Also Assesses refers to the benchmarks that are closely related to the benchmark (see description Item Types Cognitive Complexity are used to assess the benchmark or group of benchmark. ideal level at which the item should be assessed. Benchmark Clarifications Content Focus explain how achievement of the benchmark will be demonstrated by students. In words, the clarification statements explain what the student will do when responding to questions. defines the content measured by each test item. Content focus addresses the broad content and skills associated with the examples found in the standards, benchmarks, or benchmark clarifications. Content Limits define the of content knowledge and that should be assessed in the items for the benchmark. Text Attributes define the types of texts that will be used in the development of items, including appropriate context or content suitable for assessing the particular benchmark. The texts may also contain certain stimuli that contribute to the development of items (e.g., illustrations with captions, charts, graphs). Distractor Attributes give specific descriptions of the distractors for items at each grade level. Sample Items are provided for each type of question assessed. The correct answer for all sample items is provided. II. Individual Benchmark Specifications Reporting Category Reading Standards for Literacy in History/Social Studies Standard RH.910.1 Key and Details Benchmark Number LAFS.910.RH.1.1 Benchmark Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Also Assesses LAFS.910.RH.1.2 Item Types Selected Response Cognitive Complexity Moderate Benchmark Clarifications Students will identify relevant textual evidence from the text.
Keeping in mind the historical focus of the above article, what is the basic structure of the writing? The article’s structure compares the modern shale drilling projects to the Gold Rush and the economic and environmental threats that America has to deal with. The article does not have a specific structure; it is only a list of events that regarding railroad workers. The article is structured through a cause and effect relationship explaining how the first organized railroad America led to larger transportation methods that extended to Canada and Mexico. The article is structured with a sequence of events pattern, describing events pertaining to the Union Pacific Railroad, starting with its earliest beginnings and ending with modern examples and future plans. Correct Answer: D Reporting Category Reading Standards for Literacy in History/Social Studies Standard RH.910.3 Integration of Knowledge and Ideas Benchmark Number LAFS.910.RH.3.8 Benchmark Assess the extent to which the reasoning and evidence in a text support the author’s claims. Also Assesses Not Applicable Item Types Selected Response, Short Response, Extended Response Cognitive Complexity Low, moderate, high Benchmark Clarifications Students will analyze the claims/counterclaims presented in the text and present evidence to support those claims/counterclaims. Content Limits Grade level appropriate informational text should include a specific organizational structure which students can determine, and accurately identify. Text Attributes Text should be informational with historical subject matter.
With silent lips. “Give me your your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!” (2012, 01). The New Colossus. StudyMode.com. Retrieved 01, 2012, from http://www.studymode.com/essays/The-New-Colossus-889110.html Which word is not one the author would use to describe the “New Colossus?” A. diffident B. gentle C. unabashed D. welcoming Correct Answer: C
Included in Essays: Must include a well formed and accurate thesis statement. Must have a defined organizational structure. Must provide support and evidence as well as supporting commentary. Must demonstrate effective control of language. General Scoring Guide 4 – Student offers a well-focused response to the prompt. These essays address the prompt with an accurate thesis, have a defined organizational structure, provide evidence and support where appropriate, provide a persuasive analysis that addresses the type of essay (argumentative, informative, or narrative), and demonstrate an effective control of language. 3 - Student offers a focused and/or reasonable response to the prompt. essays have an organizational structure, provide evidence and support that may be less accurate or convincing than the five (5) essays, provide an analysis that addresses the type of essay (argumentative, informative, or narrative), and demonstrate an adequate control of language. 2 - Student essay demonstrates a partial understanding of the prompt. These essays may have issues with structure, evidence and support, organization, and language. While the response provides analysis that addresses the type of essay (argumentative, informative, or narrative), the analysis may be less complete than the four and five (4-5) essays. 1 – Student response demonstrates a less than adequate understanding of the prompt. These responses lack a defined organizational structure, lack sufficient evidence and support, and demonstrate a less than adequate control of language. The response fails to address the type of essay (argumentative, informative, or narrative) and does not provide adequate analysis. 0 – Student did not provide a response. Reporting Category Writing