Toolkit98
Maryland is devising a set of performance tasks designed to be interdisciplinary—they require skills across content areas. The attached series of grade 3 activities (summarized from a sample task for the Maryland School Performance Assessment Program) are thematically related to the weather and require skills in science, reading, writing, and language arts. The 18 activities are given over a period of five days. Students do some work in groups and some work individually.
Steve Ferrara
Maryland School Performance Assessment Program, 1992
Maryland Department of Education
200 West Baltimore Street
Baltimore, Maryland 21201
(410) 333-2369
Permission for use in training has been granted by the
Maryland Department of Education. Materials may be
copied for training purposes only.
Maryland School Performance Assessment Program 1992
Grade 3 Science/Reading/Writing/Language Usage
Introduction
(Students follow introduction as teacher reads aloud.)
Scientists who study the weather are called meteorologists. These scientists have been observing and recording weather information for many years. They build and use many kinds of equipment to help them measure and record their observations. By studying this information and comparing it with weather observations collected at other times of the year scientists learn about the seasons and help us understand the weather.
During the next five days you will be a weather scientist. You will be observing the weather, recording your observations on a chart you design, and studying the weather information you have collected. You will also be using a thermometer and an instrument you will be building to help you make your weather observations.
Activity 1
Your teacher will be taking you outside to observe today's weather. If you were a meteorologist or a weather scientist, how would you describe today's weather to another scientist? When you return to your classroom list at least four features of today's weather.
Activity 2
Soon you will be starting to make daily observations of the weather. You need to design a chart to use for recording your observations. Now work with a group of your classmates to list below all the different kinds of weather information that you might want to include on your chart. You will have a thermometer to use to include temperature on your list.
Activity 3
Now, working alone, design a chart or table that you will use to record your weather observations for the next five days. Include on your chart at least four weather features from your group list.
Bridging Activity
You might have included wind speed on your chart. If not, add wind speed to your chart now. Then look at these instructions for building an anemometer and answer the questions that follow.
Say: When you use directions to build something, it is a good idea to read and think about them carefully before you start. Here are some directions for building an anemometer and some questions to answer before using the directions.
To make your anemometer do these things:
| # | Wind Speed |
| 1 | 6 |
| 2 | 8 |
| 3 | 10 |
| 4 | 12 |
| 5 | 14 |
| 6 | 16 |
| 7 | 18 |
| 8 | 20 |
Activity 4 Global Understanding
Why are anemometers useful for observing the weather?
Activity 5 —Developing Interpretation
What is the purpose of the foam ball?
Activity 6
What is the relationship between the wind and the position of the string?
Activity 7—Developing Interpretation/Personal Response/Critical Stance
Are the directions clear enough? Explain why or why not.
Activity 8— Developing Interpretation/Critical Stance
Why do you think the author showed a chart with the picture of the anemometer?
Activity 9—Developing Interpretation/Personal Response
Is there any other information you think you would need to build and use this anemometer?
Activity 10
Now, here is a different set of directions for making an anemometer. Read these new directions. Then, use either set of directions or both sets of directions to build a wind vane.
1. Cut out the anemometer outline and glue it to a piece of cardboard.
2. Tie a knot in one end of a piece of string.
3. Measure 30 centimeters from the knot and tie another knot.
4. Place one knot against the polystyrene ball and tape the string to the ball.
5. Place the other knot on spot marked "KNOT" on the anemometer outline and tape it to the outline. The string should follow the line between the "KNOT" and the "0" on the outline.
6. Aim your anemometer into the wind so that the ball swings freely. Read the number that the string crosses. Then use the chart to get the wind speed in miles per hour.
Activity 11
Your teacher wants to know how you built your anemometer. Write a report for your teacher identifying which set of directions you used or whether you used both set of directions. Explain the reasons for the choice you made. Tell in your report what was helpful in each set of directions and what was a problem in each set of directions. Because your report will be read by your teacher, be sure it is clear and complete. Also, check for correct spelling, punctuation, grammar, and capitalization.
Activity 12—Language Usage
Your friend is confused about how to build an anemometer. In order to help your friend you have decided to write your own set of directions for building an anemometer which will be easy for your friend to follow. Use information from either or both sets of directions that were given to you and what you learned as you built your own anemometer in order to help you write a set of clear directions for your friend. Because the directions you write will be read by your friend, be sure your directions are clear and complete. Also, check for correct spelling, punctuation, grammar, and capitalization.
