SESSION ONE FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ENGLISH Tuesday, January 27, 2009 — 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating Updated information regarding the rating of this examination may be posted on the New York State Education Department’s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/and select the link “Examination Scoring Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. The following procedures are to be used for rating papers in the Comprehensive Examination in English. More detailed directions for the organization of the rating process and procedures for rating the examination are included in the Information Booklet for Administering and Scoring the Comprehensive Examination in English. Scoring of Multiple-Choice Questions Indicate by means of a check mark each incorrect or omitted answer to multiplechoice questions on the Session One answer sheet; do not place a check mark beside a correct answer. Use only red ink or red pencil. In the box provided under each part, record the number of questions the student answered correctly for that part. Transfer the number of correct answers for the Part A and Part B multiple-choice questions to the appropriate spaces in the box in the upper right corner of each student’s SESSION ONE answer sheet. Session One Correct Answers Part A Part B (1) 3 (7) 1 (2) 4 (8) 4 (3) 2 (9) 3 (4) 1 (10) 3 (5) 4 (11) 2 (6) 3 (12) 1 (13) 4 (14) 2 (15) 3 (16) 4 The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234 ERating of Essays (1) Follow your school’s procedures for training for rating. This process should include: Introduction to the task— • Raters read the task and summarize its purpose, audience, and format • Raters read passage(s) and plan own response to task • Raters share response plans and summarize expectations for student responses Introduction to the rubric and anchor papers— • Trainer reviews rubric with reference to the task • Trainer reviews procedures for assigning scores • Trainer leads review of each anchor paper and commentary (Note: Anchor papers are ordered from high to low within each score level.) Practice scoring individually— • Raters score a set of five papers individually • Trainer records scores and leads discussion until raters feel confident enough to move on to actual scoring (2) When actual rating begins, each rater should record his or her individual rating for a student’s essay on the rating sheet provided, not directly on the student’s essay or answer sheet. Do not correct the student’s work by making insertions or changes of any kind. (3) Each essay must be rated by at least two raters; a third rater will be necessary to resolve scores that differ by more than one point. The scoring coordinator will be responsible for coordinating the movement of papers, calculating a final score for each student’s essay, and recording that information on the student’s answer paper for Session One. [2] COMPREHENSIVE ENGLISH — SESSION ONE — continuedSESSION ONE – PART A – SCORING RUBRIC LISTENING AND WRITING FOR INFORMATION AND UNDERSTANDING QUALITY 6 Responses at this level: 5 Responses at this level: 4 Responses at this level: 3 Responses at this level: 2 Responses at this level: 1 Responses at this level: Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s) Organization: the extent to which the response exhibits direction, shape, and coherence Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage -reveal an in-depth analysis of the text -make insightful connections between information and ideas in the text and the assigned task -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text -maintain a clear and appropriate focus -exhibit a logical and coherent structure through skillful use of appropriate devices and transitions -are stylistically sophisticated, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences to enhance meaning -demonstrate control of the conventions with essentially no errors, even with sophisticated language -convey a thorough understanding of the text -make clear and explicit connections between information and ideas in the text and the assigned task -develop ideas clearly and consistently, using relevant and specific details from the text -maintain a clear and appropriate focus -exhibit a logical sequence of ideas through use of appropriate devices and transitions -use language that is fluent and original, with evident awareness of audience and purpose -vary structure and length of sentences to control rhythm and pacing -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -convey a basic understanding of the text -make implicit connections between information and ideas in the text and the assigned task -develop some ideas more fully than others, using specific and relevant details from the text -maintain a clear and appropriate focus -exhibit a logical sequence of ideas but may lack internal consistency -use appropriate language, with some awareness of audience and purpose -occasionally make effective use of sentence structure or length -demonstrate partial control, exhibiting occasional errors that do not hinder comprehension -convey a basic understanding of the text -make few or superficial connections between information and ideas in the text and the assigned task -develop ideas briefly, using some details from the text -establish, but fail to maintain, an appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies -rely on basic vocabulary, with little awareness of audience or purpose -exhibit some attempt to vary sentence structure or length for effect, but with uneven success -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -convey a confused or inaccurate understanding of the text -allude to the text but make unclear or unwarranted connections to the assigned task -are incomplete or largely undeveloped, hinting at ideas, but references to the text are vague, irrelevant, repetitive, or unjustified -lack an appropriate focus but suggest some organization, or suggest a focus but lack organization -use language that is imprecise or unsuitable for the audience or purpose -reveal little awareness of how to use sentences to achieve an effect -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult -provide minimal or no evidence of textual understanding -make no connections between information in the text and the assigned task -are minimal, with no evidence of development -show no focus or organization -are minimal -use language that is incoherent or inappropriate -are minimal, making assessment of conventions unreliable -may be illegible or not recognizable as English • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. [3]Anchor Paper – Part A—Level 6 – A [4][5] Anchor Paper – Part A—Level 6 – A[6] Anchor Level 6 – A Quality Commentary The response: Meaning Reveals an in-depth analysis of the text, asserting that what we eat revolves around how our brains react to any given food. The response makes insightful connections between information and ideas in the text and the assigned task (A meal’s aroma signals the brain and innocent vegetables become “bad” in our minds). Development Develops ideas clearly and consistently, using relevant and specific details from the text to develop a discussion about factors affecting food choices (in most cultures, sweet food is preferred over bitter; salts, garlic; smell; experience; childhood reward). Organization Maintains a clear and appropriate focus on biology and environment as complex influences on our diets. The response exhibits a logical and coherent structure, first presenting information on how taste is a … factor in how we prepare and consume our food, moving to experiences that cause us to divide what we eat into … what we like and what we don’t like, and incorporating positive ways to influence food choices (foods … can be “sweetened” naturally). Appropriate transitions are skillfully used (On the other hand, bitterness … has been associated with food that … is unsafe and Remember the first time you associated your birthday with cake?). Language Use Uses language that is fluent and original (A sweet taste is introduced … from the sweetness of mother’s milk), with evident awareness of audience and purpose (How often do our mouths water). The response varies structure and length of sentences to control rhythm and pacing (Taste is not the only sense which tells a person what is delicious, though). Conventions Demonstrates control of the conventions with essentially no errors, even with sophisticated language. Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker in development and language use. Anchor Paper – Part A—Level 6 – B [7][8] Anchor Paper – Part A—Level 6 – B[9] Anchor Paper – Part A—Level 6 – B Anchor Level 6 – B Quality Commentary The response: Meaning Reveals an in-depth analysis of the text (Food choices do not depend on your mood, but rather on evolution and past experience). The response makes insightful connections between information and ideas in the text and the assigned task (Cynthia Sass began to understand Jack’s process and This is where biology comes into play). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text to explain Jack’s drastic diet change (Jack dropped three clothing sizes) and the influence of biology and experience on food choices (five categories of tastes, people prefer sweet food, the way a person is raised). Organization Maintains a clear and appropriate focus on food choices that are the result of several contributing factors established in the introduction. The response exhibits a logical sequence of ideas, moving from Sass’s personal experience (While Jack was eating his diet, Cynthia was eating according to her vegetarian diet) to the deeper reason behind food choices, through the use of appropriate devices and transitions (If a food is associated, whereas some foods, Ultimately). Language Use Uses language that is fluent and original (Because Jack’s diet changed so drastically, Cynthia began to wonder how he had evolved so radically and successfully), with evident awareness of audience and purpose (Now, the next time you are trying to decide … you will know). The response varies structure and length of sentences to control rhythm and pacing (While it may work temporarily … he will not choose to eat green beans). Conventions Demonstrates control of the conventions with essentially no errors, even with sophisticated language. Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker in organization and language use. Anchor Paper – Part A—Level 5 – A [10]Anchor Paper – Part A—Level 5 – A [11] Anchor Level 5 – A Quality Commentary The response: Meaning Conveys a thorough understanding of the text, stating that genetics and upbringing lead to dietary choices. The response makes clear and explicit connections between information and ideas in the text and the assigned task (Also, how we are fed certain foods changes our ability to enjoy them). Development Develops ideas clearly and consistently, using relevant and specific details from the text to discuss the biology behind our food selections (These basic decisions are genetically passed down from generation to generation, just one basic effect that shapes our food choices), the ways our upbringing affects eating (For example, when caregivers bribe a child … negative connotation is attached), as well as ideas about better food choices. Organization Maintains a clear and appropriate focus on why we choose our foods and on the goal of healthy eating. The response exhibits a logical sequence of ideas, moving from the evolutionary and biological attraction of sweet foods, to environmental influences on food choices, to how small changes in diet produce healthier habits. The response uses appropriate devices and transitions (Another way, This also, However). Language Use Uses language that is fluent and original (Cynthia Sass helped her husband change his habit of unhealthy food choices by simply surrounding him with good examples), with evident awareness of audience and purpose (Have you ever wondered why people make certain food choices?). The response varies structure and length of sentences to control rhythm and pacing (It can actually be explained very simply). Conventions Demonstrates control of the conventions with essentially no errors, even with sophisticated language. Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat stronger in conventions. Anchor Paper – Part A—Level 5 – B [12]Anchor Paper – Part A—Level 5 – B [13][14] Anchor Paper – Part A—Level 5 – B[15] Anchor Level 5 – B Quality Commentary The response: Meaning Conveys a thorough understanding of the text, stating that the ways in which people choose the varied types of food they eat are shaped by biology, as well as experience. The response makes clear and explicit connections between information and ideas in the text and assigned task (The ways in which children are taught and given food will alter their taste preferences). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific details from the text to discuss biologically based taste preferences (receptors … send signals to the brain, registering taste preferences) and positive or negative food experiences (Pairing food with a positive situation may enhance one’s preferences). Organization Maintains a clear and appropriate focus on how human taste preferences are greatly influenced by nature and nurture. The response exhibits a logical sequence of ideas, moving from the biology of taste, including smell, as a factor in studying how people choose what to eat, to evolution’s role in people’s tastes, to the way in which nurture may overtake nature as a determiner of food choice. The response uses appropriate devices and transitions (also, In addition, Yet). Language Use Uses language that is fluent and original (Sass initially started her research when her husband, Jack, who had been eating unhealthily for over thirty years, began to change his food preferences), with evident awareness of audience and purpose (Evolution has played a primary role in determining what tastes people prefer). The response varies structure and length of sentences to control rhythm and pacing (Dr. Jennifer Orlet Fisher says that contingency strategies may be effective in the short term; however, they may backfire in the long term). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (tange and pocess) and grammar (ways … has, foods … it, person … their) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat stronger in development and weaker in conventions. Anchor Paper – Part A—Level 5 – C [16]Anchor Paper – Part A—Level 5 – C [17][18] Anchor Level 5 – C Quality Commentary The response: Meaning Conveys a thorough understanding of the text, explaining that the choices people make every day on what types of foods to eat are impacted by many different factors. The response makes clear and explicit connections between information and ideas in the text and the assigned task (Along with our evolutionary traits, patterns of eating in early childhood can have a profound affect on eating habits later in life). Development Develops ideas clearly and consistently, using relevant and specific details from the text to discuss people’s evolutionary preference for sweet tasting foods, pleasant and unpleasant eating experiences, and humans’ hardwiring as elements of food choice. Organization Maintains a clear and appropriate focus on the many factors that dictate a persons taste in food. The response exhibits a logical sequence of ideas, moving from genetics, to childhood environment, to human biology as the key factors. The response uses appropriate devices and transitions (however, This in turn, Apart from … decisions). Language Use Uses appropriate language, with some awareness of audience and purpose (food is a topic that every person can relate to), although it is sometimes awkward (mandated by many different factors and acredited to our ancestors). The response occasionally makes effective use of sentence structure and length (It has been discovered that, generally, people have a higher affinity for sweet tasting foods and a strong dislike for bitter tasting ones). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (guarentee, percieve, acredited) and punctuation (persons … preference; Mothers milk for example; food, thus it) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in language use and conventions. Anchor Paper – Part A—Level 4 – A [19]Anchor Paper – Part A—Level 4 – A Anchor Level 4 – A Quality Commentary The response: Meaning Conveys a basic understanding of the text (There are two main ways in which a person will make their food choices, one is based on taste and the other is based on eating habits). The response makes implicit connections between information and ideas in the text and the assigned task (Cynthia Sass’ husband … enjoyed eating pizza … because he found it to be very delicious and Most children have a set time for their breakfast, lunch and dinner). Development Develops some ideas more fully than others. The response uses specific and relevant details from the text to describe how most people chose unhealthy foods because they taste good and how your primary caregiver … teaches you eating habits. Biology’s influence in food choice is not addressed. Organization Maintains a clear and appropriate focus on how food choices … are based on two main factors, taste and habits. The response exhibits a logical sequence of ideas, following the order established in the introduction, first presenting information on the taste of the food and then moving to information about how eating habits are developed as a child. The response lacks internal consistency in paragraph 3, shifting discussion from parental influences, to an unsupportable generalization about Jack’s “bad” habits, and then returning to the previous discussion. Language Use Uses appropriate language, with some awareness of audience and purpose (So next time you reach into the refrigerator ask yourself “Why did I choose this?”). The response occasionally makes effective use of sentence structure and length (For example, children associate cake, an unhealthy dessert, with birthdays). Conventions Demonstrates partial control, exhibiting occasional errors in punctuation (refrigerator and, eat he, dinner they, So next), and agreement (a person … their food choices and the child … their peas) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. [20]Anchor Paper – Part A—Level 4 – B [21][22] Anchor Level 4 – B Quality Commentary The response: Meaning Conveys a basic understanding of the text, stating that the foods people choose to eat can guarantee a longer and better life. The response makes implicit connections between information and ideas in the text and the assigned task (It’s been proven that people prefer sweet and dislike bitterness). Development Develops some ideas more fully than others. The response uses specific and relevant details from the text to discuss the benefits of changing poor eating habits (dropped three sizes and giving himself a better life), the difficulties involved in making that change (pizza … with … extra cheese and deep fried tacos), and people’s preference for sweet flavor (spinach can taste better if eaten with sweet red peppers). The role of biology is mentioned but not developed. Organization Maintains a clear and appropriate focus (People just have to make the right decisions to eat healthy so that they can live the best life possible). The response exhibits a logical sequence of ideas, first stating the problem (Staying away from junk food), followed by a discussion of causes and solutions. The response lacks internal consistency in paragraph 3 by introducing the topic of people learning to make the right food choices, but developing the opposite idea. Language Use Uses appropriate language, with some awareness of audience and purpose (It’s not difficult to find healthy foods that taste good). The response occasionally makes effective use of sentence structure and length (Making the decision to eat foods that are healthy will only benefit a person in the long run). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (Nutrician and guarenteed) and punctuation (began and, deep fried tacos, So of course) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. Anchor Paper – Part A—Level 4 – BAnchor Paper – Part A—Level 4 – C [23]Anchor Paper – Part A—Level 4 – C [24] Anchor Level 4 – C Quality Commentary The response: Meaning Conveys a basic understanding of the text, explaining that people eat the way they do due to both genetics and experience). The response makes implicit connections between information and ideas in the text and the assigned task (she dictates how Jack’s habits changed and why). Development Develops some ideas more fully than others. The response uses specific and relevant details from the text to discuss Jack’s change in eating habits (Jack … is now three sizes less than what he was when Cynthia first met him). The discussion of receptors in the brain and nurture taking over nature is less developed. Organization Establishes, but fails to maintain, an appropriate focus on the way people eat. The response exhibits a rudimentary structure, beginning with an introduction of Cynthia Sass and her husband Jack, moving on to one body paragraph about his change, and ending with a brief conclusion. The speculation that Jack may have always associated special occasion food as positive is irrelevant. Language Use Uses appropriate language, with some awareness of audience and purpose (Try something new and different for once, you might just like it). The response occasionally makes effective use of sentence structure and length (She paints a picture of his eating habits when they first started dating and after they get married). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (docter and vegitarian) and punctuation (husbands eating, married all, Eventually Jack) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat weaker in organization. Anchor Paper – Part A—Level 3 – A [25][26] Anchor Level 3 – A Quality Commentary The response: Meaning Conveys a basic understanding of the text, stating that there are many reasons why people eat the way they do. The response makes few and superficial connections between information and ideas in the text and the assigned task (Everyone has some sort of determiner to their diet). Development Develops ideas briefly, using some details from the text (The taste buds … sends messages … to either enjoy the taste of food or reject it and Caretakers also play a role in food choices). Organization Establishes, but fails to maintain, an appropriate focus on factors involved in making food choices. The response exhibits a rudimentary structure (introduction, body paragraph, and conclusion). Language Use Uses appropriate language, with some awareness of audience and purpose (How we eat depends on … biology). The response occasionally makes effective use of sentence structure (Caretakers create negative food associations when they offer a reward for eating … undesirable food). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (unknowenly, arn’t, wheather) and agreement (taste buds …sends, a person … they … themselves, Everyone … their) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat stronger in language use and conventions. Anchor Paper – Part A—Level 3 – B [27][28] Anchor Level 3 – B Quality Commentary The response: Meaning Conveys a basic understanding of the text (The way we make food choices on what to eat is mostly determined when we are todlers). The response makes few connections between information and ideas in the text and the assigned task (Parent often reward kids to get them to eat foods that they do not like and There are 5 distint tastes that we can taste). Development Develops ideas briefly, using some details from the text (in the long run it will not get the kids to eat those foods; over time the wife trys to git her husband to eat better; sweat, sour, salty). Organization Establishes, but fails to maintain, an appropriate focus on eating habits. The response exhibits a rudimentary structure, presenting four distinct paragraphs (this eraly stage of life, Some married couples have problems finding resturates, and 5 distint tastes), but is inconsistent, offering no connection between them. Language Use Relies on basic vocabulary, with little awareness of audience or purpose. The response exhibits some attempt to vary sentence structure and length for effect, but with uneven success (This will get them to eat them foods in the short run but not in the long run it will not get the kids to eat those foods). Conventions Demonstrates emerging control, exhibiting occasional errors in spelling (Durring, creats, resturates, unhelthy, distint) and punctuation (life we, food but, run it) that hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 3 in all qualities. Anchor Paper – Part A—Level 3 – C [29][30] Anchor Level 3 – C Quality Commentary The response: Meaning Conveys a basic understanding of the text (people’s taste reeptors and their genetics establish what they enjoy and disslike to eat). The response makes few connections between information and ideas in the text and the assigned task (As People grow up they learn their eating habits from their parents). Development Develops ideas briefly, using some details from the text (people recognizes different flavors … sweet, sour, salty, bitter, and savory and Birthday cake). Organization Suggests a focus on taste but lacks organization, presenting one body paragraph containing loosely connected ideas. Language Use Relies on basic vocabulary, with little awareness of audience or purpose. The response exhibits some attempt to vary sentence structure, but with uneven success (Some people have a better sense of taste and others lack with a bland sense of taste). Conventions Demonstrates emerging control, exhibiting occasional errors in spelling (reeptors, disslike, gaurdians), punctuation (general tastes, sweet; for example Birthday; a favorite whereras), and capitalization (taste. this; flavor. people; fun. for) that hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat weaker in organization. Anchor Paper – Part A—Level 2 – A [31][32] Anchor Level 2 – A Quality Commentary The response: Meaning Conveys a basic understanding of the text (the choses you make is Determind By Bilogicl and experiens helps in making food choses you make). The response makes few connections between information and ideas in the text and the assigned task (there are called tastBuds on your tung and they can tell the tempicher Difrents with your food also). Development Develops ideas briefly, using some details from the text (Many people Dont make vary good food choses; he now eats tofu with sterfry; sweet sarer salty, Bitter, savery). Organization Suggests a focus on food choses. The response suggests an organization with paragraphing, but the ideas within the paragraphs are loosely connected and end abruptly. Language Use Uses language that is imprecise (the choses you make … helps in making food choses you make). The response reveals little awareness of how to use sentences to achieve an effect (there are called tastBuds on your tung). Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (choses, savery, tung), punctuation (Dont, tachos he, Sterfry the, sweet sarer), grammar (choses … is and By Bilogicl), and the random use of capitalization that make comprehension difficult. Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in meaning and development. Anchor Paper – Part A—Level 2 – B [33] Anchor Level 2 – B Quality Commentary The response: Meaning Conveys a basic understanding of the text (What ever choice of food they pick is probably that they learned it from family members). The response makes superficial connections between information and ideas in the text and the assigned task (Parents teach their Kids … what food should be eating and what not to eat). Development Is incomplete and largely undeveloped, hinting at ideas, but references to the text are vague (Some people may prefer healthy food and others may prefer fried food and You learn what you learn from your … surroudings). Organization Suggests a focus on how people make food choices. The response also suggests organization by paragraphing, but the ideas within the paragraphs are loosely connected. Language Use Uses language that is imprecise for the audience and purpose (Parents teach their Kids from a veyy young age what food should be eating and what not to eat). The response reveals little awareness of how to use sentences to achieve an effect (What ever choice of food … is … that they learned). Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (Every body, What ever, surroudings, veyy), punctuation (food and and members, You), and grammar (Everybody have their own way) that make comprehension difficult. Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in meaning. Anchor Paper – Part A—Level 2 – C [34] Anchor Level 2 – C Quality Commentary The response: Meaning Conveys an inaccurate understanding of the text (people make food choices by the vitamins, the cholesterol the fats). The response alludes to the text but makes unclear connections to the assigned task (ACCording to the articles, of a newsletter on nutrition for high school). Development Is incomplete and largely undeveloped, hinting at ideas, but references to the text are irrelevant (high gram of sugars calories, cholesterol and fats) and repetitive (ACCording and sweet). Organization Suggests a focus on food choices but lacks organization. Language Use Uses language that is imprecise (in which describe and adults make decission). Reveals little awareness of how to use sentences to achieve an effect (Examples childrens when their birthday they want … not the salty food) that make comprehension difficult. Conventions Demonstrates a lack of control, exhibiting frequent errors in grammar (fats they have on, food that are, Examples childrens, when their birthday) that make comprehension difficult. Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities. Anchor Paper – Part A—Level 1 – A [35] Anchor Level 1 – A Quality Commentary The response: Meaning Provides minimal evidence of textual understanding beyond a reference to Eating healthy. Development Is minimal. The response mentions some ideas from the text (People have different diets and Eating healthy … does not have to taste bad) but fails to develop any of them. Organization Shows no focus or organization. Language Use Is minimal. Conventions Is minimal, making assessment of conventions unreliable. Conclusion: Overall, the response best fits the criteria for Level 1 in all qualities. Anchor Paper – Part A—Level 1 – B [36] Anchor Level 1 – B Quality Commentary The response: Meaning Provides minimal evidence of textual understanding beyond a brief reference to the idea that how people make food choices in childhood will affect their adult life. The response makes no connections between information and ideas in the text and the assigned task. Development Is minimal, with no evidence of development. Organization Shows no focus or organization. Language Use Is minimal. Conventions Is minimal, making assessment of conventions unreliable. Conclusion: Overall, the response best fits the criteria for Level 1 in all qualities. Part A — Practice Paper – A [37]Part A — Practice Paper – A [38][39] Part A — Practice Paper – BPart A — Practice Paper – C [40][41] Part A — Practice Paper – CPart A — Practice Paper – D [42]Part A — Practice Paper – E [43][44] Part A — Practice Paper – E[45] Practice Paper A–Score Level 4 Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. Practice Paper B–Score Level 2 Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities. Practice Paper C–Score Level 5 Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities. Practice Paper D–Score Level 3 Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat stronger in conventions. Practice Paper E–Score Level 