Introduction to the Braille Practice Test Scoring Guide€¦ · November 2019 Visual Impairment and...
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Transcript of Introduction to the Braille Practice Test Scoring Guide€¦ · November 2019 Visual Impairment and...
Introduction to the Braille Practice Test Scoring Guide
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Visual Impairment and Braille Practice Test Scoring Guide — KindergartenTable of Contents
Introduction to the Practice Test Scoring Guide 2
Example of Metadata 3
Grade K Practice Test Items 4
Listening 4
Reading 30
Speaking 52
Writing 74
Introduction to the Braille Practice Test Scoring Guide
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Introduction to the Braille Practice Test Scoring Guide This English Language Proficiency Assessments for California (ELPAC) Braille Practice Test Scoring Guide offers details about the items, student response types, correct responses, and related scoring considerations for the included samples of practice items. The practice test gives students, parents and families, teachers, administrators, and others an opportunity to become familiar with the types of test questions on the ELPAC. When students know what to expect on the test, they will be better prepared to demonstrate their English language proficiency. The practice test includes examples of all of the types of questions that may appear in the actual assessment and includes the full number of questions that appear on the assessment. The same test questions may be included at multiple grades/grade spans on the practice tests when the question types are similar across those grades/grade spans. On the operational test, there are no common questions across grades/grade spans. The practice test items cover a selection of items from performance expectations in kindergarten through grade twelve (K–12). The following item classification information (metadata) is presented along with each item:
Grade or Grade Span: The grade or grade span level of the item Domain: The primary language domain (Listening, Reading, Speaking, or Writing) the
item tests Task Type: The task type of the item Primary Alignment: The 2012 English Language Development (ELD) Standard(s) the
item is primarily aligned with; many items (especially Speaking and Writing items) also have secondary alignment to additional standards, but the secondary alignments are not listed in the Practice Test Scoring Guide metadata.
Max. Points: The maximum number of points a correct answer to the item receives Item and Stimulus: A representation of the question being asked (item) and any
supporting information (stimulus), such as graphics and listening or reading passages, included with some items
Key: The expected student response to multiple-choice items Rubric and Exemplar: An explanation of what is needed to receive a score at each score
point (rubric) and a sample response from a student (exemplar) for constructed response items
The Listening, Reading, and Speaking, practice test items and Writing practice test items at grades 3–12 will include a numbered section introduction preceding the first item.
Example of Metadata
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Each item has a metadata table as shown. Metadata contains specific information on the alignment of the item to the ELD Standards. The item number in the table preceding each item corresponds to the sequence number of the item as it appears in the practice test.
Example of Metadata
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
1 K Listening Listen to a Short Exchange
PI.A.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
1
Grade K Practice Test Items
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Grade K Practice Test Items
Listening
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
1 K Listening NA NA NA
The following screen introduces the Listening section.
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
2 K Listening Listen to a Short Exchange
PI.A.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
1
Key: B
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
3 K Listening Listen to a Short Exchange
PI.A.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
1
Key: C
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
4 K Listening Listen to a Short Exchange
PI.A.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
1
Key: A
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
5 K Listening Listen to a Short Exchange
PI.A.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
1
Key: B
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
6 K Listening Listen to a Short Exchange PII.A.2: Understanding cohesion 1
Key: A
Listening
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The following stimulus accompanies grade K items numbered 7 through 9 on the practice test.
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
7 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: A
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
8 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: C
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
9 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: C
Listening
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The following stimulus accompanies grade K items numbered 10 through 12 on the practice test.
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
10 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: C
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
11 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: A
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
12 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: B
Listening
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The following stimulus accompanies grade K items numbered 13 through 15 on the practice test.
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
13 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: A
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
14 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: C
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
15 K Listening Listen to a Story PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: B
Listening
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The following stimulus accompanies grade K items numbered 16 through 18 on the practice test.
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
16 K Listening Listen to an Oral Presentation
PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: A
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
17 K Listening Listen to an Oral Presentation
PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: B
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
18 K Listening Listen to an Oral Presentation
PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: B
Listening
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The following stimulus accompanies grade K items numbered 19 through 21 on the practice test.
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
19 K Listening Listen to an Oral Presentation
PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: C
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
20 K Listening Listen to an Oral Presentation
PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: C
Listening
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
21 K Listening Listen to an Oral Presentation
PI.B.5: Listening actively to spoken English in a range of social and academic contexts
1
Key: A
Reading
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Reading
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
1 K Reading NA NA NA
The following screen introduces the Reading section.
