3rd Grade Performance Task
Developed by: Maryland Department of Education
Maryland School Performance Assessment Program, 1992
SAMPLE SCORING TOOLS
Grade 3: Science/Reading/Writing/Language Use
Activity 1
Science Outcome 5: Processes of Science - observing
2 = The response thoroughly demonstrates
the ability to observe and identify weather features. It does
this by listing at least four specific features, with some degree
of quantification.
1 = The response adequately demonstrates
the ability to observe and identify weather features. It does
this by listing four general or three specific features, with
little or no quantification.
0 = Other
Activity 3
Science Outcome 5: Processes of Science - communicating
2 = The response thoroughly demonstrates
the ability to communicate findings in graphic form. It does this
by presenting a chart with four or more features on one axis and
five days on the other; both axes are clearly labeled.
1 = The response adequately demonstrates
the ability to communicate findings in graphic form. It does this
by presenting a chart with two-three features on one axis and
both axes correctly labeled or four features, with one axis not
clearly labeled or correctly labeled.
0 = Other
Activity 4
Reading to Perform a Task: Global Understanding
2 = Syntheses of multiple ideas or one idea
extended.
1 = One overly general or overly specific
idea.
0 = Other
Activity 7
Reading to Perform a Task: Developing Interpretation/Personal
Response/Critical Stance
3 = Opinion stated and supported with multiple
ideas from the text and substantial inferences supported by references
to the text.
2 = Opinion stated and supported with some
ideas from the text and some inferences supported by references
to the text.
1 = Opnion stated with general references
to the text or opinion implied with some support.
0 = Other
Activity 11
Reading to Perform a Task: Developing Interpretation/Personal
Response/Critical Stance
3 = Opinion stated and supported with multiple
ideas from the text and substantial inferences supported by references
to the text; more than one perspective evident.
2 = Opinion stated and supported with some
ideas from the text and some inferences supported by references
to the text; more than one perspective evident.
1 = Opinion stated with general references
to the text or opinion implied with some support; only one perspective
evident.
0 = Other
Activity 12
Language Usage
2 = Consistently uses word and sentence order
and language choices to express meaning with style and tone. Text
conveys uniform impression of correctness* and any errors that
are present represent risk-taking.
1 = Sometimes uses word and sentence order
and language choices to express meaning with style and tone. Text
conveys uniform impression of correctness and any errors that
are present represent risk-taking.
0 = Rarely or never uses word and sentence
order and language choices to express meaning with style and tone.
Text appears error-ridden.
* correct usage, punctuation, spelling and capitalization.
Activity 16
Science Outcome 5/Processes of Science - communicating
2 = The response thoroughly demonstrates
the ability to communicate findings in graphic form. It does this
by presenting a chart that represents collected data accurately
and completely.
1 = The response adequately demonstrates
the ability to communicate findings in graphic form. It does this
by presenting a chart that represents collected data with minor
inaccuracies and/or omissions.
0 = Other
PROMPT
SCORING RUBRIC: WRITING TO INFORM
| 3 points: |
Development:
The writer provides accurate, specific, purposeful information
that is extended and expanded to fully explain the topic. |
| |
Organization:
The writer establishes an organizational plan and consistently
maintains it. |
| |
Attention to Audience:
The writer provides information relevant to the needs of
the audience. |
| |
Language:
The writer consistently uses language choices to enhance
the text. |
| 2 points: |
Development:
The writer provides information that adequately explains
the topic with some extension of ideas. The information
is usually accurate and purposeful. |
| |
Organization:
The writer establishes and maintains an organizational plan,
but the plan may have some minor flaws. |
| |
Attention to Audience:
The writer provides information relevant to the needs of
the audience. |
| |
Language:
The writer consistently uses language choices to enhance
the text. |
| 1 point: |
Development:
The writer provides information that inadquately explains
the topic, with some extension of ideas. The information
is sometimes inaccurate, general, or extraneous. |
| |
Organization:
The writer generally establishes and maintains an organizational
plan. |
| |
Attention to Audience:
The writer provides some information relevant to the needs
of the audience. |
| |
Language:
The writer sometimes uses language choices to enhance the
text. |
| 0 points: |
Development: The
writer provides insufficient information to explain the
topic. The information provided may be vague or inaccurate. |
| |
Organization: The
writer either did not establish an organizational plan or,
if an organizational plan is established, it is only minimally
maintained. |
| |
Attention to Audience:
The writer did not provide information relevant to the needs
of the audience. |
| |
Language: The writer
seldom, if ever, uses language choices to enhance the text. |
| Codes: |
A: Blank - There is no response
B: The writer's response is off-task and/or off
topic. It does not address the question that was asked.
