1. HANDOUT #2
STEP 4: ITEMS/TASKS [EXAMPLES]
1. Which river runs from north to south and empties into the Gulf of Mexico?
A. Columbia
B. Mississippi
C. Potomac
D. Ohio
(0001.SOS.GR4.POST.MC-LV1-GEO2.1)
DIRECTIONS: Read the following information about the rainforest. Use the information to help
you answer Question 2 in the space provided. This question is worth two (2) points towards your
overall score.
In the Rainforest
Life in the rainforest is wet and wild. Rainforests are jungle areas that have a large amount of
rainfall each year. Rainforests cover a small part of this earth. They are home to over half of the
different types of animals and plants. Rainforests are not only beautiful, but also very important
to people. We get food from the rainforest such as chocolate and cinnamon. Rainforests also
have ingredients for many medicines. Even though rainforests are important, many are being cut
down. Many people are working to make sure that the rainforests are saved because we will need
them in the future.
2. In two complete sentences, explain why people should help save the rainforests.
______________________________________________________________________________
______________________________________________________________________________
(0002.SCI.GR5.POST.SA-LV2-STD2.2A)
Handout #2-Building the Assessment-Examples
1

2. STEP 4: ITEMS/TASKS [EXAMPLES Cont.]
DIRECTIONS: For Question 3, read the following scenario and construct a response to both
Parts A and B. Parts A and B are worth four (4) points each, for a total of 8 points towards your
overall score.
Scenario #1-You are catering a large dinner for 60 people in which chicken and beef will be
served along with sautéed green beans in a light cream sauce. Fresh strawberries and ice
cream will be offered as dessert. There is limited counter space for food preparation and the
hot water is only reaching a temperature of 70o F.
3. In a short paragraph (no more than 4 sentences), respond to both Part A and B on a separate
piece of paper.
Part A: List and explain at least three (3) safety conditions that need to be addressed to prevent
food contamination.
Part B: Given the cooking area constraints, develop two (2) alternative courses of action that
will result in an on-time meal delivery.
(003.FCS.NCIII.EA-LV3-FNW1.4)
DIRECTIONS FOR TASK 1 of 3: For Task #1, create a mood portrait and collage. You will
have one (1) week to complete this task. This task is worth twelve (12) points towards your
overall score.
Task #1-Using what you know about the Elements of Art and the Principles of Design create both
a mood portrait of yourself and a collage. Think about the concepts we studied in class and the
different ways artists have created works of art that have focused on people’s faces. Use paint
and color mixing techniques to create a mood portrait of yourself and construct a collage on
which to place your portrait. Use the scoring rubric to guide your art work development.
CriteriaA. Create a mood portrait of yourself showing proportional breakdowns of facial features.
B. Construct a collage using monochromatic or analogous color schemes and transfer your
drawing on to the collage.
(0001.VPA.ART5.EP-LV4-1.1 & 1.2)
Handout #2-Building the Assessment-Examples
2

3. STEP 5: SCORING KEYS AND RUBRICS [EXAMPLES]
Assessment Name
Social Studies Final
Item #
2
Administration
Total Possible
Points
Elementary Social StudiesGrade 4
Post-test
50
Item Tag
1
Grade/Course
Item Type
Point Value
Answer
0001.SOS.GR4.POST.MC-LV1-GEO2.1
MC
1
B
0002.SOS.GR4.POST.MC-LV1-GEO2.4
MC
1
A
Short Answer (SA) – Single Dimension
Generic Scoring Rubric
2 points
The response gives evidence of a complete understanding of the problem. It is fully developed and
clearly communicated. All parts of the problem are complete. There are no errors.
1 point
The response gives evidence of a reasonable approach, but also indicates gaps in conceptual
understanding. Parts of the problem may be missing. The explanation may be incomplete.
0 points
There is no response, or the work is completely incorrect or irrelevant.
Sample Response for: “In two complete sentences, explain why people should help save the
rainforests.”
2 points
The student’s response is written in complete sentences and contains two valid reasons for saving the
rainforest.
“People must save the rainforest to save the animals’ homes. People need to save the rainforest because
we get ingredients for many medicines from there.”
1 point
The student’s response contains only one reason.
“People should save the rainforest because it is important and because people and animals need it.”
0 points
There is no response, or the response is completely incorrect or irrelevant.
Handout #2-Building the Assessment-Examples
3

