An Annotated Guide to Measured Progress COMMON … · Testlet. Blueprint..... 5. Student Learning...

Measured Progress COMMON CORE Testlets

An Annotated Guide to

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Table of ContentsAbout Measured Progress COMMON CORE Testlets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Reading Testlet Blueprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Student Learning Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Student Test Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Mathematics Testlet Blueprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Student Learning Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Test Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Formative Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

About Measured Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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About Measured Progress COMMON CORE TestletsMeasured Progress® content experts designed the Measured Progress COMMON CORETM Assessment Program, which includes targeted Testlets, a new Item Bank, and professional development, to guide teachers as they prepare students for the increased rigor and cognitive demand of the Common Core State Standards.

COMMON CORE Testlets can help teachers quickly gauge how well students understand particular sets of standards in English language arts and mathematics. Items in each Testlet were developed “from the ground up” to support Common Core transition and give teachers a snapshot of how well students understand concepts in clusters (English language arts) and domains (mathematics). Evidence collected from Testlets can help teachers plan future individual or classroom instruction.

The annotations included in this set of reading and math Testlets will help you better understand how each of the different components supports student understanding of the Common Core and classroom formative assessment. Each Testlet is comprised of:

1. A test blueprint

2. A student test form

3. Scoring guides

4. Optional formative tools for students and teachers

The formative tools that come with each Testlet help engage students in the classroom formative assessment process and assist teachers in using evidence to inform instruction.

©2012 Measured Progress. All rights reserved. | Web: measuredprogress.org

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CCAP1005.1Measured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc.

Reading Testlet Blueprint 1925 - Mush!/The Iditarod

Purpose of Assessment: To gather evidence of student understanding to inform instruction.

Content Area/Strand: Reading | Grade: 5 | Total Score: 10 points

Selection Type: Informational | Time Needed for Administration: 20 minutes

Materials Needed: Student Test Form and Scoring Guide

Item Specifi cations:

Anchor Standards(Clusters)

Target Standards(Key concepts/skills to be assessed)

Depth of Knowledge

(DOK)

Item Type(MC/CR*)

# of Items

ItemPosition

Key Ideas and Details

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2 MC 1 1

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

2 MC 1 2

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientifi c, or technical text based on specifi c information in the text.

3 CR 1 7

Craft and Structure

Analyze multiple accounts of the same event or topic, noting important similarities and diff erences in the point of view they represent.

3 MC 1 6

Integration of Knowledge

and Ideas

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem effi ciently.

2 MC 1 4

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

2 MC 1 3

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

3 MC 1 5

* MC = Multiple Choice, CR = Constructed Response


Reading Testlet Blueprint

The Blueprint provides an overview of the design, standard alignment, and item configuration for each Testlet.

Student Test Form and Scoring Guide

Testlets integrate target standards from key anchor clusters.

Reading Testlets include diverse types of literary or informational reading selections. Testlets are intended to support

classroom formative assessment practices by engaging students in the learning process and assisting teachers in using evidence to inform instruction.

Items range in cognitive complexity and are coded to Webb’s Depth of Knowledge (DOK) levels 1-3.

3 MC 1 5MC 1 5MC 1 5Each reading Testlet is comprised of 7 items.

� 6 multiple-choice items � 1 constructed-response item

To gather evidence of student understanding to inform instruction.

when drawing inferences

Student Learning Targets


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CCAP1005.1

Student Learning TargetsGrade 5 Reading Testlet – 1925 - Mush!/The Iditarod

1. I can use key ideas and details from multiple texts to explain why a character feels a certain way.

2. I can use key ideas and details to summarize parts of a text.

3. I can identify a specifi c sentence in a text that best supports a key point or concept.

4. I can use information from several sources to tell what information is shown in a map.

5. I can explain how information from one text helps readers understand information in a second text.

6. I can use information from two texts to describe characteristics about people discussed in the texts.

7. I can compare an event today with the way it was in a particular historical era.


Learning targets specify learning and assessment expectations.

Standards being assessed are written in student accessible language.

I can use key ideas and details from multiple texts to explain why a character feels a

Student Test Form

1 Go On©2012 Measured Progress. All rights reserved.

Grade 5 Reading Testlet – 1925 - Mush!/The Iditarod

Read Selection 1, an article about an exciting race.

SELECTION 1

Student Test Form

1925 ♦ Mush!by Jennifer Armstrong

January of 1925 was cold in Nome, Alaska. But then again, every winter is cold in Nome. There weren’t many hours of daylight that far north, not at that time of year, anyway: lamps were lit in every house in town. Dr. Curtis Welch stamped his feet to keep them warm as he tramped up the steps of the next house on his rounds, and his breath puffed ahead of him in an icy cloud.

