very difficult to follow.

• may lack a coherent focus.

• is disorganized.

• may contain errors in sentence formation, word usage and mechanics that are frequent enough to



6a

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SCORE POINT 1 – SAMPLE PAPER A

FINAL SCORE: 1

This response represents a below basic composition. Although it is related to the assigned topic

(I think my dream Job wood be draing buleperns for houes or bielding.) and is somewhatfocused, errors in sentence formation (I think that. I wood Be good at Becaes it is my dream jod.

I wood like to make up my time I wood like to work and that is wie.) and mechanics are

overwhelming and substantially detract from the essay’s overall quality. Non-phoneticmisspellings of simple words (clss, jod, mied, sent, moneing, dieny) are obstacles to the reader

and make the paper very difficult to follow. Score point 1.


9a

Score Point 1Sample Paper A

COMPOSING

Developing Skills. This response has a single, clear central idea (I think mydream Job wood be draing buleperns for houes or bielding.) and providesadequate elaboration (Becaes I arerutea hade some clss on bule perns draing;I like to see wut I mad; I kin taek sum pried in wat I mad; Thin I kin make a buleperns of a houes and sale it for sint amont of moneing.) to explain what thewriter likes about this work and how they hope to profit by it. Closure (I will begood at it becaes it is my dream job.) is attempted.

STYLE

Minimal Skills. The vocabulary in this response remains vague and generalwith no specific or selected information. Sentences are short and choppy dueto fragmentary constructions (I think that. I wood Be good at Becaes it is mydream jod.) and no sense of voice is discernable.

SENTENCE FORMATION

Minimal Skills. The majority of the sentences are fragments (I think that.;Becaes I like to see wut I mad.; Thin I kin taek sum pried in wat I mad.) andanother is a run-together (I wood like to make up my time I wood like to workand that is wie.) There is no evidence of knowledge of sentence elements.

USAGE/GRAMMAR

Minimal Skills. Errors in usage (wood for would; thin for then; sum for some;mad for made; kin for can; owe for own; sale for sell) affect meaning and makethis response difficult to read.

MECHANICS/SPELLING

Minimal Skills. Severe misspellings of simple words, phonetic and non-phonetic (draing, houes, hade, mied, jod, wie, Becaes, moneing) are frequentand disruptive.


10a

SCORE POINT 1 – SAMPLE PAPER B

FINAL SCORE: 1

This response represents a below basic composition. Although it is related to the assigned topic

(My dream job is to pant carss.) and is somewhat focused, errors in sentence formation (But if

you do avrething rit ti will tren out rite and finish; gerat win it is don rite. Things you need topant.) and mechanics are overwhelming and substantially detract from the essay’s overall

quality. Non-phonetic misspellings of simple words (moen, hrd, botey, ti, gerat) are obstacles to

the reader and make the paper very difficult to follow. Score point 1.


11a

Score Point 1Sample Paper B

COMPOSING

Minimal Skills. Though this response does have a clear central idea (My dreamjob is to pant carss.), it exhibits a more list-like quality (It is fun and the moen isgood. Panting is so ex [easy] that I can pant in my sleep. The hrd part of pantingis the botey wrck.) rather than any real elaboration, including one actual list of“Things you need to pant.” No closure is attempted.

STYLE

Minimal Skills. The sentences in this response are basic and choppy (Mydream job is to pant carss. Panting is wat I like to Do. It is fun and the moen isgood. Panting is so ex that I can pant in my sleep.) and the vocabulary remainsbasic and vague. No voice is discernable.

SENTENCE FORMATION

Minimal Skills. Sentence formation errors (But if you do avrething rit ti will trenout rite and finish job are gerat win it is don rite.; Things you need to pant.) occurwhen this writer attempts more than basic constructions. Very little knowledge ofsentence elements is demonstrated.

USAGE/GRAMMAR

Developing Skills. Except for one problem where usage errors make for difficultreading (and finish job are gerat) the majority of features are handled well. Thereis no pattern or variety of errors that indicates a serious problem.

MECHANICS/SPELLING

Minimal Skills. Non-phonetic misspellings of simple words (moen, ex, hrd,botey, ti, gerat, Sragun, Raprater, cupraser) create major obstacles for thereader and make the paper difficult to follow.


