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Assessment of Reading, Writing and Mathematics:

Junior Division, 2016

Released Assessment: Item-Specific Rubrics and

Sample Student Responses with Annotations

Student Booklet: English, Junior Reading

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Q.5 How do the details in paragraph 5 show Marilyn’s character? Use specific examples from the text to support your answer.

Code

Descriptor

B

Blank: nothing written or drawn in the space provided

I

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., .)

10

Response attempts to explain how the details in paragraph 5 show Marilyn’s character.

The response either:

answers an aspect of the question OR

does not refer to the reading selection OR

provides inaccurate support

20

Response indicates a partial understanding of how the details in paragraph 5 show Marilyn’s

character. 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.

30

Response indicates an understanding by explaining how the details in paragraph 5 show

Marilyn’s character.

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 how the details in paragraph 5 show

Marilyn’s character and provides specific and relevant support.

Scoring Guide for Open Response Question (2016)

Short Narrative Marilyn Bell Q5

How do the details in paragraph 5 show Marilyn’s character? Use specific examples from the

text to support your answer.

Code 10

- Identifies physical attributes only with no supporting details as to how these are evident

- Describes how Marilyn was feeling rather than how the details show her

character



How do the details in paragraph 5 show Marilyn’s character? Use specific examples from the text to

support your answer.

Code 20

- Indicates a partial understanding of how the details in paragraph 5 are used to

show Marilyn’s character (by telling us what kind of person she is like; gives the reader

an image of what it looked like)

- Provides limited support (“turned exhausted eyes”)



How do the details in paragraph 5 show Marilyn’s character? Use specific examples from the


Code 30

- Identifies trait/attribute: exhausted

- Provides some accurate and relevant support (using detailed words like “exhausted”

and “steady front crawl”)

- Provides some underdeveloped support (she is just a human and she gets tired and

can’t just do it all at once, she needed to take a break.)

- Reader is required to make some connection between the support and how this is used to show Marilyn’s character.



How do the details in paragraph 5 show Marilyn’s character? Use specific examples from the text to

support your answer.

Code 40

- Identifies trait/attribute: Marilyn is strong

- Supporting details are specific and relevant (when she starts something she wants to finish it; she

was going to swim Lake Ontario… she put her heart out on her swim and did her best)

- Explains fully how the details in paragraph 5 show Marilyn’s character (the words the writer

used to descrive what Marilyn did… let us visualize or get an idea of what type of person Marilyn is;

the writer told us what she did, her actions reflect who she really is)

Q.6 Explain why Marilyn Bell could be considered a role model for young people. Use information from the text to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain why Marilyn bell could be considered a role model for young

people.





20

Response indicates a partial understanding of why Marilyn bell could be considered a role

model for young people. The response provides:





prove.

30

Response indicates an understanding by explaining why Marilyn bell could be considered a

role model for young people.






40

Response indicates an understanding by explaining fully why Marilyn bell could be

considered a role model for young people and provides specific and relevant support.


Short Narrative – Marilyn Bell – Q6

Code 10

- Attempts to explain why Marilyn Bell could be considered a role model for young

people.

- Answers an aspect of the question

- This response could be about any role model. There is no connection to the reading

selection. What is “it”?



Code 20

- Indicates a partial understanding of why Marilyn Bell could be considered a role model but does not provide the relevance of her actions to young people

- Provides limited supporting details

- Reader is left with the question, “Why is swimming Lake Ontario a “great” thing?”

(she is the first, she was so young etc.)

- Reader must make the connection between the support and what it’s intended to prove.



Code 30

- Indicates an understanding of why Marilyn Bell could be considered a role model by providing a list of what she did (swam across Lake Ontario…swam the Strait of Juan de Fuca in

British Columbia)

- Provides some accurate and relevant supporting details (at 17 she was the youngest person

ever to swim the English Channel) and some underdeveloped support (She could be a role

model for young people.)

- Reader is required to make some connection between the support and how this makes Marilyn Bell a role model for young people.



Code 40

- Identifies a quality of a role model: she herself was young when she did something “historic”

- Explains how Marilyn Bell’s actions showed this quality: Only 16 years old, and at 17

- Supporting details are specific and relevant (She swam “Lake Ontario” and the “English

Channel” being young Marilyn even made a change about opinions about “women’s athletic

abilities”)

- Fully explains connection between actions and how this could make her a role model for young people (It proves that anybody can be a good athlete; proving you can make a difference)

Q.11 Explain why the tree is called “King of the Forest.” Use specific details from the text

to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain why the tree is called “King of the Forest”.





20

Response indicates a partial understanding of why the tree is called “King of the Forest”.

The response provides:





prove.

30

Response indicates an understanding by explaining why the tree is called “King of the

Forest”.






40

Response indicates an understanding by explaining fully why the tree is called “King of the

Forest” and provides specific and relevant support.


Poem

King of the Forest – Q11

Code 10

- Attempts to explain why the tree is called “King of the Forest” by identifying an attribute: been

there for 200 years

- Answers an aspect of the question

- How does having been there 200 years make the tree like a king?