4 Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. SESSION ONE – PART B – SCORING RUBRIC READING AND WRITING FOR INFORMATION AND UNDERSTANDING QUALITY 6 Responses at this level: 5 Responses at this level: 4 Responses at this level: 3 Responses at this level: 2 Responses at this level: 1 Responses at this level: Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) Development: the extent to which ideas are elaborated using specific and relevant evidence from the document(s) Organization: the extent to which the response exhibits direction, shape, and coherence Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage -reveal an in-depth analysis of the documents -make insightful connections between information and ideas in the documents and the assigned task -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the documents -maintain a clear and appropriate focus -exhibit a logical and coherent structure through skillful use of appropriate devices and transitions -are stylistically sophisticated, using language that is precise and engaging, with a notable sense of voice and awareness of audience and purpose -vary structure and length of sentences to enhance meaning -demonstrate control of the conventions with essentially no errors, even with sophisticated language -convey a thorough understanding of the documents -make clear and explicit connections between information and ideas in the documents and the assigned task -develop ideas clearly and consistently, using relevant and specific details from the documents -maintain a clear and appropriate focus -exhibit a logical sequence of ideas through use of appropriate devices and transitions -use language that is fluent and original, with evident awareness of audience and purpose -vary structure and length of sentences to control rhythm and pacing -demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language -convey a basic understanding of the documents -make implicit connections between information and ideas in the documents and the assigned task -develop some ideas more fully than others, using specific and relevant details from the documents -maintain a clear and appropriate focus -exhibit a logical sequence of ideas but may lack internal consistency -use appropriate language, with some awareness of audience and purpose -occasionally make effective use of sentence structure or length -demonstrate partial control, exhibiting occasional errors that do not hinder comprehension -convey a basic understanding of the documents -make few or superficial connections between information and ideas in the documents and the assigned task -develop ideas briefly, using some details from the documents -establish, but fail to maintain, an appropriate focus -exhibit a rudimentary structure but may include some inconsistencies or irrelevancies -rely on basic vocabulary, with little awareness of audience or purpose -exhibit some attempt to vary sentence structure or length for effect, but with uneven success -demonstrate emerging control, exhibiting occasional errors that hinder comprehension -convey a confused or inaccurate understanding of the documents -allude to the documents but make unclear or unwarranted connections to the assigned task -are incomplete or largely undeveloped, hinting at ideas, but references to the documents are vague, irrelevant, repetitive, or unjustified -lack an appropriate focus but suggest some organization, or suggest a focus but lack organization -use language that is imprecise or unsuitable for the audience or purpose -reveal little awareness of how to use sentences to achieve an effect -demonstrate a lack of control, exhibiting frequent errors that make comprehension difficult -provide minimal or no evidence of understanding -make no connections between information in the documents and the assigned task -are minimal, with no evidence of development -show no focus or organization -are minimal -use language that is predominantly incoherent, inappropriate, or copied directly from the text -are minimal, making assessment of conventions unreliable -may be illegible or not recognizable as English • If the student addresses only one text, the response can be scored no higher than a 3. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. [46]Anchor Paper – Part B—Level 6 – A [47]Anchor Paper – Part B—Level 6 – A [48][49] Anchor Paper – Part B—Level 6 – A[50] Anchor Level 6 – A Quality Commentary The response: Meaning Reveals an in-depth analysis of the documents, stating straw bales, in regards to building materials, are beneficial in their estimable background, their advantages over conventional materials, and their availability. The response makes insightful connections between information and ideas in the documents and the assigned task (Although for some people it may be a natural assumption that structures built from straw bales have inferior quality, that is far from the reality of the matter). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific details from the documents to support the use of straw bale construction. The response discusses feasibility (the wide variety in shapes and sizes that “straw-bale structures” come in which doesn’t limit the style choices), durability (pests are less likely to inhabit structures of straw than ones of wood), and availability (there is always straw left over from the grain grown anually). Organization Maintains a clear and appropriate focus on straw bales as a construction material that just makes sense. The response exhibits a logical and coherent structure, first establishing the history of strawbale houses (some European houses … of straw are now more than two centuries old), then their performance (better than conventional building materials), and finally straw’s renewable nature. The response makes skillful use of appropriate devices and transitions (Moreover, the text further cites; Clearly; Clinching the matter). Language Use Is stylistically sophisticated, using language that is precise and engaging (eradicated, distinct advantages, feasible), with a notable sense of voice (by no means and it would be almost like turning straw into gold) and awareness of audience and purpose (It would behoove your agency to consider straw bales). The response varies structure and length of sentences to enhance meaning (While this notion is laughable, many people fail to realize that straw is a veritable gold mine to those interested in alternate building materials). Conventions Demonstrates control of the conventions with essentially no errors, even with sophisticated language. Conclusion: Overall, the response best fits the criteria for Level 6 in all qualities. Anchor Paper – Part B—Level 6 – B [51][52] Anchor Paper – Part B—Level 6 – B[53] Anchor Paper – Part B—Level 6 – B[54] Anchor Level 6 – B Quality Commentary The response: Meaning Reveals an in-depth analysis of the documents by stating that straw bale buildings would eliminate many problems if used properly and efficiently, as well as providing many benefits. The response makes insightful connections between information and ideas in the documents and the assigned task (there have been several doubts about straw-bale buildings which can be easily refuted). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific details from the documents to discuss durability (withstood an earthquake of around a 5.8 richter reading), availability (Desirable straw needed for building can be derived from 6 grains … thus making it attainable in any part of the country), and cost (The same size home built by a contractor but built using straw bales saves about 18,000 dollars in Energy bills). Organization Maintains a clear and appropriate focus on straw bale housing as an extremely benefical way to save money as well as providing a legitimate home. The response exhibits a logical and coherent structure, first establishing the benefits of construction (no need for air conditioning and straw bales have proven to be extremely fire resistant), followed by the financial advantages of using straw bales (one-third of the cost of a conventional wood home and a straw bale home is … very cheap yet very durable). Appropriate devices and transitions are skillfully used (Besides being durable and Another question has been). Language Use Is stylistically sophisticated, using language that is precise and engaging (looks to be quite promising and one of the most beneficial attributes), with a notable sense of voice and awareness of audience and purpose (It is with the utmost concern that the community urges … eventual allowance of such buildings). The response varies structure and length of sentences to enhance meaning (Once plastered, there is virtually zero access for insects into the bales). Conventions Demonstrates control of the conventions, exhibiting occasional errors in spelling (rescource and enourmous) and punctuation (Straw bale buildings and cheap yet) only when using sophisticated language. Conclusion: Overall, the response best fits the criteria for Level 6, although it is somewhat weaker in conventions. Anchor Paper – Part B—Level 5 – A [55]Anchor Paper – Part B—Level 5 – A [56][57] Anchor Paper – Part B—Level 5 – A[58] Anchor Level 5 – A Quality Commentary The response: Meaning Reveals an in-depth analysis of the documents by connecting the idea that with traditional construction of most houses the cost involved is not only financially high, but far from eco-friendly with the premise that there is an alternate material … to construct homes. The response makes insightful connections between information and ideas in the documents and the assigned task (Population has also rapidly and drastically increased … which increases the demand for affordable housing). Development Develops ideas clearly and fully, making effective use of a wide range of relevant and specific details from the documents to discuss the value of straw-bale construction. The response explains that a straw-bale house creates ideal living conditions throughout the entire year, is not only more affordable during construction stages, but it saves the occupant thousands yearly on energy bills, and should remain damage free if straw-bales are purchased when dry and sealed adequately. Organization Maintains a clear and appropriate focus on why straw-bale constructed homes have continually proven to be the ideal construction alternative. The response exhibits a logical sequence of ideas, first explaining the need for an alternative construction material (Our forests have been cut and burned down), then presenting the merits of straw-bale construction (it has been used throughout history and if the straw we wasted annually were used … would nearly quadruple the number of homes currently built annually), concluding with the claim that straw-bale houses are the perfect solution to the housing market’s current downfall. Appropriate transitions are used (Since, However, Obviously). Language Use Uses language that is fluent and generally original, although sometimes copied (Straw-bale construction’s advantages go well beyond financial), with evident awareness of audience and purpose (This material has numerous desirable qualities to justify its use). The response varies structure and length of sentences to control rhythm (The financial advantages are undeniable). Conventions Demonstrates control of the conventions, exhibiting occasional errors in spelling (inumerable and phenominal) and punctuation (reliable as well and In Europe there are). Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat stronger in meaning and development. Anchor Paper – Part B—Level 5 – B [59]Anchor Paper – Part B—Level 5 – B [60][61] Anchor Level 5 – B Quality Commentary The response: Meaning Conveys a thorough understanding of the documents, asserting that the rest of the U.S. is starting to catch on to this innovative (yet historic) building method. The response makes clear and explicit connections between information and ideas in the documents and the assigned task (There are many advantages to eco-friendly straw buildings over traditional wood framed ones). Development Develops ideas clearly and consistently, using relevant and specific details from the documents to illustrate the benefits of straw-bale construction (when compacted, straw is flexible yet strong and there is no space for infestations such as mice or bugs). Organization Maintains a clear and appropriate focus on the superiority of Straw-Bale buildings over conventional homes. The response exhibits a logical sequence of ideas, first establishing the worthiness of strawbale construction (tested by time and mother nature), then stressing its advantages (an earthquake … was withstood by Straw-Bale houses in Wyoming and the difference in prices is almost $60,000), and concluding with a summary of the economic and structural benefits of straw bales. Appropriate devices and transitions are used (the truth is and For the more frugal tastes). Language Use Uses language that is fluent and original (The northwest sections Nebraska have initiated construction on all of these fronts), with evident awareness of audience and purpose (No matter how you look at straw Bale buildings there is a positive advantage to them). The response varies structure and length of sentences to control rhythm and pacing (Water is no problem for Straw-bale houses either if the proper precautions are taken). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (succeptable and integrety), punctuation (tightly there, buildings there, If its economic, and capitalization (Straw-Bale and them; If) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in conventions. Anchor Paper – Part B—Level 5 – C [62]Anchor Paper – Part B—Level 5 – C [63][64] Anchor Level 5 – C Quality Commentary The response: Meaning Conveys a thorough understanding of the documents, asserting that using straw bales for construction saves the limited forest resources we have. The response makes clear and explicit connections between information and ideas in the documents and the assigned task (With straw being a renewable resources, it cuts down on costs). Development Develops ideas clearly and consistently, using relevant and specific details from the documents to discuss straw-bale construction’s durability (many houses … are now over 200 years old), costeffectiveness (Owner built houses … are usually less expensive), potential availability (that is almost four times the houses already built), and practicality (Straw-bales have very few places for insects and vermin). Organization Maintains a clear and appropriate focus on the factors making straw-bale structures better than conventional wood structures. The response exhibits a logical sequence of ideas, first establishing straw-bale construction’s viability (The use … goes back over 200 years), then describing the advantages of straw bales (because you can get straw locally, it can be sold cheaply), and concluding with a reiteration that straw-bale structures are cheaper to build and maintain. Appropriate transitions are used (According to the text, On the flip side, In conclusion). Language Use Uses appropriate language, although sometimes copied, with some awareness of audience and purpose (this is a huge difference in costs). The response occasionally makes effective use of sentence structure and length (Much reseach has been done on using straw-bales instead of wood to build houses and buildings). Conventions Demonstrates partial control, exhibiting errors in punctuation (wood, saves; straw-bale can; costs, because; locally it; maintain and) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 5, although it is somewhat weaker in language use and conventions. Anchor Paper – Part B—Level 5 – CAnchor Paper – Part B—Level 4 – A [65][66] Anchor Paper – Part B—Level 4 – A[67] Anchor Level 4 – A Quality Commentary The response: Meaning Conveys a basic understanding of the documents (Reed or Straw house have very positive affects on the environment). The response makes implicit connections between information and ideas in the documents and the assigned task (Second, the straw houses offer great protect to the people living inside the house). Development Develops some ideas more fully than others. The response uses specific and relevant details from the documents to support the use of straw bales in construction (straw is readily available and Another way they save money is by having very good insolation quality). The idea of there being many ways of constructing is less developed. Organization Maintains a clear and appropriate focus on how straw bale houses are very cost efficient. The response exhibits a logical sequence of ideas supporting lower building costs, fire protection, and availability of materials to build large numbers of straw bale homes. Appropriate transitions are used (First, Another way, Finally). Language Use Uses appropriate language, with some awareness of audience and purpose. The response occasionally makes effective use of sentence structure and length (In conclusion, to preserve our future economy and enviroment, we should begin to start looking toward using straw homes). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (combostion), punctuation (lumber which, winter keeping, insolation but), and grammar (rice, rye, or flax is harvested and tons of straw is wasted) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat stronger in organization. Anchor Paper – Part B—Level 4 – B [68][69] Anchor Paper – Part B—Level 4 – B Anchor Level 4 – B Quality Commentary The response: Meaning Conveys a basic understanding of the documents by stating that straw-bale homes are not only easy to build, but they also help preserve the world’s forests. The response makes implicit connections between information and ideas in the documents and the assigned task (if straw-bale homes are kept in good shape they can last up to one hundred years). Development Develops some ideas more fully than others. The response uses specific and relevant details from the documents to show how straw-bale homes are more cost effective than conventional homes (straw is … cheaper than the transportation of lumber and would cost almost $61,000 less). Benefits of straw-bale homes to the environment are not developed. Organization Maintains a clear and appropriate focus on straw-bale homes as great … for the economy. The response exhibits a logical sequence of ideas, discussing the endurance of straw-bale homes under extreme weather conditions, the lower cost compared to conventional homes, and finally, the variety of sizes and prices of straw-bale homes. Appropriate transitions are used (homes … These homes, Also, On top of all that). Language Use Uses appropriate language, with some awareness of audience and purpose (As you can see and With the cheap costs … these homes could be the new modern home). The response occasionally makes effective use of sentence structure and length (Straw-Bale homes are good for multiple reasons). Conventions Demonstrates partial control, exhibiting occasional errors in punctuation (shape they; the straw-bale; prices with) and grammar (cost … are and owner … their) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 4, although it is somewhat stronger in organization. Anchor Paper – Part B—Level 4 – C [70][71] Anchor Paper – Part B—Level 4 – C[72] Anchor Level 4 – C Quality Commentary The response: Meaning Conveys a basic understanding of the documents, stating that one of the newest sources of saving money and energy is building straw-bale houses. The response makes implicit connections between information and ideas in the documents and the assigned task (It is an easily replenishable source and it is much easier to ship than lumber). Development Develops some ideas more fully than others. The response uses specific and relevant details from the documents to describe the benefits of using straw bales for construction (Not only is using this material good for the environment it can save the owner a considerable amount of money). The idea that they can withstand severe weather is mentioned but not developed. Organization Maintains a clear and appropriate focus on how it would be wise to invest in straw bales for construction. The response exhibits a logical sequence of ideas, focusing on the depletion of natural resources moving to cost effectiveness and then on to safety. The response lacks internal consistency in paragraph 5 when it shifts to eating foods that were made safely. Language Use Uses appropriate language, with some awareness of audience and purpose (Many people are using alternative energy and now there is the possibility of alternative construction). The response occasionally makes effective use of sentence structure and length (People want to save money, and many want to care for the environment). Conventions Demonstrates partial control, exhibiting occasional errors in spelling (inscentive, feuls, dependancy) and punctuation (houses they, back it, source and) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. Anchor Paper – Part B—Level 3 – A [73][74] Anchor Level 3 – A Quality Commentary The response: Meaning Conveys a basic understanding of the documents (Straw bales should be used as our future constructional material because it is more affordable). The response makes implicit connections between information and ideas in the documents and the assigned task (properly built and maintained, these walls can last hundred of years). Development Develops ideas briefly, using some details from the documents to discuss the availability of straw bale material as a renewable resource and its varied sources (wheat, oats, barely, rice, rye, and flax). Organization Establishes, but fails to maintain, an appropriate focus (These straw-bales construction material can be used for homes). The response exhibits a rudimentary structure with a general introduction, followed by two paragraphs that list details from the text. Language Use Relies on basic vocabulary that is sometimes copied, with little awareness of audience or purpose (Also take some of the pressure off of limited forest resources and Isn’t that Amazing). The response exhibits some attempt to vary sentence structure and length for effect, but with uneven success (Usually for a Conventional House built by a contractor cost up to $82,500, but a Straw-bale House buit by the owner only cost up $20,625). Conventions Demonstrates emerging control, exhibiting occasional errors in punctuation (A straw-bale expert Matts Myhrman even stated, Thats, Isn’t that Amazing!) and grammar (Straw bales is and Houses is resistant) that hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat stronger in meaning. Anchor Paper – Part B—Level 3 – AAnchor Paper – Part B—Level 3 – B [75] Anchor Level 3 – B Quality Commentary The response: Meaning Conveys a basic understanding of the documents (The cost of a straw house is a lot cheaper). The response makes few connections between information in the documents and the assigned task (It can be easily replenished). Development Develops ideas briefly, using some details from the documents (After you plaster the walls the house is pretty much resistant to fire). Organization Suggests a focus (The building material is cheap … it has proven to withstand the elements). The response lacks organization, consisting of loosely related facts and personal opinion (It would also give farmers more business and help the economy). Language Use Relies on basic vocabulary, with little awareness of audience or purpose (You might think, wow this is good). The response exhibits some attempt to vary sentence structure and length for effect, but with uneven success (The cost of building as increased in many years). Conventions Demonstrates partial control, exhibiting occasional errors in punctuation (Mr. Director do you; After you plaster the walls the house; cheap, it) that do not hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat stronger in conventions and weaker in organization. Anchor Paper – Part