Inside he found something that made his blood run as cold as the Yukon River: a young Inupiat child with diphtheria. It was a terrible disease, and terribly contagious, striking down children every year. The native people of this seacoast town had no immunity to the white man’s diseases. If left untreated, the diphtheria would spread out across Nome like frost on a windowpane, choking, crippling, and killing children in every family in town. But there was a treatment for diphtheria—if Dr. Welch could only get his hands on the serum. At the telegraph offi ce, the doctor began sending frantic messages to every town in the enormous territory of Alaska. Who had serum? Fairbanks? Juneau? Anchorage? Seward?

Anchorage had serum—loads of it. Three hundred thousand doses’ worth. But how could he get it from Anchorage to Nome at this time of year? No roads crossed the rugged Alaska Range that lay between Anchorage and Nome. The seaport was locked in winter ice, cutting it off from ship traffi c. There were two airplanes in the small town of Anchorage, but they had been taken apart for storage and winter repairs. No one knew if you even could fl y an open-cockpit plane at temperatures so far below freezing. And the Inupiat children gasping for breath in Nome couldn’t wait for better weather.

Dr. Welch appealed to the governor of Alaska for help. How could he get his hands on the antitoxin? What method of transportation wouldn’t be at the mercy of winter storms and drifting snows?

Dogsleds. Dogsleds had always been the best way to get around Alaska in the dark days of the Arctic winter. Along thousands of miles of snowy trail throughout the territory, drivers and their dog teams had always carried mail and freight to and from the frontier outposts. It was a tradition that dated back to the Yukon gold rush, and before that to the native Athabascans who had lived in the white North since time was new. If the medical authorities could get just one cylinder of the precious medicine from Anchorage by train to the town of Nenana, dog teams could relay it the rest of the way to Nome. Telegraph wires hummed in the frozen air as the medical teams and dogsled drivers laid their plans and plotted their strategy.

January 26: In Anchorage, doses of serum were packed into a cylinder, then wrapped in a thick quilt to keep it from freezing solid, then tied and wrapped again in furs for protection on the rough trip, then handed to the conductor on the train. At eleven o’clock the next night, the train reached Nenana. There the parcel was handed over to William “Wild Bill” Shannon, the fi rst of

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Each reading Testlet contains two selections paired together to assess each student’s ability to compare and analyze text.

2 Go On


©2012 Measured Progress. All rights reserved.

Note: Every year, the Iditarod Trail Sled Dog Race commemorates this historic run from Anchorage to Nome. In New York City’s Central Park, there is a statue of Balto, one of the lead dogs on the serum run. On the statue is this inscription: DEDICATED TO THE INDOMITABLE SPIRIT OF THE SLED DOGS THAT RELAYED ANTITOXIN SIX HUNDRED MILES OVER ROUGH ICE, ACROSS TREACHEROUS WATERS, THROUGH ARCTIC BLIZZARDS FROM NENANA TO THE RELIEF OF A STRICKEN NOME IN THE WINTER OF 1925. ENDURANCE FIDELITY INTELLIGENCE.

twenty drivers who would take part in the 674-mile relay race against death. His dogs sat waiting in their traces, their tails sweeping the snow. It was dark. And it was cold.

As Shannon jumped onto the sled, the dogs leaped to their feet; the sound of their excited barking echoed against the small wooden buildings of the train station. Bitter winds howling down from the North Pole ruffl ed their fur, whipping them on while the driver called MUSH!!!! Shannon drove fi fty-two miles to Tolovana; he made the handoff to Dave Green, whose dogs raced thirty-one miles to Manley. Then it was Johnny Folger’s turn to run twenty-eight miles to Fish Lake, where he passed the precious serum to Sam Joseph. It was sixty-seven miles to Tanana, where Titus Nickoli and his dogs waited. The moment they had the package safely stowed, it was off to Kallands, thirty-four miles away.

And on and on, in stretches of the Iditarod Trail eighteen miles long, or thirty-four, or twenty-fi ve, or more, or less, through snow-shrouded forest, across the windswept ice of frozen lakes, down through dark ravines, and along the Yukon River to the shore of the frozen Bering Sea. The temperature dipped to forty below zero, with the biting wind stealing the breath from the drivers’ lungs. Blizzards buffeted the sleds, and sometimes the snow was so blinding that the drivers couldn’t even see the lead dog ahead on the trail.

But just over fi ve days after the serum left Nenana, the last dogsled, driven by Gunnar Kaassen, mushed down First Avenue in Nome. Dr. Welch and his patients were waiting. The epidemic was halted with the arrival of the serum. Never had so many lives depended on the outcome of a dogsled race.

“1925 - Mush!” (pp. 1 & 2) by Jennifer Armstrong, from The American Story. Copyright © 2006 by Jennifer Armstrong. Used by permission of Alfred A. Knopf, a division of Random House, Inc.

