Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Benchmark Reading Assessment
Grade 10
Grading Period 3
“She Dared to Be an Athlete”
excerpt from
The Autobiography of Malcolm X
“Midway”
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 devises) 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 3
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
IA16
Compare/Contrast
A. There is no evidence that Babe’s sister competed.
B. This is not a comparison.
C. Babe was athletic as a child and as an adult, working out on the backyard
gym to being in the Olympics.
D. Her father rigged up a gym for her.
2.
C
IA17
Cause and Effect
A. Babe was a talented typist as well; it is unrelated to her athletic ability.
B. She returned to a hero’s welcome.
C. She won two gold medals and showed that women could admirably
complete.
D. There is no evidence that her family ever discouraged her participation in
sports.
3.
B
IT18
Author’s Purpose
B. It is clear that the author admires Babe; she says she was physically
gifted, a sports idol, etc.
4.
B
IT19
Evaluate Reasoning
A. There is no mention of envy, just praise.
B. Babe became a sports hero at a time when women were not encouraged
to participate in sports.
C. There is no evidence that Babe’s successes were misunderstood. Her
accomplishments promoted equality in women’s sports and she returned
home a sports idol.
D. There is no evidence for Babe’s peers misjudging her.
5.
C
IT20
Extend Beyond Text
A. Her success was not linked to the number of coaches in this selection.
B. Babe never received financial aid for college.
C. Babe was interested in numerous physical activities, so having a variety
and availability of sports in schools would mirror her experience.
D. It is not clear that building more athletic facilities will actually encourage
girls to take advantage of sports.
6.
SA
LA07
Cause and Effect
See following pages
7.
SA
LT09
Evaluate Reasoning
See following pages
8.
ER
LA06
Compare/Contrast
See following pages
9.
C
LA07
Cause and Effect
C. Malcolm X knew he couldn’t read and tried to learn by using the
dictionary.
10. A
LT08
Author’s Purpose
A. A is the correct answer because Malcolm X knows that he is unable to
communicate well, starts to take steps to read and write, and then
continues to become more successful at reading and writing. See
Paragraph 11, “I suppose it was inevitable . . .”
11. B
LT09
Evaluate Reasoning
B. In this story, literacy does provide Malcolm X an opportunity to change
his future.
4
12. A
LT10
Generalize
A. Malcolm X realized he couldn’t read or write so he took steps to learn
how to read and write.
13. A
LA06
Compare/Contrast
A. Babe Didrikson has already become a success and the speaker of the
poem continues to strive for success.
B. Both Babe and the narrator both had to overcome discrimination. Babe
had to overcome discrimination against women and the speaker had to
overcome racial discrimination.
C. Although Babe’s family did take part in her life, they were not described
in the article as being key components to her success.
D. t is true that Babe won awards but there is no evidence in the poem that
the speaker’s future goals include winning awards.
14. D
LA07
Cause and Effect
A. There is no indication that the speaker will take a new direction. The
speaker says she will continue on.
B. The speaker is never encouraged, but rather discouraged, by others.
C. The speaker keeps saying she won’t stop.
D. The speaker ends the poem ready to continue on, regardless of obstacles.
15. B
LT08
Author’s Purpose
A. The speaker was never argumentative, just determined.
B. The poem is hopeful. The speaker will not give up.
C. The poem conveys no reluctance, rather it convey determination.
D. The poet is positive about the changes that have taken place and goes
beyond just being sympathetic to the speaker’s situation.
16. B
LT09
Evaluate Reasoning
A. The poem does not imply any fear or anger, just steady determination.
B. The speaker strives against all difficulties, without stopping.
C. The poem does not convey that the overall Civil Rights movement is
important to everyone.
D. Celebrations are not necessarily the ways to attain happiness. The poem
describes determination as the key to future success.
17. C
LT10
Generalize
A. The speaker gives no indication of giving up.
B. Singing and dancing are used to give the speaker inner-strength, not
necessarily to gloat over victories.
C. The speaker is determined to overcome future obstacles, just as she has
in the past.
D. The speaker shows no indication of being vengeful.
18. C
LA06
Compare/Contrast
C. Both the speaker of the poem and Malcolm X depended on themselves
and believed in on-going persistence and determination to make it in life.
Note:
SA
and
ER
stand for Short Answer and Extended Response items. The short answer and extended response scoring
guide is found on the following pages.
5
Benchmark Reading Assessment
Scoring Guide
Grade 10 – Grading Period 3
6. Short Answer – 2 points
Strand: Analysis
Learning Target: LA07 Cause and Effect
Explain why Babe returned to Dallas as a hero. Include
two
details from the selection in your answer.
