NRMS Benchmark Testing

1. NRMS Benchmark Testing By: Deandrea Williams

2. Measurement Incorporated Secure Testing • Background scoring writing test • Provided the most rigorous questioning in comparison to other companies researched • Fewer school systems are using ClassScapes MIST

3. Print Testing Coordinator Role

4. MIST does not provide Re-Aloudsthis school term • will be implemented next year for benchmark testing • Extend II • Teacher will create using classcape • Class scape supports the modifications Important Facts

5. Proctor site • https://mist.measinc.com • Important Tabs Teacher View

6. Practice Site • https://mist.measinc.com/Proctor/Practice/nash Student View

7. Log in to the MIST Proctor Website using your login and password. • Click Scoring on the left menu. The Scorable Tests will be listed. A scorable test includes one or more CT items. • Click the test name to see the list of students with a finished test. Students will be required to click the “Finish” button to submit their test for scoring. • Click a student’s name and you will see only the responses to the CR items in the test. You will not see the MC items. At the bottom of the student’s response to each CR item, there are numbers 1, 2, 3, 4 which represent the score points the student can earn. Once you evaluate the student’s response and determine the score, you click on the appropriate number and click “Next” to score the next CR item response. The score is then submitted to MI to be included in the data for the score report. • Repeat steps 2 and 3 to score another student’s responses. Grading Constructive Responses

8. Rubric Guides Please use for grading constructive responses

9. Points Criteria • 4 points: • 3 points: • 2 points: • 1 point: • 0 points • Response summarizes each argument, explains which one he/she agrees with, and gives at least one specific example to support the claim. • Response summarizes each argument and explains which one he/she agrees with, but provides no supporting examples. • Response summarizes each argument; OR response summarizes one argument and explains why he/she agrees or disagrees with it. • Response summarizes one argument; OR response explains which argument he/she agrees with. • Response is incorrect or irrelevant. Language Arts Rubric

10. Question Response – 4 points • These two passages present differing opinions about the risks and benefits of a standing army. Summarize each argument and explain which one you find more persuasive, using at least one detail from the passage to support your argument. • The first author believes that a standing army is dangerous because it can support tyrants and lead to a less democratic form of government. The second author believes that a standing army is not dangerous because it will be overseen by a legislature that represents the people, and it is necessary because the United States still faces significant security threats. I find the second author more persuasive because he makes it clear that the legislature will oversee the army, which makes it much more difficult for the president to use it for his own purposes. Language Arts Example

11. Points Criteria • 4 points: • 3 points: • 2 points: • 1 point: • 0 points: • (period) • Student correctly identifies and explains the first term and writes appropriate recursive and explicit formulas for the given sequence. • Student correctly completes and explains part A, and generates one of the two equations. OR Student incorrectly identifies the first term, but generates appropriate equations based on an incorrect answer to part A. • Student gives a correct answer and explanation for part A, but is unable to generate an appropriate equation for both the recursive and explicit formulas. OR Student gives a correct answer to part A with an incorrect or no explanation, and is able to generate one of the two equations. • Student gives a correct answer but provides an incorrect or incomplete explanation for part A, and is unable to generate an appropriate equation for both the recursive and explicit formulas. OR Student incorrectly identifies the first term, but is able to generate either the recursive or the explicit formula based on the incorrect answer. • Student response shows an insufficient understanding of the problem’s essential mathematical concepts. • No response Math Scoring Rubric

12. Question Response • The 2nd and 4th terms of an arithmetic sequence are 18 and 10. • A. What is the first term of the sequence? Show your work or explain your answer. • B. Write an equation that relates the current term, an, to the previous term, an – 1. • C. Write an explicit formula that relates the current term, an, to the term’s position in the sequence, n. • A. 22The third number in the sequence would be 14, the number directly between 18 and 10. This means the common difference of the sequence is – 4 because 18 – 4 = 14, and • 14 – 4 = 10. To get the first term, work backwards to find 18 + 4 = 22. (1 point for correct answer; 1 point for sufficient work or explanation) • B.an = an – 1 – 4 OR an – 1 = an + 4 (1 point for correct answer) • C.an = – 4(n – 1) + 22 OR an = – 4n + 26. (1 point for correct answer) Math Example

13. Passage Question I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his plank or beam, The mason singing his as he makes ready for work, or leaves off work, 5 The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else, 10 The day what belongs to the day—at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs. • from Leaves of Grass by Walt Whitman • I Hear America Singing” might resemble propaganda to some. If someone were to use the poem to promote a cause, what would be the likely message that person or organization would want to send? Give two examples from the poem to support your answer. Reading Example

14. Response - 3 points Response – 2 points • (Response answers the question fully by describing a message the poem might be used to promote, and providing two separate examples, the lines about diversity and the lines at the end of the poem in praise of youth.) • I believe that “I Hear America Singing” could be used as an advertisement for America as a nation of happy workers. A politician, especially one on the national level, could use the poem in a campaign advertisement as an idealized vision of what his administration would look like. “If you vote for me,” the message would go, “then America will look like this.” The image of each different kind of worker, singing his or her own song, as part of a greater harmony, would serve to inspire the voter with pride in his country, something the candidate could hope would translate into a vote. The lines “the varied carols I hear” (line 1) and “Each singing what belongs to him or her and to none else,” (line 12) speak to the diversity of America. At the end of the poem, the lines “at night the party of young fellows, / robust, friendly, / Singing with open mouths their strong melodious songs” (lines 13–15) would underscore the message by praising the optimism and vigor of youth. In all, while the poem says nothing about anyone’s specific policy, any candidate from either party could use the poem to underscore his or her platform with a patriotic message of optimism. • (Response describes a message the poem might be used to promote and provides one example, the lines about diversity, from the poem for support.) • I believe that “I Hear America Singing” could be used as an advertisement for America as a nation of happy workers. A politician could use the poem in a campaign advertisement as an idea of what his administration would look like. The image of each different kind of worker, singing his or her own song, as part of a greater harmony, would inspire the voter with pride in his country. The lines “the varied carols I hear” (line 1) and “Each singing what belongs to him or her and to none else,” (line 12) speak to the diversity of America. I think that any candidate from either party could use the poem to underscore his or her platform with a patriotic message of optimism. Reading Example

15. Response – 1 point Response – 0 Points • (Response describes a message the poem might be used to promote, but provides no examples from the poem for support.) • I believe that “I Hear America Singing” could be used to show America as a nation of happy workers. A politician could use the poem in a campaign advertisement as an idea of what his administration would look like. The image of each different kind of worker, singing his or her own song, as part of a greater harmony, would inspire the voter with pride in his country. I think that any candidate could use the poem to send a patriotic message of optimism. • (Response is incorrect or irrelevant. There is nothing in this response that correctly addresses the question.) • I believe that this poem could be used to make people feel good. Everybody likes to sing songs, and somebody could use this poem in an advertisement to get people to sing more songs. You could also use it to get people to download more songs onto their MP3 players. Reading Example

16. Questions