“The Iditarod” (p. 3) by Donna Walsh Shepherd, from Alaska. Copyright © 1999 by Children’s Press. Reprinted by permission of Children’s Press, an imprint of Scholastic Library Publishing, Inc.

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Reading comprehension is assessed through authentic, content-rich nonfiction or literary selections.

3 Go On



Read Selection 2, an article about another exciting race. Then answer the questions that follow.

SELECTION 2

The Iditarodby Donna Walsh Shepherd

The Iditarod race exists because of two people’s efforts. Dorothy Page and Joe Redington both loved mushing and preserving the old trails across Alaska. When the army cleared and marked the old northern trail in 1972, they began to organize an Anchorage to Nome race. The Iditarod race begins in downtown Anchorage and travels 1,100 miles (1,770 km) across wild country to Nome. Mushers come from around the world to compete. For safety reasons, a team must pass many tests before participating.

The Anchorage to Eagle River portion of the race has become largely ceremonial. Sponsors ride in sleds through town, and people line the streets and trails wishing the teams a good journey. The next day, the race restarts at Willow, 40 miles (64 km) north of Anchorage, with packed sleds. Extra supplies are airlifted to checkpoints along the trail.

Thousands of volunteers help with the race, from corporate sponsors to prison inmates who care for dogs left at checkpoints, to schoolchildren who adopt a musher. Around the country, classes support

Wasilla

Fairbanks

WhiteMtn. Koyuk

KaltagBeringSea

Nulato

EagleIsland Ophir

Ruby

McGrath Nikolai

Rainy Pass

Knik

Eagle River

Anvik

Shageluk

Yukon R

iver

Tenana River

Yukon R

iver

Kuskokwim River

Coo

k

Inlet

Shaktoolik

START

FINISH

Iditarod Trail

Yukon River

Anchorage

Nome

Key

Northern RouteSouthern Route

a musher by writing letters of encouragement, making hundreds of booties to protect the dogs’ feet in icy conditions, and watching their musher’s progress on the Internet.

In 1973, Dick Wilmarth won the fi rst race in twenty days. After winning, his lead dog, Hot Foot, got loose. Wilmarth fi nally found him waiting at home in Red Devil, 500 miles (805 km) away. With training and trail improvements, now the race is routinely won in nine to twelve days. Doug Swingley, from Montana, holds the record of 9 days, 2 hours, 42 minutes, and 19 seconds. Yes, seconds matter. One year, after two weeks on the trail, only one second separated fi rst and second place.

As each musher, fi rst to last, comes onto Front Street in Nome, a siren sounds and, night or day, people come to cheer the team. It may take three weeks or longer for the Red Lantern winner, last place, to fi nish. The Red Lantern Award honors the musher’s determination to fi nish one of the most diffi cult sporting events in the world.

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Student test forms are print ready and include easy-to-view graphics.

Read Selection 2, an article about another exciting race. Then answer the questions that follow.

Text complexity aligns with the level of rigor expected by the Common Core State Standards.

4 Go On



104798A Multiple Choice C In Development

1. In Selection 1, what is the most likely reason that Dr. Welch was worried about the sick child?

A He had seen the terrible effects of a similar disease.

B He believed there was no known cure for the disease.

C He knew that more children would catch the disease.

D He had no idea what could be causing the disease.

104799A Multiple Choice B In Development

2. Which sentence is the best summary of paragraph 3 in Selection 1?

A Anchorage had ships and airplanes that could not be used in winter.

B There was serum in Anchorage but no way to get it to other towns.

C The children in Anchorage were healthier than the children in Nome.

D The serum in Anchorage would freeze if it were brought into the cold.

104807A Multiple Choice D In Development

3. Which sentence from Selection 2 supports the idea that the race has changed over time?

A “When the army cleared and marked the old northern trail in 1972, they began to organize an Anchorage to Nome race.”

B “The Iditarod race begins in downtown Anchorage and travels 1,100 miles (1,770 km) across wild country to Nome.”

C “For safety reasons, a team must pass many tests before participating.”

D “The Anchorage to Eagle River portion of the race has become largely ceremonial.”

104808A Multiple Choice A In Development

4. Which information about the race is best understood by looking at the map?

A its path

B its history

C its dangers

D its distance

STUDENT NAME: TEACHER NAME: DATE:

Reading Informational Texts

1925 - Mush!/The Iditarod

For each question, choose the correct answer. Then completely fi ll in the circle for the answer you chose.

Go On


STUDENT NAME: TEACHER NAME:

Answer spaces are integrated into student test forms.

Two-column layout maximizes space and minimizes paper usage.




5. Which best explains how the information in Selection 1 strengthens the reader’s understanding of the information in Selection 2?

A It tells why the race started.

B It explains why the race is popular.

C It introduces the mushers who later run the race.