Activity 13—Personal Response/Critical Stance
How is the model you built different from the illustrations of the anemometer in the sets of directions?
Activity 14—Personal Response/Critical Stance
Each day for the next five days go outside to make your individual weather observations including temperature and wind speed and then record them on your chart. Finish all of your observations before continuing this task.
Activity 15—Personal Response/Critical Stance
Last year the students decided that it was important to make their observations at the same time each day. Explain why this might be important. Include an example of what might happen if each day you changed the time of your observations.
Activity 16
Select one of the weather features you have been observing and make a graph of the information you have collected.
Activity 17
Get together with members of your group. Compare your weather observations and measurements with those of other members of your group. Are any of your results very different from someone else's? If so, describe that difference and explain why that might have happened.
Activity 18
The local television station has invited you to represent your class and appear on television to inform viewers about what you have learned about the weather. Write a script that you will read informing the television audience about the weather conditions you have observed and recorded. Be sure to explain how the weather has been the same or different from what you would usually expect for this time of year. Also, use information from the anemometer you made and from the observations you recorded on your weather chart as you write an interesting and informative script to read for your television audience.
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 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= Opinion 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.
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 inadequately 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. Errors that occur may appear as a consequence of risk-taking in language use. The writer consistently:
|
| 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:
|
| 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:
|
| 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:
|
| 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 |
The 1992 Maryland School Performance Assessment Program: Scoring Student Responses As in 1991, the 1992 Maryland School Performance Assessment Program (MSPAP) is made up of performance tasks. Students' response to these tasks are "open-ended"—that is, students generate their own responses. A wide range of responses to each task is acceptable. Some responses receive full credit, depending upon the quality of the response. Responses to MSPAP tasks are scored by trained readers, unlike multiple choice items which can be scored by machine. One of three kinds of scoring tools is used to assign scores to student responses in the MSPAP: Scoring Rubric: A score scale (the number of points that can be given) and set of descriptions of response characteristics and quality for each score point. MSPAP rubrics describe what students know and can do in terms of particular outcomes for each of the MSPAP content areas. A rubric may be used to score responses or may serve as a "blueprint" for briefer scoring tools that fit particular activities. The Maryland Writing Test and other essay tests are scored using rubrics. Scoring Rule: A smaller score scale and brief set of descriptions for each score point which might be considered a condensed rubric. Scoring Key: An activity-specific score scale and set of descriptions. Scoring rubrics and rules may be used to score responses to different activities in a MSPAP content area. Scoring keys apply to single assessment activities. Regardless of which scoring tool is used, the number of levels of performance likely for that activity determines the number of possible score points in the tools. MSPAP scoring tools may have as many as seven score points (0, 1, 2, 3, 4, 5, 6) or as few as two (0, 1). Scoring rubrics are used for: a) writing; b) extended reading responses; c) responses intended to measure the mathematics strands of problem-solving, communication, reasoning, and connections; and d) some science and social studies responses. Typically, a scoring rule is used to score brief responses for language usage, a single reading stance or mathematics content area, and some science or social studies activities. Scoring keys are used most often for scoring responses when specific product or range of information is sought. Unlike some "answer keys," however, MSPAP scoring keys reflect the language of the State Board-adopted outcomes for the content area being assessed. Other resources that are used to help make score decisions include sample responses for which "true scores" have been reached by consensus by Maryland educators. These are call "rangefinding" or "anchor" responses. They are models of responses at each score point of scoring tool. Integration of content areas in MSPAP tasks requires that some responses be scored multiple times for different content areas and outcomes. For example, essays in the MSPAP are scored once for a writing purpose and once for language usage. Similarly, other responses may be scored once to contribute to a mathematics outcome score and a second time to contribute to a science outcome score. This process is referred to as "successive" scoring. Sometimes a single key or rule may be applied which permits the measurement of outcomes from more than one content area. This process is referred to as "simultaneous" scoring. The sample integrated tasks provide examples of both successive and simultaneous scoring for different content areas. In successive scoring the score in one area does not impact the score in the other. Also, successive scores are not given by the same individual, except in the case of writing and language usage scores for responses to writing prompts. |
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