Poem


Code 20

- Indicates a partial understanding of how the tree’s attributes compare to those of a king

- Identifies attributes of the tree only: 200 years old; oldest tree out of all

- Provides limited support (oldest tree out of all the trees that are there) and the reader must make a

connection between the support (oldest) and how they compare to those of a king


Poem


Code 30

- Indicates an understanding of how these attributes compare to those of a king

- Identifies attributes of the tree: old, popular

- Provides some accurate and relevant supporting details (it is old…that despite my 200 years I’m still quite fit; alot of people visit it) and some underdeveloped support (it is popular because…Kings are

popular)

- Reader is required to make some connection between “old” and how this compares to a king


Poem


Code 40

- Identifies attributes of the tree: lived for 200 years, so very tall and animals adore to live in him

- Support is specific and relevant and used to fully explain how these attributes correspond to those

of a king (its his job to care for his people, well by letting the animals live in him and on him…)

Q.12 Explain how the tree feels about the changing seasons. Use specific details from the


Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain how the tree feels about the changing seasons.





20

Response indicates a partial understanding of how the tree feels about the changing seasons.

The response provides:





prove.

30

Response indicates an understanding by explaining how the tree feels about the changing

seasons.






40

Response indicates an understanding by explaining fully how the tree feels about the

changing seasons and provides specific and relevant support.


Poem- King of the Forest Q12

Code 10

- Attempts to explain how the tree is feeling by answering an aspect of the question

- Identifies what the tree does only, not how it feels



Code 20

- Identifies feelings (happy, sad, lonley) and relates each to the corresponding season (summer and

spring, fall, winter)

- Lacks text support for why the tree feels the way it does

- The response requires the reader to connect the feelings to what happens in each season.



Code 30

- Identifies one feeling: (happy)

- Relates feeling to one season: summer

- Support is specific and relevant for summer (it has lots of visitors)

- Feeling for winter is missing support so it is underdeveloped. Reader is required to

make some connection between support for winter and how the tree must be feeling.



Code 40

- Identifies feelings: happy, sad, happy

- Relates each feeling to its respective season: summer, winter

- Provides evidence that is specific and relevant (a mother robin…longest branch; some of my friends…oak and the pine)

- Response fully explains connection between feelings and seasons

Q.5 Explain the importance of the training and preparation for Baumgartner’s jump. Use information from the text to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain the importance of the training and preparation for

Baumgartner’s jump.





20

Response indicates a partial understanding of the importance of the training and preparation

for Baumgartner’s jump. The response provides:





prove.

30

Response indicates an understanding by explaining the importance of the training and

preparation for Baumgartner’s jump.






40

Response indicates an understanding by explaining the importance of the training and

preparation for Baumgartner’s jump and provides specific and relevant support.

Scoring Guide for Open Response Questions (2016)

Informational

Rocketman- Q5

Code 10

- Attempts to identify the importance/need for training (knows what to do)

- Does not identify potential problems from the text (if something goes wrong)

- Lacks specific consequences of no training or benefit of having the training


Informational

Rocketman- Q5

Code 20

- Identifies the importance/need for training (able to controle it)

- Identifies potential problems (proplemes, glitches)

- Identifies consequences of no training or benefit of having the training (came down safe)

- Provides vague text support

- Reader is required to connect the support and the importance of training and preparation for the jump.


Informational

Rocketman- Q5

Code 30

- Identifies the importance/need for training (knew exactly what to do) – vague support

- Identifies potential problems (started to spin and his visor fogged up) – accurate and relevant support

- Consequences of no training or benefit of having the training are underdeveloped

- Reader is required to make some connection between the support and the importance of training and

preparation for the jump.


Informational

Rocketman- Q5

Code 40

- Identifies the importance/need for training (wouldn’t have known how to stop these problems)

- Identifies potential problems (visor fogged up and he started spinning)

- Identifies consequences of no training or benefit of having the training (increasing the risk of death)

- Specific and relevant text support and response fully explains importance of training and preparation for

Baumgartner’s jump.

Q.6 Explain the value of Felix Baumgartner’s jump. Use details from the text to support your answer.

Code

Descriptor

B


I




Typical responses:



10

Response attempts to explain the value of Felix Baumgartner’s jump.





20

Response indicates a partial understanding of the value of Felix Baumgartner’s jump. The

response provides:





prove.

30

Response indicates an understanding by explaining the value of Felix Baumgartner’s jump.






40

Response indicates an understanding by explaining the value of Felix Baumgartner’s jump

and provides specific and relevant support.


Informational

Rocketman – Q6

Code 10

- Attempts to explain the value of Baumgartner’s jump (a goal the he himself wanted to reach it)

- Does not identify a result of the jump


Informational

Rocketman – Q6

Code 20

- Identifies a result of the jump (using the info; there wouldnt be that reserch)

- Identifies value to others (the NASA)

- How the information will be used for spacesuits is vague (using the info for spacesuits) What

info? To do what?

- Response requires the reader to make a connection between the support and how this explains the value of the jump.


Informational

Rocketman – Q6

Code 30

- Identifies a result of the jump (the North American Space agency benefited from it; collected data)

- Identifies value to others (to perfect their spacesuits, help astronauts in outer space) as well as to Felix

(accomplished his goal)

- How the data collected might help astronauts survive is underdeveloped

- Response requires the reader to make some connections between the support and how this

explains the value of the jump


Informational

Rocketman – Q6

Code 40

- Identifies a result of the jump (space agency’s are using information …and also collected data)

- Identifies value (to others) (to help perfect spacesuits, help future astronauts survive in spae)

- Explains how the data collected might help astronauts survive (if they have to bail from a high altitude)

- Provides specific and relevant text support that explains the value of the jump

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