g3-ela-practice-test-pt-scoring-guide

Smarter Balanced

Assessment Consortium:

English/Language Arts Practice Test Scoring

Guide

Grade 3 Performance Task

08/14/2019

Grade 3

Item # Grade Claim Target DOK

Item

Standard Evidence Statement

1 3 4 4 3 W-8

The student will select

evidence to support opinions

based on evidence collected.

Key Elements:

Astronauts feel weak when they come back from space: Source #2

Since objects are also able to float in space, astronauts can easily lift things

in space that are heavy: Source #1

Astronauts have a special view of Earth from space: Source #1

Rubric:

(1 point) 3 cells completed correctly.

(0 points) Fewer than 3 cells completed correctly or blank.

Grade 3

Item # Grade Claim Target DOK

Item

Standard Evidence Statement

3 4 4 3

W-1b

The student will select

evidence to support opinions

based on evidence collected.

Key Elements

Source #1 (What is an Astronaut?)

• A person who wants to be an astronaut has to study for years.

• There are many things an astronaut must learn to do before going into space

for the first time.

• Astronauts train for hundreds of hours.

• Being in space is work for astronauts.

• Astronauts must be healthy and eat right.

• They have to exercise and be in good shape.

• Astronauts have many adventures, but they work hard, too.

Source #2 (Life in Space)

•

They have many years of school and special training.

•

A lot of strange things happen to the body when it feels weightless and floa

for that long.

• Astronauts sometimes feel sick in space.

• Being in space also changes how blood flows in the body.

• Their faces get puffy and their necks get bigger.

• At the same time, less blood flows to their legs, making them skinny. They

call this condition “bird legs.”

• The heart does not have to work as hard to pump blood in space. A muscle

that does not work hard gets weaker and smaller.

Continued on next page

Grade 3

• Astronauts’ other muscles and their bones can get weaker, too.

• Astronauts have to do exercises when they are in space.

• It takes time for them to get back their Earth legs and learn how to live with

gravity again.

Rubric:

(2 points) Response is an evidence-based explanation that provides two pieces of

evidence from different sources that support this claim and that explain how each

example supports the claim. Student cites the source for each example.

(1 point) Response is an evidence-based explanation that provides two pieces of

evidence from different sources that support this claim but doesn’t explain how

each example supports the claim. Student cites the sources.

Response is an evidence-based explanation that provides two pieces of evidence

from a single source that supports this claim and that explains how that example

supports the claim. Student cites the source.

Response is an evidence-based explanation that provides only one piece of

evidence from a single source that supports this claim and that explains how that

example supports the claim. Student cites the source.

Response is an evidence-based explanation that provides two pieces of evidence

from different sources that support this claim and that explain how each example

supports the claim. Student does not cite sources.

(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or

blank.

Exemplar:

(2 points) It is hard to be an astronaut because living in space is difficult on an

astronaut’s body. Astronauts have to do many different things in order to keep

themselves healthy. Source #1 says that astronauts must be healthy and eat right.

This is important because if they do not stay healthy and eat right, they will not be

able to correctly do their job. They can do this by exercising and by being in good

shape. Source #2 says that being in space changes how blood flows in the body.

Astronauts' faces can get puffy and their necks can get bigger. This is hard on an

astronaut because it changes their body. Astronauts must do special exercises so

that their bodies do not become weak.

Continued on next page

Grade 3

(1 point) It is hard to be an astronaut because living in space is difficult on an

astronaut’s body. Astronauts have to do many different things in order to keep

themselves healthy. Source #1 says that astronauts must be healthy and eat right.

This is important because if they do not stay healthy and eat right, they will not be

able to correctly do their job. They can do this by exercising and by being in good

shape.

(0 points) It is hard to be an astronaut because they have to go to school for a long

time, and being weightless messes up their bodies.

Grade 3

Item

# Grade Claim Target DOK

Item

Standard Evidence Statement

3 2 4 4 W-2b

The student will write full informational texts on a

topic, attending to purpose and audience;

organize ideas by stating a focus (main idea);

include structures and appropriate transitional

strategies for coherence; include supporting

details (from sources when appropriate to the

assignment) and an appropriate conclusion.

Grade 3

‐

Point



ional

PerformanceTaskWritingRubric(Grades

‐

5)

Score 4 3 2 1 NS

Organization/Purpose



Theresponsehasaclearand

effectiveorganizationalstructure,

creatingasenseofunityand

completeness.Theorganizationis

sustainedbetweenandwithin

paragraphs.Theresponseis

consistentlyandpurposefully

focused:

 controlling/mainideaofatopic

isclearlycommunicated,and

thefocusisstrongly

maintainedforthepurpose

andaudi

ence

 consistentuseofavarietyof

transitionalstrategiestoclarify

therelationshipsbetweenand

amongideas

 effectiveintroductionand

conclusion

 logicalprogressionofideasfrom

beginningtoend;strong

connectionsbetweenandamong

ideaswithsomesyntacticvariety

Theresponsehasanevident

organizationalstructurean

dasense

ofcomp leteness.Thoughtheremay

beminorflaws,theydonot

interferewiththeoverallcoherence.

