 |
The assessment aligns with the content standard for this benchmark level. |
|
The reading level of the selection is appropriate to the benchmark being assessed. |
|
The assessment requires students to apply their knowledge, not just repeat what they have learned through class discussion or lecture. |
|
Students are given adequate opportunities to address each dimension of the scoring guide -- at least two prompts for each dimension of the scoring guide. |
|
If the assessment is formatted to include the text of the selection, space is also provided for students to make margin notes. |
|
When possible, the assessment includes the opportunity for students to use graphics to demonstrate reading skills. |
|
The reading prompts (if used) are open-ended enough to require students to think for themselves rather than leading them to a particular answer or response. |
|
The assessment includes opportunity for students to demonstrate different levels of comprehension: literal, inferential, and evaluative. |
|
When assessing Comprehension, the reading prompts (if used) require students to demonstrate an understanding of the selection as a whole, not just isolated part. |
|
When assessing Extended Understanding, the need for students to be familiar with related pieces or to have had sufficient background experiences to be successful was considered. |
|
When assessing Context Analysis, the need for students to have additional resources or background materials to be successful was considered. |
|
Students have had opportunities to use the scoring guide and practice demonstrating the skills required before the assessment is given. |
|
Students have copies of the student language scoring guide and reading response checklist to use as resources while doing this assessment. |
