School Improvement in Maryland
Sample Item Scoring Information Return

Standard 2.0 Comprehension of Informational Text

Indicator 6. Read critically to evaluate informational text

Objective b. Identify and explain additions or changes to format or text features that would make the text easier to understand

Brief Constructed Response (BCR) Item

Read these 'articles' about writing for yourself. Then answer the following.

What text feature could have been added to help a reader better understand the information in the passage from "How to Write Poetry?" In your response, use information from the article that supports your answer.

Write your explanation on the lines in your Answer Book.

Sample Student Response #1

Student Response

Annotation: The student answers that placing certain words in italics like diary and journal would help the reader "understand diary and journal." The student answers the question and accesses the text to suggest particular words that could be italicized. To improve this response, the student should return to the text to gather information about both diary and journal contained in the passage. Next the student should clarify how italicizing diary and journal will help a student further their understanding of those two words.


Sample Student Response #2

Student Response

Annotation: The student answers that "they could change the title" because the title "isn't really good" and "the article is telling you about the difference between a journal and a diary." The student answers the question and supplies a text-based reason for the change in text feature. To improve this response, the student should explain more about the disconnect between the title and the content. Next the student should offer an alternate title and using text support explain how this title better fits the content of the passage.


Sample Student Response #3

Student Response

Annotation: The student answers that "a picture with a caption" could be added because it "would give you a little more backround clues." The student continues, "the caption tells what the picture is or doing." The student answers the question, supplies a reason for the suggested text feature, and clarifies the function of the text feature. To improve this response, the student could pinpoint a portion of text that could be made easier to understand with the inclusion of a captioned picture and then explain how that portion of text is made more accessible with that text feature.


Brief Constructed Response (BCR) Rubric

Print: Scoring Rubric

Score 3

The response demonstrates an understanding of the complexities of the text.

  • Addresses the demands of the question
  • Effectively uses text-relevant1 information to clarify or extend understanding

Score 2

The response demonstrates a general understanding of the text.

  • Partially addresses the demands of the question
  • Uses text-relevant1 information to show understanding

Score 1

The response demonstrates a minimal understanding of the text.

  • Minimally addresses the demands of the question
  • Uses minimal information to show some understanding of the text in relation to the question

Score 0

The response is completely incorrect, irrelevant to the question, or missing.2

Note 1:

Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

Note 2:

An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Rubric Document Date: June 2003

/share/rubrics/msa/reading/xml/bcr.xml
/toolkit/vsc/assessment_items/msa_ela_5_018.xml