D It describes the people who make the race possible.

104810A Multiple Choice B In Development

6. Based on the information in both selections, which word would best describe a successful musher?

A graceful

B brave

C imaginative

D generous

For this question, write your answer in the box provided. Be sure to support your answer with details.

104812A Writing Prompt In Development

7. Compare the experience of driving a dogsled on the route of the Iditarod today to that of the mushers who brought serum to Nome. Explain how the diffi culties have changed or stayed the same. Use who brought serum to Nome. Explain how the diffi culties have changed or stayed the same. Use who brought serum to Nome. Explain how the diffiinformation from both selections to support your answer.

STOP


Constructed-response items require students to explain their thinking and cite evidence from passages to support their answers.

Items require students to use information from both selections to demonstrate understanding.

Scoring Guide


B1


CCSS Alignment CLUSTER: Key Ideas and Details

STANDARD: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

DOK: 2

1. In Selection 1, what is the most likely reason that Dr. Welch was worried about the sick child?

A He had seen the terrible effects of a similar disease.

B He believed there was no known cure for the disease.

C He knew that more children would catch the disease.

D He had no idea what could be causing the disease.

Distractor Rationales

A This could be true, but, according to the selection, his main worry was that the disease was very contagious.

B The doctor knew that he could not cure the disease without the serum, but he also knew that there was a cure.

C Key: The reason the doctor was worried was because he knew the disease was highly contagious and would spread quickly among the native Alaskan children.

D He knew what the cause was; the problem was that it was highly contagious.


STANDARD: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

DOK: 2

2. Which sentence is the best summary of paragraph 3 in Selection 1?

A Anchorage had ships and airplanes that could not be used in winter.

B There was serum in Anchorage but no way to get it to other towns.

C The children in Anchorage were healthier than the children in Nome.

D The serum in Anchorage would freeze if it were brought into the cold.


A This idea is in paragraph 3, but it is a detail supporting the main idea that the serum was available in Anchorage, but there was no way to get it to Nome.

B Key: The need for the serum in Nome and the diffi culty of transporting it between Anchorage and Nome are the main ideas of the selection.

C It is clear from the paragraph that the children in Anchorage would have had access to the serum, unlike the children in Nome, but the main idea focuses on the fact that there was no way to get the serum from Anchorage to other towns.

D According to the information in the paragraph, this is correct; however, it is a detail supporting the main idea, which is the diffi culty of transporting the serum.

Scoring Guide1925 - Mush!/The IditarodMultiple-Choice Items


Standard alignment and DOK are provided to help build awareness of how the Common Core State Standards can be translated into assessment items.

1925 - Mush!/The IditarodScoring Guides help educators score accurately and consistently.


B2

CCAP1005.1

Scoring Guide

CCSS Alignment CLUSTER: Integration of Knowledge and Ideas

STANDARD: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

DOK: 2

3. Which sentence from Selection 2 supports the idea that the race has changed over time?

A “When the army cleared and marked the old northern trail in 1972, they began to organize an Anchorage to Nome race.”

B “The Iditarod race begins in downtown Anchorage and travels 1,100 miles (1,770 km) across wild country to Nome.”

C “For safety reasons, a team must pass many tests before participating.”

D “The Anchorage to Eagle River portion of the race has become largely ceremonial.”


A This sentence refers to something that happened in the past, but it does not refer to any change in the race over time.

B This sentence describes a characteristic of the race but does not describe how the race has changed over time.

C This sentence indicates that the race is dangerous, but it does not indicate any changes in the race over time.

D Key: This sentence indicates that the fi rst part of the race has changed over time from a real part of the race to a largely ceremonial part.


STANDARD: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem effi ciently.

DOK: 2

4. Which information about the race is best understood by looking at the map?

A its path

B its history

C its dangers

D its distance


A Key: The map clearly shows the path of the race, from Anchorage (START) to Nome (FINISH).

B The map indicates the route of the trail, but it includes no information about the history of the trail.

C The map does include features like lakes and rivers, but it does not indicate any particular dangers that the mushers would have faced.

D The route looks long, but the map does not actually indicate the scale of the land or include any information about the actual distance traveled during the race.


Distractor rationales provide an explanation of answer choices and typical misconceptions.


B3

CCAP1005.1

Scoring Guide


STANDARD: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

DOK: 3

5. Which best explains how the information in Selection 1 strengthens the reader’s understanding of the information in Selection 2?

A It tells why the race started.

B It explains why the race is popular.

C It introduces the mushers who later run the race.

D It describes the people who make the race possible.


A Key: Selection 1 provides the historical context.

B The race is popular, but Selection 1 does not help the reader understand this.

C Misreading of the text

D Misreading of the text

CCSS Alignment CLUSTER: Craft and Structure

STANDARD: Analyze multiple accounts of the same event or topic, noting important similarities and diff erences in the point of view they represent.