Reading
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The following stimulus accompanies grade K items numbered 2 through 3 on the practice test.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
2 K Reading Read-Along Word with Scaffolding
PIII: Using Foundational Literacy Skills 2
Key: A, A, A, A, A
The student must get all items correct to receive 2 points. If a student answers 1-4 items correctly, the student will receive 1 point.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
3 K Reading Read-Along Word with Scaffolding
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: A
Reading
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The following stimulus accompanies grade K items numbered 4 through 5 on the practice test.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
4 K Reading Read-Along Word with Scaffolding
PIII: Using Foundational Literacy Skills 2
Key: A, A, A, A, A
The student must get all items correct to receive 2 points. If a student answers 1-4 items correctly, the student will receive 1 point.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
5 K Reading Read-Along Word with Scaffolding
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Reading
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Key: C
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
6 K Reading Read-Along Word with Scaffolding
PIII: Using Foundational Literacy Skills 2
Reading
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Key: A, A
The student must get all items correct to receive 2 points. If a student answers 1 item correctly, the student will receive 1 point.
Reading
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The following stimulus accompanies grade K items numbered 7 through 9 on the practice test.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
7 K Reading Read-Along Word with Scaffolding
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: C
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
8 K Reading Read-Along Word with Scaffolding
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: A
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
9 K Reading Read-Along Word with Scaffolding
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: B
Reading
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The following stimulus accompanies grade K items numbered 10 through 12 on the practice test.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
10 K Reading Read-Along Information
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: B
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
11 K Reading Read-Along Information
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: C
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
12 K Reading Read-Along Information
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: C
Reading
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The following stimulus accompanies grade K items numbered 13 through 15 on the practice test.
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
13 K Reading Read-Along Information
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: B
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
14 K Reading Read-Along Information
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: A
Reading
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
15 K Reading Read-Along Information
PI.B.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1
Key: A
Speaking
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Speaking
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
1 K Speaking NA NA NA
The following screen introduces the Speaking section. The test examiner script for each individual item is located in the Directions for Administration (DFA).
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
2 K Speaking Talk about a Scene
PI.A.1: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
1
1 point
Exemplar:
“Square, circle, triangle.”
Rubric:
• Correct response.
Speaking
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0 points
Exemplar:
“I don’t know.”
Rubric: • Incorrect response/not relevant/completely unintelligible/no response/response contains no English/“I don’t know.”
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
3 K Speaking Talk about a Scene
PI.A.1: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
1
1 point
Exemplar:
“Make a tower.”
Rubric:
• Correct response.
Speaking
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0 points
Exemplar:
“I forget.”
Rubric: • Incorrect response/not relevant/completely unintelligible/no response/response contains no English/“I don’t know.”
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
4 K Speaking Talk about a Scene
PI.A.1: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
2
2 points
Exemplar:
“Bouncing.”
[Examiner: How do you know?]
“Because it’s fun to do.”
Speaking
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Rubric:
• Response is relevant.
• Errors in grammar, pronunciation, or intonation do not impede meaning.
1 point
Exemplar:
“Bounce them.”
[Examiner: How do you know?]
“I don’t know.”
Rubric:
• Response is limited or partially relevant.
• Errors in grammar, word choice, pronunciation, or intonation impede meaning.
0 points
Exemplar:
“Umm, balls.”
[Examiner: How do you know?]
“I don’t know.”
Rubric:
• Response is not relevant.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
5 K Speaking Talk about a Scene
PI.A.1: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics
2
2 points
Exemplar:
“Telling time.”
Rubric:
• Response is relevant.
Speaking
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• Errors in grammar, pronunciation, or intonation do not impede meaning.
1 point
Exemplar:
“Time.”
[Examiner: Tell me more.]
(No response.)
Rubric:
• Response is limited or partially relevant.
• Errors in grammar, word choice, pronunciation, or intonation impede meaning.
0 points
Exemplar:
“Umm, the clock.”
Rubric:
• Response is not relevant.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
6 K Speaking Speaking ̶ Support an Opinion
P1.C.11: Supporting own opinions and evaluating others’ opinions in speaking and writing
2
2 points
Exemplar:
“Grapes.”
[Examiner: Why do you think grapes are better?]
“Because they taste like sour.”
Speaking
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Rubric:
• An opinion is expressed and supported with a relevant reason.
• Errors in grammar, word choice, pronunciation, or intonation do not impede meaning.
1 point
Exemplar:
“Crackers.”
[Examiner: Why do you think crackers are better?]
(No response.)
Rubric:
• An opinion is expressed but not supported. A reason is not provided or is not relevant.
• Errors in grammar, word choice, pronunciation, or intonation impede meaning.
0 points
Exemplar:
“I don’t know.”