C: Unscorable - The writer's response cannot be
read (e.g., it is illegible, incomprehensible).
D: Copied from test text.
|
LANGUAGE IN USE RUBRIC
| 3 Points: |
Throughout the entire text there is evidence of the writer's
using language choices and order for effective style,
tone, and expression of meaning. The text uniformly conveys
an impression of correctness, with few, if any, errors.
Erros that occur may appear as a consequence of risk-taking
in language use. The writer consistently:
- uses varied sentence formation to create style and
tone and to enhance meaning
- uses language choices to create style and tone and
to enhance meaning
- demonstrates correct usage, punctuation, spelling,
and capitalization
|
| 2 points: |
Through much of the text there is evidence of the writer's
using language choices and order for effective style,
tone, and expression of meaning. The text generally conveys
an impression of correctness. The errors that occur may
be of one or two types and occur infrequently. Sometimes
errors that occur may appear as a consequence of risk-taking
in language use. The writer frequently:
- uses varied sentence formation to create style and
tone and to enhance meaning
- uses language choices to create style and tone and
to enhance meaning
- demonstrates correct usage, punctuation, spelling,
and capitalization
|
| 1 point: |
In portions of the text there is evidence of the writer's
using language choices and order for effective style,
tone, and expression of meaning. Errors of several types
may occur, and may be repeated. Errors do not appear to
be the result of risk-taking. The writer sometimes:
- uses varied sentence formation to create style and
tone and to enhance meaning
- uses language choices to create style and tone and
to enhance meaning
- demonstrates correct usage, punctuation, spelling,
and capitalization
|
| 0 points: |
In little or none of the text is there evidence of the
writer's using language choices and order for effective
style, tone, and expression of meaning. The text conveys
an overall impression of being error-ridden. Errors of
several types may occur repeatedly. Errors do not appear
to be the result of risk taking. The text may be so brief
that there is limited evidence of correct language use.
The writer rarely or never:
- uses varied sentence formation to create style and
tone and to enhance meaning
- uses language choices to create style and tone and
to enhance meaning
- demonstrates correct usage, punctuation, spelling,
and capitalization
|
| Codes: |
A: Blank - There is no response
B: The writer's response is off-task and/or off-topic.
It does not address the question that was asked.
C: Unscorable - The writer's response cannot be
read (e.g., it is illegible, incomprehensible).
D: Copied from test text.
|
Activity 18
Science Outcome 1: Earth Science
3 = The response thoroughly demonstrates
the acquisition and integration of major concepts and unifying
themes from earth/space sciences. The response does this by thoroughly
demonstrating the understanding that monitoring the weather allows
us to learn more about the characteristics of the seasons.
2 = The response generally demonstrates the
acquisition and integration of major concepts and unifying themes
from earth/space sciences. The response does this by generally
demonstrating the understanding that monitoring the weather allows
us to learn more about the characteristics of the seasons.
1 = The response adequately demonstrates
the acquisition and integration of major concepts and unifying
themes from earth/space sciences. The response does this by adequately
demonstrating the understanding that monitoring the weather allows
us to learn more about the characteristics of the seasons.
0 = Other