DOK: 3

6. Based on the information in both selections, which word would best describe a successful musher?

A graceful

B brave

C imaginative

D generous


A There is evidence to support the idea that mushers must be skillful, but “graceful” implies style rather than skill and would not be a critical characteristic for a successful musher.

B Key: Evidence in both selections supports the idea that mushers must be brave in order to succeed.

C A positive word, but not supported by the selections

D Related to the idea of rewarding the last to arrive, but not correct


Based on trends in student responses, distractor rationales can be analyzed to inform instruction.


B4

CCAP1005.1

Scoring Guide

Constructed-Response Item


STANDARD: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientifi c, or technical text based on specifi c information in the text.

DOK: 3

7. Compare the experience of driving a dogsled on the route of the Iditarod today to that of the mushers who brought serum to Nome. Explain how the diffi culties have changed or stayed the same. Use information from both selections to support your answer.

Constructed-Response Rubric

SCORE DESCRIPTION

4

Response provides a thorough comparison of the experience of driving a dogsled in the present and the experience of driving a dogsled in the past. Response clearly addresses similarities and/or diff erences in the level of danger or the diffi culties faced on the trail. Response includes relevant examples from both selections.

3

Response provides an adequate comparison of the experience of driving a dogsled in the present compared to the experience of driving a dogsled in the past. Response addresses at least one similarity and/or diff erence regarding the dangers or diffi culties of the trail. Response may lack suffi cient examples from the selections or not be completely developed.

2

Response provides a limited comparison or discussion of the experience of driving a dogsled in the present and/or past. Response uses limited or partially correct examples from the selection.

1

Response is vague or minimal.ORResponse only provides a personal opinion with no text support or relevance to the passage/prompt.

0 Response is totally incorrect or irrelevant.

Blank No response.

Constructed-Response Scoring Notes:

Sample Response

The response may include, but is not limited to, the following:

Similarities

Drivers have to contend with darkness due to the lack of daylight. Weather conditions are dangerous: freezing cold,

“bitter wind,” blinding snow. Trail conditions are dangerous: icy, ravines,

blizzards. Traveling the route is a long, isolated journey. Humans and dogs need supplies and protection

from icy conditions.

Diff erences

In the past, drivers did the race in a relay; now drivers must run the whole race by themselves. The original journey was 674 miles long (because

the fi rst part was done by train); now the race is 1,100 miles long. In the past, the drivers did not receive any help;

now lots of people help to prepare for the race and make sure the drivers and dogs are ready. In the past, drivers would have had to carry

their supplies; now supplies are airlifted in to checkpoints along the trail. In the past, the race had to be organized ahead of

time by telegraph; now there are many diff erent ways for drivers and organizers to communicate. The trail is now wider and better maintained than

it was in the past.


Scoring rubrics describe how students can earn different point values and guide teachers in scoring constructed-response items.

Scoring notes include sample responses to assist educators with reviewing and scoring student work.


“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers

and parents know what they need to do to help them.” —COMMON CORE STANDARDS INITIATIVE

WWW.CORESTANDARDS.ORG


A1


Mathematics Testlet BlueprintRatios and Proportional RelationshipsPurpose of Assessment: To collect evidence of student understanding to inform instruction.

Content Area/Domain: Ratios and Proportional Relationships | Grade: 7

Time Needed for Administration: 20 minutes | Total Score: 10 points

Materials Needed: Student Test Form and Scoring Guide

Item Specifications:

Cluster Target Standards(Key concepts/skills to be assessed)

Depth of Knowledge (DOK)

Item Type(MC/SA/CR*)

# of Items

Item Position

Analyze proportional

relationships and use them to solve

real-world and mathematical

problems.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

2 SA 1 4

Recognize and represent proportional relationships between quantities: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

2 MC 1 2

2 SA 1 6

Recognize and represent proportional relationships between quantities: Represent proportional relationships by equations.

2 SA 1 5

Recognize and represent proportional relationships between quantities: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

2 MC 1 3

Use proportional relationships to solve multistep ratio and percent problems.

2 MC 1 1

2 CR 1 7

* MC = Multiple Choice, SA = Short Answer, CR = Constructed Response


Mathematics Testlet Blueprint

The purpose of the math Testlet is to gather evidence of student understanding of target mathematics standards.

| | Total Score: 10 points

Items require students to demonstrate a deeper conceptual understanding beyond recall and procedural skills.

(Key concepts/skills to be assessed)

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

Each math Testlet focuses on a specific cluster of standards within one domain.

relationships between quantities: Identify the constant of proportionality (unit rate)

2 MC 1 2

SA 6

Short-answer items require application of knowledge and skills, thereby eliminating guessing.