Rubric:
• An opinion is not expressed.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
7 K Speaking Speaking ̶ Support an Opinion
P1.C.11: Supporting own opinions and evaluating others’ opinions in speaking and writing
2
2 points
Exemplar:
“Side . . . draw with sidewalk chalk.”
[Examiner: Why do you think drawing with sidewalk chalk is better?]
“Because they’re learning about shapes.”
Rubric:
Speaking
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• An opinion is expressed and supported with a relevant reason.
• Errors in grammar, word choice, pronunciation, or intonation do not impede meaning.
1 point
Exemplar:
“Running.”
[Examiner: Why do you think running races is better?]
“Because running is better.”
Rubric:
• An opinion is expressed but not supported. A reason is not provided or is not relevant.
• Errors in grammar, word choice, pronunciation, or intonation impede meaning.
0 points
Exemplar:
“I don’t know.”
Rubric:
• An opinion is not expressed.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
8 K Speaking Retell A Narrative
P1.C.9: Expressing information and ideas in formal oral presentations on academic topics
4
4 points
Exemplar:
“First, he . . . he and his dad packed for a picnic food. Then they found a table to eat to make the picnic. Then, he . . . the little boy, he throwed his trash so the park could be nice and clean.”
Rubric:
Speaking
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• Response provides a clear and detailed retelling of the narrative as supported by the pictures.
• Ideas are cohesive and connected.
• Grammar and word choice are varied and effective; errors do not impede meaning.
• Pronunciation and intonation do not impede meaning.
• Speech is usually smooth and sustained.
3 points
Exemplar:
“Umm, they wanted to go to the park ‘cause they were hungry and they wanted to go picnic there. And after they finish ate, he wanted the park to be cleaned.”
Rubric:
• Response retells the narrative as supported by the pictures with basic detail.
• Ideas are usually cohesive and connected.
• Grammar and word choice are adequate; errors occasionally impede meaning.
• Pronunciation and/or intonation occasionally impede meaning.
• Speech is fairly sustained, though some choppiness or halting may occur.
2 points
Exemplar:
“They are packing. They are eating. They are cleaning the table.”
[Examiner: What else can you tell me about the story?]
“No.”
Rubric:
• Response retells the narrative as supported by the pictures but may be incomplete and lack clarity.
• Ideas are sometimes cohesive and connected.
Speaking
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• Grammar and word choice are simple and repetitive; errors often impede meaning.
• Pronunciation and/or intonation often impede meaning.
• Speech may be slow, choppy, or halting.
1 point
Exemplar:
“This (pointing) one. “
[Examiner: Tell me in words about the story.]
“He’s hamping. Hamping.”
[Examiner: What else can you tell me about the story?]
“They’re packing to park.”
Rubric:
• Response attempts to retell the narrative but conveys little relevant information.
• Ideas are rarely cohesive and connected.
• Grammar and word choice are limited and impede meaning.
• Pronunciation and/or intonation often impede meaning.
• Speech may consist of isolated word(s) or phrase(s).
0 points
Exemplar:
“I don’t know.”
Rubric:
• Response is not relevant.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
9 K Speaking Retell A Narrative
P1.C.9: Expressing information and ideas in formal oral presentations on academic topics
4
4 points
Exemplar:
“Umm, so Carla, Carlos got a book, school and he can’t wait to read it to his dad. When, when he got, when Carlos got home, he told his dad all about the book. And then when he was done reading, he put the book in his backpack to take it back to school.”
Rubric:
Speaking
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• Response provides a clear and detailed retelling of the narrative as supported by the pictures.
• Ideas are cohesive and connected.
• Grammar and word choice are varied and effective; errors do not impede meaning.
• Pronunciation and intonation do not impede meaning.
• Speech is usually smooth and sustained.
3 points
Exemplar:
“Carlos gets a book at the libary. He went home and readed it with his dad. And when Carlos finished he put it in his backpack.”
Rubric:
• Response retells the narrative as supported by the pictures with basic detail.
• Ideas are usually cohesive and connected.
• Grammar and word choice are adequate; errors occasionally impede meaning.
• Pronunciation and/or intonation occasionally impede meaning.
• Speech is fairly sustained, though some choppiness or halting may occur.
2 points
Exemplar:
“Hmm, her mom get her, her mom get h-, get him, umm, a book. (Unintelligible) then when she was, umm, when she was done, then she put it in his packpack.”
[Examiner: What else can you tell me about the story?]
“His dad let him to, let him to a good place.”
Rubric:
• Response retells the narrative as supported by the pictures but may be incomplete and lack clarity.
• Ideas are sometimes cohesive and connected.