4. STEP 5: SCORING KEYS AND RUBRICS [EXAMPLES Cont.]
Extended Answer (EA) – Single Dimension
Generic Scoring Rubric
4 points
3 points
2 points
1 point
0 points
The response provides all aspects of a complete interpretation and/or a correct solution. The response
thoroughly addresses the points relevant to the concept or task. It provides strong evidence that
information, reasoning, and conclusions have a definite logical relationship. It is clearly focused and
organized, showing relevance to the concept, task, or solution process.
The response provides the essential elements of an interpretation and/or a solution. It addresses the
points relevant to the concept or task. It provides ample evidence that information, reasoning, and
conclusions have a logical relationship. It is focused and organized, showing relevance to the concept,
task, or solution process.
The response provides a partial interpretation and/or solution. It somewhat addresses the points relevant
to the concept or task. It provides some evidence that information, reasoning, and conclusions have a
relationship. It is relevant to the concept and/or task, but there are gaps in focus and organization.
The response provides an unclear, inaccurate interpretation and/or solution. It fails to address or omits
significant aspects of the concept or task. It provides unrelated or unclear evidence that information,
reasoning, and conclusions have a relationship. There is little evidence of focus or organization relevant
to the concept, task, and/or solution process.
The response does not meet the criteria required to earn one point. The student may have written on a
different topic or written "I don't know."
Sample Response for: “List the steps of the Scientific Method. Briefly explain each one.”
4 points
3 points
2 points
1 point
0 points
1. Ask a Question- Ask a question about something that you observe: How, What, When, Who,
Which, Why, or Where?
2. Do Background Research- Use library and Internet research to help you find the best way to do
things.
3. Construct a Hypothesis- Make an educated guess about how things work.
4. Test Your Hypothesis- Do an experiment.
5. Analyze Your Data and Draw a Conclusion- Collect your measurements and analyze them to see
if your hypothesis is true or false.
6. Communicate Your Results- Publish a final report in a scientific journal or by presenting the
results on a poster.
1. Ask a Question
2. Do Background Research-Use library and Internet research.
3. Construct a Hypothesis- An educated guess about how things work.
4. Test Your Hypothesis- Do an experiment.
5. Analyze Your Data and Draw a Conclusion
6. Communicate Your Results
1. Ask a Question
2. Do Background Research
3. Construct a Hypothesis
4. Test Your Hypothesis
5. Analyze Your Data and Draw a Conclusion
6. Communicate Your Results
Ask a Question, Hypothesis, Do an Experiment, Analyze Your Data
“I don’t know.”
Handout #2-Building the Assessment-Examples
4