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13a

SCORE POINT 2 – SAMPLE PAPER A (Continued)

FINAL SCORE: 2

This response represents a below basic composition. It is related to the assigned topic and

remains focused on the central idea (My dream job would include the major qualities that I haveas a person.), but the development is vague and confusing, creating obstacles for the reader

(Would you like to travel or sleep and eat less. Be willing to lose slight damplacation that may

interfer along the way. It is very common for people to find different interests or even they may

find a better position and higher payed position. are you making to much of an effort whenpeople are not willing to accept. rough times in the home or where ever the money is a

factor...this is what my dream job will consist of, and be.). Usage problems (well for good, to for

too), sentence structure errors (These are the questions I ask my self before I take on a job. andthe job would be helping people in the community go through some rough times in the home or

where ever the money is a factor but I will need to make good choices so that this dream could

come true this is what my dream job will consist of, and be.), and persistent problems with end

punctuation further detract from this response but are not nearly so severe as the level of errorassociated with a score point of 1 (a level that makes a response difficult to follow).

Score point 2.


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Score Point 2Sample Paper A

COMPOSING

Developing Skills. This response contains a central idea, the three main factorsa person should ask to determine a dream job (dedacation or infactuation withthe job, see your self here in five years, how well is the income), and adequatelyelaborates on why these questions are important to consider. The studentprovides a paragraph for each factor, which while sometimes abstract, attemptsto develop each topic (would you like to travel or sleep and eat less; people tofind different interests or even they may find a better position). A clear closure isprovided in the concluding paragraph where the student briefly explains his orher own dream job (helping people in the community go through some roughtimes).

STYLE

Minimal Skills. While vocabulary may not be basic (dedacation; infactuation;income; interfer) it is vague, as the words selected do not have clear meaning inthe context of their use and there is little selective or specific informationprovided (put into it; find different interests; better position; held back; making tomuch of an effort). Little sense of audience is demonstrated and the essay readsawkwardly due to the vague vocabulary and difficulty in sentence construction.

SENTENCE FORMATION

Minimal Skills. This essay contains multiple sentence formation problems,including running sentences together without any punctuation (I think it isimportant to know how much dedacation you are going to put into it in order forthis to become your dream job would you like to travel or sleep and eat less.),simple fragments (Be willing to lose slight damplacation that may interfer alongthe way), and run-on sentences (And the job would be helping people in thecommunity go through some rough times in the home or where ever the moneyis a factor but I will need to make good choices so that this dream could cometrue) along side some correctly formed complete sentences.

USAGE/GRAMMAR

Minimal Skills. Basic usage errors with the use of incorrect words (well forgood, to for too) and incorrect word order (or even they may; how well is theincome to support you and maybe even the family; are you making to much ofan effort when people are not willing to accept ) cause some difficulty in readingthe response and affect meaning.

MECHANICS/SPELLING

Developing Skills. While this student does have a problem with the lack of theuse of question marks at the end of questions, these mistakes are not so severeas to be disruptive. The spelling mistakes that do occur tend to be in higher levelvocabulary words (dedacation; infactuation; interfer) and do not demonstrate astudent with little or no awareness of written language rules.


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FINAL SCORE: 2

This response represents a below basic composition. It is related to the assigned topic and remains focused on the central idea (If I had a dream job it would be a Dr.) but lacks the details

and development associated with higher score points. Usage problems (thier for they’re, Dr. for

doctors - plural) and a run-on sentence (After working as a Dr. I would go help other Dr.decome. detter Dr. then when I am done, I will take all my money and go home.) further detract

from this brief response but are not nearly so severe as the level of error associated with a

score point of 1 (a level that makes a response difficult to follow). Score point 2.


16a

Score Point 2Sample Paper B

COMPOSING

Minimal Skills. This response lacks the development necessary to beconsidered a satisfactory in composing. While there is a clear central idea (If Ihad a dream job it would be a Dr.) and an attempted closure (Thats my dreamjob! ), the remainder of the essay is list-like in its statements concerning what thestudent would do as a doctor (want to go allover the world; help people when inneed; help other Dr.).

STYLE

Minimal Skills. Word choices remain basic and vague throughout this response,except for the one attempt to list two different types of illnesses (Aids, Std’s).While the sentences are not simple short sentences, they do show a repetition instructure (it would be; The firt, thing I would do; I would go) that creates achoppy reading.

