Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Benchmark Reading Assessment
Grade 10
Grading Period 4
“Tourists are Modern-day Miners in Georgia’s Dahlonega”
“King Midas and the Golden Touch”
“Ozymandias”
1
Reading Assessment
Teacher Directions
Purpose:
The purpose of the assessment is to determine each student’s ability to demonstrate skill in the
assessed targets and to inform instruction.
Time:
Approximately two class periods.
Preparation prior to the assessment:
•
Read the Directions for Administration (below) and the student passages (in student packet).
•
We recommend you familiarize yourself with the assessment by taking it prior to giving it to the students.
•
Check that you have a student packet for each student. Make additional copies, if needed.
Remind students that they:
•
need to bring materials for independent work/reading on the assessment days.
•
may use pencil only for the assessment.
•
need to know their access codes for computer login during the assessment.
•
may NOT take the test home.
•
may NOT use a dictionary or thesaurus for the assessment.
•
will NOT be able to get assistance from you during the assessment.
Directions for Administration
Before testing begins:
1.
Inform students
that this reading assessment is for collecting evidence of each student’s ability to read and
answer independently. Assessments may not be taken home. Using a dictionary and/or a thesaurus is not
allowed.
2.
Remind students to:
•
preview the reading passage and assessment questions before beginning.
•
code and mark the text passages to help identify important details.
•
reread any part of the passage to find evidence to support their answers.
•
remain seated throughout the assessment period and to work quietly or read independently when finished
with the assessment. (Exception: if students are entering scores on the computer)
To begin testing:
Pass out student packets and make certain each student has a pencil.
Review reminders listed above the Directions for Administration.
Daily:
Collect student packets at the end of
each period
.
Please
do not
allow students to take booklets home
to finish assessment.
Entering student data:
Enable the CCBA tool for students (see CCBA directions).
Provide an opportunity for students to enter multiple choice answers into the CCBA tool.
IMPORTANT – Remember to disable CCBA tool for the class at the end of each period.
Use of data:
The purpose of the assessment is to determine each student’s ability to demonstrate skill in the
assessed targets and to inform upcoming instruction. Utilize baseline scores
for instructional planning and
targeted instruction. It is up to teacher discretion whether mid-year assessments
are used for a grade.
*Please note: No pre-teaching or coaching
of assessment is allowed.
This is a secure test
. Check with your IFL regarding procedures (shredding, storing, etc.)
2
Secondary Reading Strands and Targets
Literary Texts
Literary Comprehension: The student comprehends important ideas and details in literary texts.
LC01 The student demonstrates understanding of major ideas (theme or message) and supportive details of
literary texts.
LC02 The student summarizes literary texts (with evidence from reading).
LC03 The student makes inferences or predictions about literary texts (based on the reading).
LC04 The student interpret general and specialized vocabulary critical to the meaning of the text.
Literary Analysis: The student analyzes, interprets, and synthesizes ideas in literary texts.
LA05 The student applies understanding of literary elements (genres, story elements such as plot, character,
setting, stylistic devices) and graphic elements/illustrations.
LA06 The student compares/contrasts elements of the text or makes connections within the text.
LA07 The student compares/contrasts (elements of texts) or makes connections or synthesizes among or
between texts.
Literary Critical Thinking: The student thinks critically about literary texts.
LT08 The student analyzes author's purpose and evaluates effectiveness for different audiences.
LT09 The student evaluates reasoning and ideas/themes related to the text.
LT10 The student extends information beyond the text (apply information, give a response to reading, express
insight gained from the reading).
Informational Texts
Informational Comprehension: The student comprehends important ideas and details in informational
texts.
IC11
The student demonstrates understanding of major ideas and supportive details of informational texts.
IC12
The student summarizes informational (with evidence from the reading) and task-oriented texts.
IC13
The student makes inferences or predictions (based on the reading) about informational/task-oriented
texts.
IC14
The student interprets general and specialized vocabulary critical to the meaning of the text.
Informational Analysis: The student analyzes, interprets, and synthesizes ideas in informational texts.
IA15 The student applies understanding of info/task elements, graphic elements and illustrations. Applies
understanding of text features (titles, headings, and other information divisions, table of contents, indexes,
glossaries, prefaces, appendices, captions) and graphic features.
IA16 The student compares/contrasts elements of the text or makes connections within the text.
IA17 The student compares/contrasts or makes connections or synthesizes among or between texts.
Informational Thinking Critically: The student thinks critically about informational texts.
IT18
The student analyzes author's purpose (including distinguishing between fact and opinion) and evaluates
effectiveness for different audiences.
IT19
The student evaluates reasoning and ideas/themes related to the text.
IT20
The student extends information beyond the text.
3
Benchmark Reading Assessment
Scoring Guide
Grade 10 – Grading Period 4
Please refer to attached
Reading Strands and Targets
document on preceding page.