Theorganizationisadequately

sustainedbetweenandwithin

paragraphs.Theresponseis

generallyfocused:

 controlling/mainideaofatopic

isclear,andthefocusismostly

maintainedforthepu

rposeand

audience

 adequateuseoftransitional

strategieswithsomevarietyto

clarifytherelationships

betweenandamongideas

 adequateintroductionand

conclusion

 adequateprogressionofideas

frombeginningtoend;

adequateconnectionsbetween

andamongideas

Theresponsehasaninconsistent

organizationalstructure.Someflaws

eevident,andsomeideasmaybe

looselyconnected.Theorganizationis

somewhatsustainedbetweenand

withinparagraphs.Theresponsemay

haveaminordriftinfocus:

 controlling/mainideaofatopic

maybesomewhatunclear,or

thefocusmaybeinsufficiently

sustainedforthepurpose

and/oraudience

 in

consistentuseoftransitional

strategiesand/orlittlevariety

 introductionorconclusion,if

present,maybeweak

 unevenprogressionofideas

frombeginningtoend;and/or

formulaic;inconsistent or

unclearconnectionsbetween

andamongideas

Theresponsehaslittleorno

discernibleorganizationalstructure.

Theresponsemaybere

latedtothe

topicbutmayprovidelittleorno

focus:

 controlling/mainideamaybe

confusingorambiguous;

responsemaybetoobrieforthe

focusmaydriftfromthe

purposeand/oraudience

 fewornotransitional

strategiesareevident

 introductionand/or

conclusionmaybemissing

 frequentextraneousideasmay

beevident; ideasmay

berandomlyorderedorhavean

unclearprogression

 Insufficient

(includes

copiedtext)

 Inalanguage

otherthan

English



 Off‐topic



 Off‐purpose

Grade 3

‐

Point



ational



PerformanceTaskWritingRubric(Grades

‐



Score 4 3 2 1 NS

Evidence/Elaboration



Theresponseprovidesthorough

elaborationofthesupport/evidence

forthecontrolling/mainideathat

includestheeffectiveuseofsource

material.Theresponseclearlyand

effectivelydevelops ideas,using

preciselanguage:

 comprehensiveevidence(facts

anddetails)fromthesource

materialisintegrated,

relevant,andspecific

 clearcitationsorattributionto

sourc

ematerial

 effectiveuseofavarietyof

elaborativetechniques*

 vocabularyisclearlyappropriate

fortheaudienceandpurpose



 effective,appropriatestyle

enhancescontent

Theresponseprovidesadequate

elaborationofthe

support/evidence

forthecontrolling/mainideathat

includestheuseofsourcematerial.

Ther

esponseadequatelyde velops

ideas,employingamixofpreciseand

moregenerallanguage:

 adequateevidence(facts

anddetails)fromthe

sourcematerialis

integratedandrelevant,

yetmaybegeneral

 adequateuseofcitations

orattributiontosource

material



 adequateuseofsome

elaborativetechniques*



 vocabularyisgenerally

appropriatefortheaudienceand

purpose

 generallyappropriatestyleis

evident

Theresponseprovidesuneven,



cursoryelaborationofthe

support/evidenceforthe

controlling/mainideathatincludes

unevenorlimiteduseofsource

material.Theresponsedevelops

ideasunevenly,usingsimplistic

language:

 someevidence(factsand

details)fro

mthesource

materialmaybeweakly

integrated,imprecise,

repetitive,vague,and/orcopied

 weakuseofcitationsor

attributiontosource

material

 weakorunevenuseof

elaborativetechniques*;

developmentmayconsist

primarilyofsource

summary

 vocabularyuseisunevenor

somewhatineffectiveforth

audienceandpurpose

 inconsistentorweakattemptto

createappropriatestyle

Theresponseprovidesminimal

elaborationofthesupport/evidence

forthecontrolling/mainideathat

includeslittleornouseofsource

material.Theresponseisvague,lacks

clarity,orisconfusing:

 evidence(factsanddetails)from

theso

urcematerialisminimal,

irrelevant,absent,incorrectly

used,orpredominantlycopied

 insufficientuseofcitationsor

attributiontosourcematerial

 minimal,ifany,useof

elaborativetechniques*

 vocabularyislimitedor

ineffectivefortheaudience

andpurpose

 littleornoevidenceof

propriatestyle



Insufficient

(includes

copiedtext)

 Inalanguage

otherthan

English



 Off‐topic



 Off‐purpose

*Elaborativetechniquesmayincludetheuseofpersonalexperiencesthatsupportthecontrolling/mainidea

Grade 3

‐

Point



ational

PerformanceTaskWritingRubric(Grades

–



Score 2 1



Conventions



Theresponsedemonstratesanadequate



commandofconventions:

 adequateuseofcorrectsentence

formation,punctuation,capitalization,

grammarusage,andspelling

Theresponsedemonstratesapartialcommand



ofconventions:

 limiteduseofcorrectsentenceformation,

punctuation,capitalization,grammarusage,

andspelling

Theresponsedemonstrateslittleorno



commandofconventions:

 infrequentuseofcorrectsentence

formation,punctuation,capitalization,

grammarusage,andspelling



Insufficient

(includes

copiedtext)

 Inalanguage

otherthan

English



 Off‐topic



 Off‐purpose

HolisticScori

ng:

 Variety:Arangeoferrorsincludessentenceformation,punctuation,capitalization,grammarusage,andspelling.

 Severity:Basicerrorsaremoreheavilyweightedthanhigher‐levelerrors.

 Density:Theproportionoferrorstotheamountofwritingdonewell.Thisincludestheratiooferrorstothele

ngthofthepiece.