SENTENCE FORMATION

Minimal Skills. Given the limited amount of writing provided, the fact that onesentence is an obvious run-on (After working as a Dr. I would go help other Dr.decome. detter Dr. then when I am done, I will take all my money and go home)and another awkward, incomplete sentence (The firt, thing I would do to helppeople when in need is to see if thier sick, have virses, like Aids Std’s et…)leaves the response with only three correctly formed sentences.

USAGE/GRAMMAR

Minimal Skills. Usage problems, both in wrong words (thier for they are, Dr. forboth doctor and doctors) and word order (help I the people in need) do detractfrom the reading of this response and show a lack of consistent use of features.While these errors do not create major obstacles for the reader in understandingthe response, given the amount of writing, the variety, density and simplicity ofthe errors do demonstrate the students lack of understanding of usage andgrammar.

MECHANICS/SPELLING

Minimal Skills. Errors in spelling (allover; Firt; virses) and mechanics (Dr.; Aids;Std’s; et…) are disruptive. The response also has what appears to be a period inthe middle of a sentence (other Dr. decome. detter) and the only contraction(Thats) is missing the apostrophe. The variety of mechanic and spelling errorsdemonstrates little awareness of written language rules.


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FINAL SCORE: 3

This paper represents a basic passing composition. It is related to the assigned topic and has a

clearly expressed central idea (My dream job is to become a mechanic.). It has a beginning,

middle and end, with sufficient development and supporting details throughout (My freindsbrother is a mechanic, and he makes 25 dollars an hour. We stayed up all night and worked on

the car. Its always nice to be able to make a little extra money on the side.), though the

development becomes repetitious at times (being a mechanic would be fun...It was fun...which

was fun - being able to fix my own car. If my car breaks down I would be able to fix it.). Noobstacles are present. Errors in usage (freinds for friend’s, alot for a lot) and sentence structures

(I also think I would be a good mechanic and a good boss how about you?) are fairly minor and

do not substantially detract from the overall quality. The composition, however, does notdemonstrate a control of language that enhances its overall quality and is not well developed

with supporting details, preventing it from attaining a higher score. Score point 3.


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20a

SCORE POINT 3 – SAMPLE PAPER B (Continued)


21a

FINAL SCORE: 3

This paper represents a basic passing composition. It is related to the assigned topic and has a

clearly expressed central idea (to be a spanish talk show host in Mexico.). The progression leading up to the final “Dream Job” was not seen as a loss of focus. It has a beginning, middle

and end, with sufficient development and supporting details throughout (It started when I was a

little girl, and over the years has formed into my goal. I discovered the six o’clock news. We

went out into the neighborhood and interviewed any one that would talk to us.). Errors in usage (than for then, you for a your) and sentence structures (Although it was about to make a small

change.) are fairly minor and do not substantially detract from the overall quality. The

composition, however, does not demonstrate a control of language that enhances its overall quality and is not well developed with supporting details, preventing it from attaining a higher

score. Score point 3.


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25a

FINAL SCORE: 4

This response represents a competent composition. It is related to the assigned topic and has a

central idea that is clearly expressed (I prefer to dream about becoming an obstritician). The

paper is well developed with supporting details (Six years of regular college, three years

medical school, and three years of working in a hospital before legally becoming a doctor will be very hard work. Also, the 36 hour Shifts will be difficult and make you want to quit. …you get to

help the parents throughout the pregnancy, deliver the baby, and watch the child grow and

develop). The response has a beginning, middle and end, and it demonstrates a control oflanguage that enhances the overall quality of the composition (Obstriticians don’t get fame and

glory, but they do help many people, experience the miracle of birth…. I personally think

becoming an Obstritician would be the best job for me. Where else do you get to deliver babiesand experience the miracle of birth? nowhere. That would give me a great sense of

accomplishment and would fulfill my life dream). Errors do not detract from the overall quality.

It is the combination of all these factors that results in a score point 4.


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28a

FINAL SCORE: 4

This response represents a competent composition. It is related to the assigned topic and has a

central idea that is clearly expressed (to become a famous singer). The paper is well developed

with supporting details (We would stay longer in sunny states, and make the cold states shortand sweet. I would enjoy getting up on stage and singing for millions of people, and hopefully I

would write my own music. I would write inspirational lyrics. I would only be in the music

business for a short time though, so I could start a family.). The response has a beginning,middle and end, and it demonstrates a control of language that enhances the overall quality of

the composition (I would love to travel around the world, sharing my talent with different people.