5. STEP 5: SCORING KEYS AND RUBRICS [EXAMPLES Cont.]
Extended Performance (EP) – Multi-dimensional
Dimension
Advanced (4 pts.)
Proficient (3 pts.)
Art Elements and
Principles
- Sketch a Face
The drawing of the face
shows a breakdown of
the proportions of the
facial features with a lot
of attention paid to
details, such as strands
of hair, details in eyes.
The facial expression
establishes a mood.
Art Elements and
Principles
- Color Scheme
Background collage uses Background collage uses
either a monochromatic
either a monochromatic
or analogous color
or analogous color
scheme with all ends of
scheme with some ends
the pictures glued down. of the pictures sticking
The arrangement of the
up or small portions of
collage is unique using
the oak tag showing
either space of transition through. The color
of color in a planned
mixing with the paint in
way. The color mixing
the portrait shows a
and transition of the
range of either a
paint in the portrait
monochromatic or
shows a broad range of
analogous color scheme,
tones, and the
but no awareness of
application contours the
contour color
shape of the face.
application.
Portrait and background
Portrait and background
show a full
show understanding of
understanding of
monochromatic and
monochromatic and
analogous color
analogous color
schemes. Some edges of
schemes. Paint mixing
the collage are not glued
is gradual using a range
down. The color portrait
of hues that have more
is painted with a range of
than eight tones, and the
six or more hues of a
tones are applied
monochromatic or
enhancing the contour
analogous color scheme.
and roundness of the
The transitions of color
face.
are smooth and gradual.
“I don’t know.” or No Sketch Received
Art Elements and
Principles
Point of View
- Original Work
0 points
The drawing of the face
shows a breakdown of
the face with facial
features placed in
proportion to one
another. The portrait
lacks facial expression,
thus no mood is shown
in the drawing.
Basic (2 pts.)
Below Basic (1 pt.)
The drawing of the face
shows some breakdown
of the face but following
through with other visual
cues, such as eyebrows
lining up with tops of the
ears, are not evident. No
attention is paid to facial
expression to establish
mood.
The drawing of the face
is not broken down into
proportional segments,
so the placement of the
facial features is random
and abstracts the realism
of the portrait. No
attention is paid to
details, such as strands
of hair, eyebrows,
eyelashes, etc.
Background collage and
color mixing show no
identification to either a
monochromatic or an
analogous color scheme.
Background collage has
at least 60% of the paper
fitting into either a
monochromatic or
analogous color scheme.
Color mixing in the
portrait is blotchy and
not blended well; each
color is separate with no
attempt to transition one
color to the next.
Portrait and background
show some
understanding of
monochromatic and
analogous color schemes
with only one or two
colors that do not fit into
the selected schemes.
Half of the color mixing
with paint shows gradual
transitions of color.
Portrait and background
show no knowledge of
monochromatic or
analogous color
schemes. There is no
range of color mixing
within either color
scheme with no gradual
transitions of color.
Handout #2-Building the Assessment-Examples
5

6. STEP 6: TEST FORMS: Administration Guidelines [EXAMPLES]
Preparation
STEP 1.
STEP 2.
STEP 3.
Establish the necessary testing sessions given the <school/grade-level> administration window.
Ensure time is allotted in the schedule for make-up test sessions prior to the end of the
administration window. Obtain the necessary copies (test forms and scoring keys) based upon
students on your roster.
Review the administration steps and understand the guidelines for administering the assessment,
including materials needed, equipment, etc. Also, review the test form, answer keys, and
directions to students (located within the test) prior to administration.
Establish a controlled testing and scoring environment and ensure students are afforded
appropriate testing accommodations.
Administration
STEP 1.
STEP 2.
STEP 3.
Distribute the assessment to students, while maintaining a list of students who will need to makeup the session. Say to the students: “If you have questions about any of the instructions that I give
you, please ask them before the test/performance begins.”
Write/post the “Start Time/Date” and “Completion Time/Date” of the assessment. Say to the
students: “Let’s prepare to start the test.” Ensure the demographic information on the coversheet
is completed.
Begin the testing/evaluation session.
a) Say to the students: “After you have completed the test/performance <enter teacher
directions (e.g., raise your hand and I will pick up your test, place the test on my desk, read
silently, put your head down)>.
b) Say to the students: “Remember to try your best on the assessment. If there are no questions,
begin the test.”
c)
Ending the testing session. Say to the students: “The testing/evaluation period has ended, I
will now collect the tests.” Explain the make-up procedures for students who need more time
according to your district’s policy. Pick up all of the test forms and secure the materials.
After Testing
STEP 1.
STEP 2.
STEP 3.
Ensure 100% accountability for all assessment materials and store these in a secure area.
Given the completed test and the developed scoring key and rubrics, score each item based upon
the student’s provided response. Enter the raw score (points earned vs. total points possible) into
your grade book. Determine if the student’s score meets the performance standard.
Once all students have completed the test, including make-ups, collect and inventory all scored
tests. Report student results in accordance with the district’s grading policy in terms of percent
(%) correct, and/or achieving a specific performance level.
*Technical Note: The above Administration Guidelines are for an on-demand assessment. Extended performance
(EP) tasks may require considerably more in-depth guidelines for each task, as the “testing window” extends over
several weeks.
STEP 6: TEST FORMS: Operational Assessments [EXAMPLES]
Note: See developed assessment models in the “Guide” folder
Handout #2-Building the Assessment-Examples
6