Multiple Choice Items – 1 point each
Student
MC
Answers
Strand and Target
Evidence to support MC answers
1.
C
IC11
Main Idea
C is correct because the section “Tourists Only” describes how tourists can
visit the goldmine, the town, and more. The other answers are main ideas
from the other sections.
2.
A
IC12
Summarize
Between 1828 and 1920 the text states, “the discovery set off a rush” and
“prospectors poured into the region by the thousands.”
3.
C
IC13
Predict/Inference
While A, B and D are true; C is the best choice about why people visit
Dahlonega---there are many different activities.
4.
B
IC14
Vocabulary
The “fetes” are the festivals or celebrations taking place in the town.
5.
D
IA15
Text Features
The purpose of the map is to show how far Dahlonega is from San Francisco,
California.
6.
C
IA16
Compare/Contrast
California and Georgia are both locations of major gold discoveries.
7.
A
IA17
Cause and Effect
Paragraph 3 states that the federal mint was closed by the onset of the Civil
War.
8.
A
IT18
Author's Purpose
B, C and D are directly stated in the article as facts. Only A is an opinion.
9.
B
IT19
Evaluate Reasoning
When the gold ran out, people used the remaining resources in different ways,
such as museums and stores.
10. B
IT20
Extend Beyond Text
Resourceful describes the people who made an old gold rush town into a
tourist center. There is no indication from text of A, C, D.
11. B
LC01
Theme
In the end, King Midas gave up gold for love and contentment.
12. C
LC02
Summarize
King Midas realized unpleasant consequences when everything he touched
turned to gold, including his daughter.
13. D
LC03
Predict/Inference
Paragraph 9 states that Silenus began to look worried when Midas threatened
to tell Dionysus.
14. A
LA04
Vocabualry
Only A can be true. Paragraph 1 states that despite all that he had he was still
discontented (unhappy). He wanted . . . . .
15. C
LA05
Literary Elements
Silenus was impish when he chose to drink the wine, crawled into the bushes
to take a nap, and then tried to bargain his way out of trouble.
16. D
LA06
Compare/Contrast
Midas suffered the consequence of turning everything into gold. Silenus
suffered the consequence of being discovered by Midas after drinking too
much wine.
17. B
LA07
Cause and Effect
Paragraph 14 states “Suddenly, Midas felt doubtful. Gone were the colors
and the glorious perfume. The garden was still and lifeless.”
18. A
LT08
Author's Purpose
Midas came to regret his wish because he didn't consider all of the
consequences.
19. B
LT09
Evaluate Reasoning
Midas’ flaw in reasoning was that he could not foresee that his golden touch
would have any negative consequences. He only considered the good---not
the bad of his choices.
20. B
LT10
Generalize
After Midas prioritized, he realized his daughter and his life were more
important than gold.
21. C
LC01
Theme
It was pride that allowed Ozymandias to build the statue which decayed over
the years.
22. D
LC02
Summarize
Lines 1 & 2 describe how a traveler tells about an "antique land" and tells the
story of Ozymandias.
23. D
LC03
Predict/Inference
Where Ozymandias had once ruled, there is nothing but sand, see lines 10 &
11.
4
24. A
LA05
Literary Elements
Ozymandias believes he is superior, see lines 10 & 11.
25. B
LA06
Compare/Contrast
See paragraph 1 of "King Midas and the Golden Touch" and lines 10 & 11 in
the poem "Ozymandias."
26. D
LA07
Cause and Effect
See lines 4, 13 & 14 in the poem, describing the wreck that remains of
Ozymandias' statue.
27. A
LT08
Author's Purpose
Even though Ozymandias was arrogant enough to build a statue in his own
honor, it was foolish to believe his statue would last forever.
28. D
LT09
Evaluate Reasoning
It is clear that Ozymandias does not understand that nature would decay his
work, regardless of his power.
29. C
LC04
Vocabulary
The sculptor had a great deal of intensity when he was creating the statue in
honor of Ozymandias.
30. A
LT10
Generalize
Based on this poem a reader could generalize that monuments decay and
crumble with time and because of nature---especially if they are not kept up
and refurbished.
Supplemental Test Questions
1. ER
IT19
Evaluate Reasoning
See following pages for scoring guide
2. SA
LT08
Author’s Purpose
See following pages for scoring guide
3. SA
LT10
Generalize
See following pages for scoring guide
Note:
SA
and
ER
stand for Short Answer and Extended Response items. The supplemental short answer and extended
response questions are optional but the scoring guide is found on the next pages.
5
Benchmark Reading Assessment
Supplemental Scoring Guide
Grade 10 – Grading Period 4
1
.