Speaking
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• Grammar and word choice are simple and repetitive; errors often impede meaning.
• Pronunciation and/or intonation often impede meaning.
• Speech may be slow, choppy, or halting.
1 point
Exemplar:
“He do the book (unintelligible) the backpacks and he was putting it there.”
[Examiner: What else can you tell me about the story?]
“Because they were putting (unintelligible) her backpack her book.”
Rubric:
• Response attempts to retell the narrative but conveys little relevant information.
• Ideas are rarely cohesive and connected.
• Grammar and word choice are limited and impede meaning.
• Pronunciation and/or intonation often impede meaning.
• Speech may consist of isolated word(s) or phrase(s).
0 points
Exemplar:
(No response.)
Rubric:
• Response is not relevant.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Speaking
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Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
10 K Speaking Summarize an Academic Presentation
PI.C.9: Expressing information and ideas in formal oral presentations on academic topics
4
4 points
Exemplar:
“It’s hot. There’s lots of trees. There’s more sun on top. Animals live in the trees.”
Rubric:
Speaking
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• A full response includes a clear summary of the main points and details of the presentation.
• Ideas are cohesive and connected.
• Grammar and word choice are varied and effective; errors do not impede meaning.
• Pronunciation and intonation do not impede meaning.
• Speech is usually smooth and sustained.
3 points
Exemplar:
“The rain forest is . . . is wet. And almost animals don’t go down there. And down the rain forest, it’s a little . . . it’s a little sunny, but it gets a lot of shade.”
Rubric:
• Response includes a mostly clear summary of some of the main points of the presentation with partial/basic details.
• Ideas are usually cohesive and connected.
• Grammar and word choice are adequate; errors occasionally impede meaning.
• Pronunciation and/or intonation occasionally impede meaning.
• Speech is fairly sustained, though some choppiness or halting may occur.
2 points
Exemplar:
“Umm, some animals don’t touch the ground because they like to spend all the time in the trees. Some animals don’t like to touch the top because they’re scared; that’s why they stay on the ground.”
[Examiner: What else can you tell me about what you heard?]
“Yup. The trees that are bigger than the little trees, the little trees start to grow up big and tall and strong.”
Rubric:
• Response includes a partial summary of at least one of the main points of the presentation and may lack an understanding of the main points.
Speaking
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• Ideas are sometimes cohesive and connected.
• Grammar and word choice are simple and repetitive; errors often impede meaning.
• Pronunciation and/or intonation often impede meaning.
• Speech may be slow, choppy, or halting.
1 point
Exemplar:
“Umm, the . . . the elephant, he just walk. And the bird, he just went in the tree. And so the monkey just went to the tree. And this sloth, he just went to the tree too.
[Examiner: What else can you tell me about what you heard?]
Nothing. There’s nothing. “”
Rubric:
• Response includes an attempt to reference the presentation/picture but conveys little relevant information.
• Ideas are rarely cohesive and connected.
• Grammar and word choice are limited and impede meaning.
• Pronunciation and/or intonation often impede meaning.
• Speech may consist of isolated word(s) or phrase(s) related to the picture.
0 points
Exemplar:
(Response in primary language.)
Rubric:
• Response is not relevant.
• Response contains no English.
• No response, “I don’t know,” or is completely unintelligible.
Writing
74 Visual Impairment and Braille Practice Test Scoring Guide November 2019
Writing The following stimulus accompanies grade K items numbered 1 through 4 on the practice test.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 75
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
1 K Writing Label a Picture ̶ Word with Scaffolding
P1.C.10: Composing/writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
1
1 point
Exemplar:
“b”
Rubric:
• The student writes the letter correctly. If the letter name is provided, the student writes the specified letter. If the letter name is not provided, a phonetic representation of the sound is acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• For kindergarten and grade one, the letter may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Exemplar:
“a”
Rubric:
Writing
76 Visual Impairment and Braille Practice Test Scoring Guide November 2019
• The student writes the letter incorrectly. The student writes a letter other than the specified letter or a letter that does not represent the first sound of the specified word.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 77
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
2 K Writing Label a Picture ̶ Word with Scaffolding
P1.C.10: Composing/writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
1
1 point
Exemplar:
“G”
Rubric:
• The student writes the letter correctly. If the letter name is provided, the student writes the specified letter. If the letter name is not provided, a phonetic representation of the sound is acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• For kindergarten and grade one, the letter may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Exemplar:
“t”
Rubric:
Writing
78 Visual Impairment and Braille Practice Test Scoring Guide November 2019
• The student writes the letter incorrectly. The student writes a letter other than the specified letter or a letter that does not represent the first sound of the specified word.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 79
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
3 K Writing Label a Picture ̶ Word with Scaffolding
P1.C.10: Composing/writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
2
2 points
Exemplar:
“hen”
Rubric:
• The student writes at least two letters of the stated word correctly, including the initial letter in the initial position and one additional letter (any position in the word).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
1 point
Exemplar:
“h”
Rubric:
Writing
80 Visual Impairment and Braille Practice Test Scoring Guide November 2019
• The student writes one letter of the stated word correctly in the correct position (i.e., the initial, middle, or final position in the word), or the student writes only one letter from the stated word (e.g., “u” from “hug”).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Exemplar:
“a”
Rubric:
• The student writes letters that are not representative of letters in the stated word.