Student Learning Targets


A2

CCAP2007.1

Student Learning TargetsGrade 7 Mathematics Testlet – Ratios and Proportional Relationships

1. I can compute unit rates associated with ratios of fractions.

2. I can recognize and represent proportional relationships between quantities by identifying unit rate in tables, graphs, equations, and diagrams.

3. I can represent proportional relationships with equations.

4. I can explain what a point (x, y) on the graph of a proportional relationship means.

5. I can use proportional relationships to solve multistep ratio and percent problems.


Student Learning TargetsLearning targets isolate specific skills and concepts measured within the Testlet.

Learning targets help students connect learning expectations to assessment items.

Student Test Form

1 Go On©2012 Measured Progress. All rights reserved.

Grade 7 Mathematics Testlet – Ratios and Proportional Relationships

104679A Multiple Choice A Field Test / Pilot

1. Marcus invested $2000 in a bank account earning simple interest. The interest, I, he has after t years at interest rate r is given by this equation.

I = 2000rt

After 2 years, the total amount in the account was $2160. What was the annual interest rate?

A� 4%

B� 8%

C�16%

D�40%

106461A Multiple Choice D In Development

2. Xavier is exchanging some U.S. dollars for Canadian dollars. The equation below shows the relationship between U.S. dollars, x, and Canadian dollars, y, on the day he is making the exchange.

4x = 3y

What is the approximate amount in Canadian dollars that Xavier will receive for each U.S. dollar?

A�$0.43

B�$0.75

C�$1.00

D�$1.33


3. Leslie is buying potatoes at a store. This graph shows the relationship between the number of pounds of potatoes she buys and the total cost.

Weight of Potatoes (in pounds)

2

1

3

5

4

1 2 3 4 50

Co

st (

in d

olla

rs)

Cost of Potatoes

Based on the graph, what is the unit cost, in dollars, of the potatoes?

A�$0.75 per pound

B�$1.00 per pound

C�$1.33 per pound

D�$1.50 per pound


For each question, choose the correct answer. Then completely fill in the circle for the answer you chose.

Student Test Form

Go On


40%

Items provide opportunities to solve real-world math problems.

Answer choices are plausible and arranged in a logical order.

Graphics illustrate only necessary information so as not to confuse or distract students.

2 Go On



105271A Short Answer In Development

4. An airplane traveled 910 kilometer in

215 minute. What was its average speed

in kilometers per minute?

Show your work here:

Answer:


5. At a bookstore, the retail cost, r, of any book is twice its wholesale cost, w. Write an equation that describes the relationship between r and w.

Answer:


6. Kea kicked a soccer ball. The graph shows how the distance traveled by the ball changed over time.

Time (seconds)

105

15

25

35

45

20

30

40

50

0.2 0.4 0.6 0.8 1.00D

ista

nce

Tra

vele

d (

feet

)

Soccer Ball after Kick

What was the average speed of the soccer ball in feet per second?

Show your work here:

Answer:

For each short-answer question, show your thinking in the box labeled “Show your work here” and write your answer in the box labeled “Answer.”

Go On


Work space is provided for students to solve the problem and show evidence of their thinking.

Word problems include appropriate grade-level math language and text complexity.

Items for grades 3–5 can be answered without using a calculator.

an equation that describes the relationship

3



104326A Constructed Response Operational Matrix EQ

7. All picture frames in a store are on sale at the same percent off the regular price. This sign is near the picture frames to help shoppers calculate the sale price.

Regular Price(in dollars)

4.00

6.00

8.00

10.00

3.00

4.50

6.00

7.50

Sale Price(in dollars)

Jada wants to buy a picture frame with a regular price of $12.00.

a. What is the percent discount on all the picture frames?

b. What is the sale price of Jada’s picture frame? Show your work or explain how you know.

Eric decided to buy a picture frame with a regular price of $50.00. He has a coupon for an extra 10% off the sale price.

c. What is the final cost of Eric’s picture frame? Show your work or explain how you know.

For this question, write your answer to each part in the box provided. Be sure to show your work or explain your answer.

STOP


Constructed-response items are scaffolded to encourage students to apply prior knowledge and extend their thinking.

Constructed-response items require more analytical thinking and reasoning to solve.

b.

Scoring Guide


B1


CCSS Alignment CLUSTER: Analyze proportional relationships and use them to solve real-world and mathematical problems.

STANDARD: Use proportional relationships to solve multistep ratio and percent problems.

DOK: 2

1. Marcus invested $2000 in a bank account earning simple interest. The interest, I, he has after t years at interest rate r is given by this equation.

I = 2000rt

After 2 years, the total amount in the account was $2160. What was the annual interest rate?