B—Level 3 – C [76][77] Anchor Level 3 – C Quality Commentary The response: Meaning Conveys a basic understanding of the documents (Estimates show the harvest resulting in straw remains could build about 5 million 2,000 sq. ft. houses every year). The response makes few and superficial connections between information and ideas in the documents and the assigned task (Using Straw, and it being easy to construct, will take pressure off of limited forest resources). Development Develops ideas briefly, using some details from the documents (can withstand many types of diseasters and weather and the earthquake of 1970 rating at 5.3 – 5.8). Organization Suggests a focus (Being that Straw Bales are practical under utilized method of construction, that puts Straw Bales as a well known source of interest) but lacks organization. The response consists of one paragraph of loosely related ideas. Language Use Relies on basic vocabulary, with little awareness of audience or purpose. The response exhibits some attempt to vary sentence structure and length for effect, but with uneven success (Benefits to using straw-bales are that it is … that is a remain after the harvest of grain). Conventions Demonstrates emerging control, exhibiting occasional errors in punctuation (with although; For instance the equarthquake; Why waste it. use it since) and grammar (There have, Straw bales … lasts, Many kinds of house) that hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 3, although it is somewhat weaker in organization. Anchor Paper – Part B—Level 2 – A [78] Anchor Level 2 –A Quality Commentary The response: Meaning Conveys a confused and inaccurate understanding of the documents (Cheaper in ways of having to reconstruct). The response alludes to the documents but makes unclear and unwarranted connections to the assigned task (According to the article “A renewable source … Energy). Development Is incomplete and largely undeveloped, hinting at ideas, but the references to the documents are vague (Straw bales would never at paucity and it’s a great way to conserve your Money And Energy). Organization Suggests a focus (Straw bales are much cheaper and last longer) but lacks organization, consisting of one paragraph of loosely related ideas. Language Use Uses language that is imprecise for the audience and purpose (Cheaper in ways of having to reconstruct). The response reveals little awareness of how to use sentences to achieve an effect. Conventions Demonstrates emerging control, exhibiting occasional errors in punctuation (article “A and annually.” Straw) and capitalization (Money And Energy) that hinder comprehension. Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat stronger in conventions. Anchor Paper – Part B—Level 2 – B [79][80] Anchor Level 2 – B Quality Commentary The response: Meaning Conveys a confused and inaccurate understanding of the documents (The reason why straw bales are the future construction material because people had used this to help them to build an home for them and their familys). The response alludes to the documents but makes unclear and unwarranted connections to the assigned task (If you except this offer … custom homes). Development Is largely undeveloped, hinting at ideas, but references to the documents are vague (Also this had Severe weather and in earthquakes) and unjustified (the straw Bales each year from the harvest of the Uninted States used construct five million 2,000 square foot house every year). Organization Suggests a focus on why straw bales are the future construction material but lacks organization. The response is one paragraph consisting of loosely related ideas. Language Use Uses language that is imprecise (there was an massive earthquake and Also is can hold up to an long time life-span be hundred years). Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (sigle, earthquaks, avaible, dependes, hunderds), punctuation (the 1970’s there and can see the), capitalization (Straw Bales), and grammar (Chuck Bruner he and straw bales … it and straw bale are) that make comprehension difficult. Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities. Anchor Paper – Part B—Level 2 – C [81][82] Anchor Level 2 – C Quality Commentary The response: Meaning Conveys a confused and inaccurate understanding of the documents (What they are doing is helping the envoriment … wood we need to stay alive). The response alludes to the documents but makes unclear and unwarranted connections to the assigned task (They was the first one to come up with it and can’t nobody tell them What and When to make). Development Is largely undeveloped, hinting at ideas, but references to the documents are vague (help the envoriment and mother nationer) and unjustified (I will say steel because it does not get reustie). Organization Shows no focus or organization, presenting a single paragraph consisting of a series of loosely connected statements. Language Use Uses language that is imprecise and unsuitable for the audience and purpose (How can We stop gobal weamring from happen again). The response reveals little awareness of how to use sentences to achieve an effect (you cannot tell us that ouw straw will be made out of future). Conventions Demonstrates a lack of control, exhibiting frequent errors in spelling (nationer, bruning, stater, worrig, gobal), punctuation (saying you; ask so; that’s way), capitalization (What, When, Whatever), and grammar (They was and can’t nobody) that make comprehension difficult. Conclusion: Overall, the response best fits the criteria for Level 2, although it is somewhat weaker in organization. Anchor Paper – Part B—Level 1 – A [83] Anchor Level 1 – A Quality Commentary The response: Meaning Provides minimal evidence of understanding. The response makes one connection between the information in the documents and the assigned task (If I were you, I’d construct my house out of straw). Development Is minimal. Development is limited to a personal response (It has saved me a lot of money and I love how it turned out). Organization Suggests a focus on straw-house construction but is too brief to exhibit organization. Language Use Is minimal. Conventions Is minimal, making assessment of conventions unreliable. Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat stronger in organization. Anchor Paper – Part B—Level 1 – B [84] Anchor Level 1 – B Quality Commentary The response: Meaning Provides minimal evidence of understanding. The response makes one connection between the information in the documents and the assigned task (Straw Bales should become part of the future of the construction). Development Is minimal. Development consists of two vague statements about the value of straw-bale construction. Organization Suggests a focus on the use of straw bales in construction, but is too brief to exhibit organization. Language Use Is minimal. Conventions Is minimal, making assessment of conventions unreliable. Conclusion: Overall, the response best fits the criteria for Level 1, although it is somewhat stronger in organization. Part B — Practice Paper – A [85][86] Part B — Practice Paper – APart B — Practice Paper – B [87][88] Part B — Practice Paper – BPart B — Practice Paper – C [89]Part B — Practice Paper – C [90]Part B — Practice Paper – D [91]Part B — Practice Paper – E [92]Part B — Practice Paper – E [93][94] Practice Paper A–Score Level 4 Conclusion: Overall, the response best fits the criteria for Level 4 in all qualities. Practice Paper B–Score Level 2 Conclusion: Overall, the response best fits the criteria for Level 2 in all qualities. Practice Paper C–Score Level 5 Conclusion: Overall, the response best fits the criteria for Level 5 in all qualities. Practice Paper D–Score Level 3 Conclusion: Overall, the response best fits the criteria for Level 3, although somewhat weaker in conventions. Practice Paper E–Score Level 4 Conclusion: Overall, the response best fits the criteria for a Level 4 in all qualities. [95]Submitting Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form.