OR
• The student copies a word or words printed on the Answer Book page.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 81
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
4 K Writing Label a Picture ̶ Word with Scaffolding
P1.C.10: Composing/writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
2
2 points
Exemplar:
“cow”
Rubric:
• The student writes at least two letters of the stated word correctly, including the initial letter in the initial position and one additional letter (any position in the word).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
1 point
Exemplar:
“kw”
Rubric:
Writing
82 Visual Impairment and Braille Practice Test Scoring Guide November 2019
• The student writes one letter of the stated word correctly in the correct position (i.e., the initial, middle, or final position in the word), or the student writes only one letter from the stated word (e.g., “u” from “hug”).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Exemplar:
“1”
Rubric:
• The student writes letters that are not representative of letters in the stated word.
OR
• The student copies a word or words printed on the Answer Book page.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 83
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
5 K Writing Write a Story Together with Scaffolding
P1.A.2: Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
1
1 point
Exemplar:
“R”
Rubric:
• The student writes the letter correctly. If the letter name is provided, the student writes the specified letter. If the letter name is not provided, a phonetic representation of the sound is acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• For kindergarten and grade one, the letter may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Writing
84 Visual Impairment and Braille Practice Test Scoring Guide November 2019
Exemplar:
“L”
Rubric:
• The student writes the letter incorrectly. The student writes a letter other than the specified letter or a letter that does not represent the first sound of the specified word.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 85
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
6 K Writing Write a Story Together with Scaffolding
P1.A.2: Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
1
1 point
Exemplar:
“B”
Rubric:
• The student writes the letter correctly. If the letter name is provided, the student writes the specified letter. If the letter name is not provided, a phonetic representation of the sound is acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• For kindergarten and grade one, the letter may be reversed, backwards, or upside down (for example, b d, q p, b p).
Writing
86 Visual Impairment and Braille Practice Test Scoring Guide November 2019
0 points
Exemplar:
“ook”
Rubric:
• The student writes the letter incorrectly. The student writes a letter other than the specified letter or a letter that does not represent the first sound of the specified word.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 87
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
7 K Writing Write a Story Together with Scaffolding
P1.A.2: Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
2
2 points
Exemplar:
“tell”
Rubric:
• The student writes at least two letters of the stated word correctly, including the initial letter in the initial position and one additional letter (any position in the word).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
1 point
Exemplar:
Writing
88 Visual Impairment and Braille Practice Test Scoring Guide November 2019
“t”
Rubric:
• The student writes one letter of the stated word correctly in the correct position (i.e., the initial, middle, or final position in the word), or the student writes only one letter from the stated word (e.g., “u” from “hug”).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Exemplar:
“him”
Rubric:
• The student writes letters that are not representative of letters in the stated word.
OR
• The student copies a word or words printed on the Answer Book page.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
Writing
November 2019 Visual Impairment and Braille Practice Test Scoring Guide 89
Item Grade
/ Grade Span
Domain Task Type Primary Alignment Max. Points
8 K Writing Write a Story Together with Scaffolding
P1.A.2: Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
2
2 points
Exemplar:
“hug”
Rubric:
• The student writes at least two letters of the stated word correctly, including the initial letter in the initial position and one additional letter (any position in the word).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
1 point
Exemplar:
“g”
Rubric:
Writing
90 Visual Impairment and Braille Practice Test Scoring Guide November 2019
• The student writes one letter of the stated word correctly in the correct position (i.e., the initial, middle, or final position in the word), or the student writes only one letter from the stated word (e.g., “u” from “hug”).
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.
• Phonetic spelling is acceptable.
• Letters may be reversed, backwards, or upside down (for example, b d, q p, b p).
0 points
Exemplar:
“a”
Rubric:
• The student writes letters that are not representative of letters in the stated word.
OR
• The student copies a word or words printed on the Answer Book page.
OR
• The student writes or draws content that is not representative of letters in the English alphabet.
OR
• The student does not provide a written response.