A� 4%

B� 8%

C�16%

D�40%


A�Key

B�Divides $160 by $2,000

C�Divides $160 by $2,000, then multiplies by 2 instead of dividing by 2

D�Makes place value error


STANDARD: Recognize and represent proportional relationships between quantities: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

DOK: 2

2. Xavier is exchanging some U.S. dollars for Canadian dollars. The equation below shows the relationship between U.S. dollars, x, and Canadian dollars, y, on the day he is making the exchange.

4x = 3y

What is the approximate amount in Canadian dollars that Xavier will receive for each U.S. dollar?

A�$0.43

B�$0.75

C�$1.00

D�$1.33


A�Uses the coefficients to make a decimal

B�Finds 34

C�Subtracts 4 – 3

D�Key

Scoring GuideRatios and Proportional RelationshipsMultiple-Choice Items


Standards are listed to help educators understand the concepts assessed by each item.

U.S. dollar?

Distractor rationales provide insight into gaps in student understanding.


B2

CCAP2007.1

Scoring Guide


STANDARD: Recognize and represent proportional relationships between quantities: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

DOK: 2

3. Leslie is buying potatoes at a store. This graph shows the relationship between the number of pounds of potatoes she buys and the total cost.

Weight of Potatoes (in pounds)

2

1

3

5

4

1 2 3 4 50

Co

st (

in d

olla

rs)

Cost of Potatoes

Based on the graph, what is the unit cost, in dollars, of the potatoes?

A�$0.75 per pound

B�$1.00 per pound

C�$1.33 per pound

D�$1.50 per pound


A�Key

B�Uses the number of bags for one unit

C�Reciprocal of unit rate

D�Selects based on first grid point intersected

Short-Answer Items


STANDARD: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units.

DOK: 2

4. An airplane traveled 910 kilometer in

215 minute. What was its average speed

in kilometers per minute?

Short-Answer Rubric

SCORE DESCRIPTION

1 Answer: 274 or

346 or 6.75 (km per minute)

or equivalent

0Response is incorrect or contains some correct work that is irrelevant to the skill or concept being measured.

Blank No response.


Short-answer items are worth one point, and the rubric includes a description of the correct response.


B3

CCAP2007.1

Scoring Guide


STANDARD: Recognize and represent proportional relationships between quantities: Represent proportional relationships by equations.

DOK: 2

5. At a bookstore, the retail cost, r, of any book is twice its wholesale cost, w. Write an equation that describes the relationship between r and w.

Short-Answer Rubric

SCORE DESCRIPTION

1 Answer: r = 2w or w = 0.5r or equivalent


Blank No response.


STANDARD: Recognize and represent proportional relationships between quantities: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

DOK: 2

6. Kea kicked a soccer ball. The graph shows how the distance traveled by the ball changed over time.

Time (seconds)

105

15

25

35

45

20

30

40

50

0.2 0.4 0.6 0.8 1.00

Dis

tan

ce T

rave

led

(fe

et)

Soccer Ball after Kick

What was the average speed of the soccer ball in feet per second?

Short-Answer Rubric

SCORE DESCRIPTION

1 Answer: 30 (feet per second)


Blank No response.


Educators can decide whether or not students receive partial credit for showing their work.

No response.


B4

CCAP2007.1

Scoring Guide

Constructed-Response Item


STANDARD: Use proportional relationships to solve multistep ratio and percent problems.

DOK: 2

7. All picture frames in a store are on sale at the same percent off the regular price. This sign is near the picture frames to help shoppers calculate the sale price.

Regular Price(in dollars)

4.00

6.00

8.00

10.00

3.00

4.50

6.00

7.50

Sale Price(in dollars)

Jada wants to buy a picture frame with a regular price of $12.00.

a. What is the percent discount on all the picture frames?

b. What is the sale price of Jada’s picture frame? Show your work or explain how you know.

Eric decided to buy a picture frame with a regular price of $50.00. He has a coupon for an extra 10% off the sale price.

c. What is the final cost of Eric’s picture frame? Show your work or explain how you know.

Constructed-Response Rubric

SCORE DESCRIPTION

4 5 points

3 4 points

2 2 or 3 points

1 1 point


Blank No response.

Constructed-Response Scoring Notes:

Point assignments:

Part a: 1 point for correct answer, 25%Part b: 2 points for correct answer, $9, with correct

strategy shown OR 1 point for correct answer without showing strategy or for incorrect answer with correct strategy

shownPart c: 2 points for correct answer, $33.75, with correct

strategy shown OR 1 point for correct answer without showing strategy or for incorrect answer with correct strategy

shown

Sample Response

Part b: 0.75 × $12 = $9Part c: 0.75 × $50 × 0.9 = $33.75


Students can earn points for correctly completing each part of the constructed-response item.

Scoring notes describe how points are distributed between the item parts and translated into a score on the rubric.

otes:

Formative Tools


C2

CCAP1000.ELA

Formative Tools

Self-assess each target with the following code:

G I can do this.