Extended Response – 4 points
Strand: Critical Thinking
Learning Target: IT19 Evaluate Reasoning
Is a family visit to Dahlonega a good idea? Provide
four
details from the selection to support your answer.
4
A
4-point response
states or implies whether or not it is a good idea by providing
all
of the
following:
• One text-based detail
• A second text-based detail
• A third text-based detail
• A fourth text-based detail
Example: Yes, visiting Dahlonega is a good idea. There is a lot to see there. You can visit the
gold museum, the Folkways Center, the Mountain Music and Medicine Show and go on the
Consolidated Gold Mine Tour.
3
A
3-point response
provides
three
of the elements listed above.
2
A
2-point response
provides
two
of the elements listed above.
1
A
1-point response
provides
one
of the elements listed above.
Text-based details may include, but are not limited to:
Yes, it would be a good idea to visit Dahlonega:
A lot to do/see
:
•
Gold museum
•
Landmarks—Price Memorial Hall
•
Shops, boutiques, arts, crafts
•
Folkways Center
•
Mountain Music and Medicine Show
•
Consolidated Gold Mine Tour
•
Panning for Gold
•
Dining at Smith house—southern delicacies
•
Canoeing, tubing, horseback riding
•
Babyland General Hospital—Cabbage Patch dolls
Historical Place
:
•
Landmarks—Price Memorial Hall
•
Historic Downtown
•
Antebellum Worley Homestead
•
National Register of Historic Places
No, it would be a good idea to visit Dahlonega:
There’s not a lot to enjoy
:
•
Canoeing, tubing, and horseback riding may not be fun.
•
Mining gold may not be fun.
•
Historical locations may not be fun.
•
Southern food, like chicken and okra, may not sound good.
•
Antiquing, Cabbage-Patch birthplace, and the kangaroo conservation center may not be fun.
•
Fetes may not be fun.
6
Benchmark Reading Assessment
Supplemental Scoring Guide
Grade 10 – Grading Period 4
2
.
Short Answer – 2 points
Strand: Critical Thinking
Learning Target: LT08 Author’s Purpose
The author’s purpose for writing this story may have been to show that greed is destructive. Provide
two
details from the selection to support this purpose.
2
A
2-point response
provides
two
text-based details to support the purpose that greed is destructive.
Example: The author shows that greed is destructive when King Midas cannot eat anything because it
is turned to gold and when he turns his daughter into gold.
1
A
1-point response
provides
one
text-based detail to support the purpose that greed is destructive.
Text-based details may include, but are not limited to:
King Midas:
•
“I shall be the wealthiest and most powerful king in the world.”
•
Turning the garden to gold and then feeling doubt because it was lifeless.
•
Turning the wine to gold and being unable to drink.
•
Turing the apple to gold and realizing he was unable to eat.
•
Turning his daughter to gold and staring at her in horror.
•
“His grief was so great that no one could console him.”
•
“Forgive my stupid greed,” he begged Dionysus.
•
“I have learned my lesson and I am content.”
Silenus:
•
After greedily drinking the entire bottle of wine, he is afraid of being in trouble from his master.
7
Benchmark Reading Assessment
Supplemental Scoring Guide
Grade 10 – Grading Period 4
3
.
Short Answer – 2 points
Strand: Critical Thinking
Learning Target: LT10 Extend Beyond Text
What conclusion can the reader draw about greed? Provide information from the story to support the
conclusion.
2
A
2-point response
provides a conclusion about greed and
one
text-based detail to support the
conclusion.
Example: Greed can cause a person to be unhappy. The king was unhappy when he turned his
daughter into gold.
1
A
1-point response
provides only
one
of the above.
Text-based details may include, but are not limited to:
Unhappy:
•
Turned daughter to gold
•
Couldn’t eat
•
Couldn’t drink
Remorseful/Sorry
•
Begged forgiveness
•
Stared in horror
•
Walked miles
•
Faced dangers
8
Baseline Reading Assessment
Strand Score Scale
Comprehension Strand
4
3
2
1
12 Points Possible
11 - 12
10
7 - 9
0 - 6
Analysis/Interpret Strand
4
3
2
1
9 Points Possible
8 - 9
7
5 - 6
0 - 4
Critical Thinking Strand
4
3
2
1
9 Points Possible
8 - 9
7
5 - 6
0 - 4
17 Points Possible
(with Supplemental Questions)
16 - 17
14 - 15
10 - 13
0 - 9
9
Assessment Feedback
Name___________________________
After each administration we look at student data to make changes, but it would also be helpful if you
could point out any suggestions you and/or your students have for further improvement. Please use this
form or an email to share your feedback. Thanks very much.
Other comments:
**Please return this form to your Instructional Facilitator of Literacy. Thank you!
Inaccuracies or Typographical Errors
Difficulty of text selections
Ambiguous or Confusing Questions
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