2
A
2-point response
provides two text-based details to explain why Babe returned to Dallas as a
hero.
Example:
Babe came in first in six of eight events in the Amateur Athletics Union Meet. At the same meet,
Babe set four world records.
1
A
1-point response
provides one text-based detail to explain why Babe returned to Dallas as a
hero.
Example:
In the 1932 Olympics, Babe received two gold medals.
Text-based details may include, but are not limited to:
For examples, see paragraph 4:
•
Babe came in first in six of eight events in the Amateur Athletics Union Meet.
•
At the same meet, Babe set four world records.
•
Babe’s performance at the meet qualified to compete in all five of the Olympic track & field events open
to women.
•
In the 1932 Olympics, Babe received two gold medals.
•
Babe tossed the javelin eleven feet farther than any other woman had tossed it before.
6
Benchmark Reading Assessment
Scoring Guide
Grade 10 – Grading Period 3
7. Short Answer – 2 points
Strand: Critical Thinking
Learning Target: LT09 Evaluate Reasoning
Is Malcolm X’s decision to copy the dictionary a good idea? Provide
two
details from the selection to
support your answer. [LT09 Evaluate Reasoning]
Provide
two
details from the selection to support your choice.
2
A
2-point response
states or implies whether or not Malcolm X’s decision to copy the dictionary is a
good idea, and provides two text-based details to support the answer.
Example: (YES) Yes, Malcolm X’s decision to copy the dictionary is a good idea because it improved
his penmanship and opened up new worlds.
OR
Example: (NO) No, Malcolm X’s decision to copy the dictionary is a bad idea because it took up too
much time and he lost interest in other activities.
OR
Example: (YES AND NO) Yes, Malcolm X’s decision is a good idea because it allowed him to learn
about people, places, and events from history. However, it was also a bad idea because it took up so
much time.
1
A
1-point response
states or implies whether or not Malcolm X’s decision to copy the dictionary is a
good idea, and provides two text-based details to support the answer.
Text-based details may include, but are not limited to:
YES
•
Allowed Malcolm X to learn words
•
Improved his penmanship
•
Opened up new worlds
•
Set him free: “In fact, up to then, I never had never been so truly free in my life.”
•
Because the dictionary included pictures, words were able to “spring to my mind.”
•
Allowed him to learn about people, places, and events from history
•
Allowed him to learn to write faster after so much practice
•
Allowed him to become proud of himself
NO
•
Time consuming
•
Malcolm X lost interest in other activities because he read all the time
•
He had to teach himself; he did not have the luxury of having a teacher.
7
Benchmark Reading Assessment
Scoring Guide
Grade 10 –Grading Period 3
8. Extended Response– 4 points
Strand: Analysis
Learning Target: LA06 Compare and Contrast
What are
two
ways Babe Didrikson in the first selection
is like
Malcolm X in this selection? Include
information from “She Dared to be an Athlete” and the excerpt from
The Autobiography of Malcolm X
in
your answer.
What are
two
ways Babe Didrikson in the first selection
is different
Malcolm X in the second selection?
Include information from both selections in your answer.
4
A
4-point response
includes the following elements:
•
One text-based way Babe is like Malcolm X
•
A second text-based way Babe is like Malcolm X
•
One text-based way Babe is different than Malcolm X
•
A second text-based way Babe is different than Malcolm X.
3
A
3-point response
includes
three
of the four elements above.
2
A
2-point response
includes
two
of the four elements above.
1
A
1-point response
includes
one
of the four elements above.
Text-based details may include, but are not limited to:
Similarities:
•
Both Babe and Malcolm X show persistence.
•
Both Babe and Malcolm X learn from their past.
•
Both Babe and Malcolm X have a natural ability. Babe was a natural-born athlete. Malcolm was a
natural-born orator.
•
Both Babe and Malcolm X depend on their own inner strength.
•
Both Babe and Malcolm X are supported by others.
Differences:
•
They are different because Malcolm X did not receive help from his family like Babe did.
•
Malcolm X was in captivity and Babe lived free.
•
Their abilities are very different. Malcolm X was a writer and speaker, whereas Babe was an athlete.
•
Babe was recognized as a hero and received a hero’s welcome, whereas Malcolm X was in prison.
8
Benchmark Reading Assessment
Strand Score Scale
Comprehension Strand
4
3
2
1
0 Points Possible
0
0
0
0
Analysis/Interpret Strand
4
3
2
1
12 Points Possible
11 - 12
10
7 - 9
0 - 6
Critical Thinking Strand
4
3
2
1
11 Points Possible
10 - 11
9
7 - 8
0 - 6
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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