Y I am working toward learning this.

R I am just beginning this.

Name:

Unit:

Grade Level:

Target: G Y R G Y R

1. Pre Post

2. Pre Post

3. Pre Post

4. Pre Post

5. Pre Post

Learning Target Self-Assessment


Formative tools for students

2. Students can use this tool to self-assess their current understanding prior to Testlet administration and then monitor their progress.


C3

CCAP1000.ELA

Formative Tools

1. To help keep track of your own learning and provide some instructional feedback for your teacher, look back at the questions, review your responses, and check what you understand or what you still don't understand.

Question Analysis

QUESTION # I UNDERSTAND � I STILL DON’T UNDERSTAND �

1 � �

2 � �

3 � �

4 � �

5 � �

6 � �

TOTALS

2. FEEDBACK FOR ME AND MY TEACHER: Looking at your question analysis, your teacher feedback, and your self-assessment of learning targets, what do you still need help learning?

I still need help learning:

My Learning Goals:

______________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________


Student Analysis and Feedback


Educators can engage students in analyzing their responses and identifying what they still need help learning.

self-assessment of learning targets, what do you still need help learning?

Formative tools provide students with an opportunity to reflect on their own learning and identify learning goals.


C4

CCAP1000.ELA

Formative Tools

Response Review

Distractor Rationale Review Notes

ITEM #

1

2

3

4

5

6


Multiple-Choice Item Review

1. Use the scoring guide to analyze student responses and record correct and incorrect responses in the table below. As you review student responses, review the distractor rationales and note the target standards/concepts/skills being assessed with each item.

Item Analysis

ITEM # CORRECT � INCORRECT �

1 � �

2 � �

3 � �

4 � �

5 � �

6 � �

TOTALS

2. ANALYSIS: Based on this evidence of student understanding, which specific areas seem to need more instructional attention?


Analyze student responses and distractor rationales to record evidence and identify skill areas requiring additional instructional attention.

DATE:

Formative tools for teachers

Evidence of student understanding can inform instruction.

Based on this evidence of student understanding, which specific areas seem to need more instructional


C5

CCAP1000.ELA

Formative Tools

Constructed-Response Task Review GuideConstructed-Response Task

1. REVIEW STUDENT WORK: Use the rubric and scoring notes to look for evidence of the student meeting expectations. What do you notice about the student’s work? How has the student demonstrated understanding? What misconceptions are evident?

2. LIST EVIDENCE OF STUDENT UNDERSTANDING AND/OR MISCONCEPTIONS:

3. USING THE RUBRIC, DETERMINE THE NUMBER OF SCORE POINTS EARNED AT THIS TIME (OPTIONAL):

= # of score points earned for the constructed-response task.

4. USE RESULTS TO INFORM TEACHING AND LEARNING:

�� Evidence Review: How can this student evidence be used to inform instructional next steps?

�� Feedback for Student: How can the student move forward with his or her learning?Provide some descriptive feedback to help the student set learning goals and improve his or her understanding and performance.


A step-by-step guide to review student work from constructed-response items to inform teaching and learning

This guide can be used to support learning team discussions and collaborative review of student work.


C6

CCAP1000.ELA

Formative Tools

Formative Feedback

Other comments:

Student Name: ___________________________________________

Areas that require additional learning or more focus within this set of targets:

Areas of strength and evidence of mastery within this set of targets:


A template for communicating how students are meeting learning expectations and a place to record suggestions for next steps to move learning forward.

This formative feedback form can be used between teachers, parents, and students.


“The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our

young people need for success in college and careers.” —COMMON CORE STANDARDS INITIATIVE

WWW.CORESTANDARDS.ORG

P0058Office: 100 Education Way, Dover NH, 03820 | Web: MeasuredProgress.org | Toll-free: 877.432.8294

It’s all about student learning. Period.

About Measured Progress Measured Progress is a Dover, New Hampshire-based, not-for-profit organization dedicated to student learning and improving instruction in the standards-based classroom. Since 1983, Measured Progress has successfully partnered with more than 30 states and districts across the nation in support of assessment programs that have affected millions of students. Measured Progress develops state- and district-level assessments and is the nation’s leading provider of alternate assessment for students with cognitive disabilities. Measured Progress also offers professional development services and solutions that assist educators in creating and using assessments that measure student achievement and improve instruction.

Recently, the SMARTER Balanced Assessment Consortium awarded Measured Progress contracts to create specifications for new and innovative items, to design the assessment technology architecture, and to develop policies and training materials related to item writing, item review, and testing accommodations and accessibility.

As a not-for-profit organization, Measured Progress is deeply committed to its mission of helping educators improve student learning by connecting assessment, data, and instruction.

Visit MeasuredProgress.org/CommonCore to learn more!

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