Traveling around the world performing concerts for months would be my dream. I would love to

make a positive impact on others). Errors do not detract from the overall quality. It is thecombination of all of these factors that results in a score point 4.


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32a

FINAL SCORE: 5

This response represents a skillful composition. It is related to the assigned topic and

consistently remains focused on the central idea of wanting to go into the medical field. The

writing is evenly and richly developed (For generations my family has had a number of members

interested in medicine. The biggest “‘suspect’” for my desire to become a doctor is my mother …She is a General Practitioner …). It has an effective beginning, middle, and end, and its

progression of ideas results in an overall sense of wholeness. The specific and engaging word

choice is indicative of a control of language that helps enhance the overall quality of theresponse (I have heard stories of little children, my age or even younger, being hit by the car of

an extremely careless if not drunk driver or even beaten to death by their own parents, of

desperate citizens who have committed suicide in their bathrooms or of old ladies or gentlemenkilled by a sudden heart attack.). Finally, although there are occasional errors in sentence

formation, word usage, and mechanics, they do not detract from the overall quality of this skillful

composition. Score point 5.


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36a

FINAL SCORE: 5

This response represents a skillful composition. It is related to the assigned topic and

consistently focuses on the central idea of wanting to become a teacher. The writing is evenly

and richly developed with selected supporting detail (He treated everyone the same no matter

your gender or ability. I was sad to see that class come to an end, but I will always rememberthe impact Mr. Troughbaugh made on my life. This was when I was sure I wanted to become a

teacher.). It has a beginning, middle, and end and its unified progression results in an overall

sense of wholeness. A control of language is apparent in the use of word choice which is bothengaging and specific (One of my favorite things about this class is making my weekly lesson

plan. While I make it I have the opportunity to gather information from multiple resources. I get

to decide what the best way to teach them a specific lesson would be.). Very few errors insentence formation, word usage, and mechanics are present, and they do not detract from the

overall quality of this skillful composition. Score point 5.



37a


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FINAL SCORE: 6

This response represents an exceptionally skillful composition. It is related to the assigned topic

and consistently remains focused on wanting to become a pastor. The writing is richly and

evenly developed with ample selected supporting detail and elaboration that serves to clarify the

central idea (I have no idealistic view of a glorious ministry, or perpetually perfect congregationswithout dissent and problems. I harbor no illusions of always having funds to keep up with the

Jonses, nor do I believe that the path I’ve chosen is without it’s bumps and hardships.). This

piece has a purposefully crafted beginning (‘Pastor? You want to be a Pastor?! You mean like aPriest? Why would you want to do that?), middle, and end, which contribute to the overall sense

of wholeness. One of the paper’s strengths is the control of language exhibited through precise,

engaging word choice and purposefully rhythmic sentences. (Pastors, Ministers, Priests, Clergymen; whatever the title, are seen with many misconceptions. you can’t be normal and

have any fun if you’re a pastor,’ or, ‘don’t you have to wear one of those tall hats?’ No matter

how many people don’t understand why I’d want to be a pastor, who don’t understand why I

don’t care about making millions, or becoming a star athlete; I know for a fact it’s what I want todo.). Finally, a few minor errors in sentence formation, word usage, and mechanics are present

in this exceptionally skillful composition. Score point 6.

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43a


FINAL SCORE: 6

This paper represents an exceptionally skillful composition. It is related to the assigned topicand remains consistently focused on the central idea of wanting to become an anthropology

professor. It is evenly and richly developed with ample selected supporting detail that helps to

expand the central idea ([Anthropology] calls us to examine human life and how it shapes itselfinto specific cultures that vary throught the Earth. Studying cultures and ethnicities provides

insight into our behaviors and needs as humans.). The writing is crafted with a beginning,

middle, and end, and its unified progression of ideas results in an overall sense of wholeness.The control of language—including precise, engaging word choice and varied sentences—

enhances the overall quality of the response (The world of education is made rich with the

potentials and dreams that exist in the individual; it is a world that I would surely like to be a part

of.). Additionally, this essay demonstrates a command of the rules for sentence formation, word usage, and mechanics, as very few errors are present in this exceptionally skillful piece.

Score point 6.


GRAD WC ITEM SAMPLER MANUAL 2007


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