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Administrative Questions
General Scoring Questions
Brooks Scoring Lists For Grade 3
General Cluster Information
Grade Specific Questions
Q: When are the makeup dates?
A: The information for makeup testing can be found in Appendix C of the 2007 School Administrator’s Manual. It is the principal’s responsibility to facilitate testing of the students who did not complete the test on the regularly scheduled testing dates. This document can be found on the State Education Department’s website at:
http://www.emsc.nysed.gov/3-8/sam/ela07p.pdf
Q: What are the criteria for choosing scoring committee members?
A: A good candidate for an ELA scoring committee should have the following capabilities: English language arts expertise, experience with scoring open-ended questions (including the use of rubrics), and one or more years of teaching the specified or adjacent grade levels to be scored. Additional recommendations for selecting scorers can be found in the 2007 School Administrator’s Manual.
Q: Is there a source for obtaining additional test materials or training materials?
A: The 2007 School Administrator’s Manual lists the materials needed for testing and the corresponding sources of assistance to obtain materials.
Q: What are the duties of a scribe?
A: When a student is allowed the accommodation of a scribe, the scribe must record word for word what the student says. Additional information about scribes can be found in the 2007 School Administrator’s Manual.
Q: When the students read the passages and directions may they use “whisper phones”?
A: Students are not only allowed the use of whisper phones on the test unless they have an IEP or 504 plan that indicates this testing accommodation.
Brooks Scoring Lists For Grade 3
Q: When does a response receive a score of 0?
A: Cluster responses are given a zero if the entire response is illegible or scribbled, consists of an indication of a student’s refusal to respond, is written in a language other than English, or corresponds to a description of zero in the ELA Scoring Considerations or scoring rubrics.
Q: If a student’s response is blank, how should it be scored?
A: In grades 4, 6, and 8, condition code A is applied if every question in a cluster is left blank. In grades 3, 5, and 7, the short-response questions are scored individually; for those items, condition code A is applied if the question is left blank.
Q: If a student is absent, how is that student’s test scored?
A: If a student is absent and has not had the opportunity to do a makeup test, fill in the absent circle for that session on the student’s answer sheet.
Q: In the Reading/Writing session of Grades 4, 6, and 8, can a cluster response be given a top score if only one of the passages is referenced in the extended response?
A: No. To receive a top score (4 points in Grade 4 and 5 points in Grades 6 and 8), the extended response must contain references to both passages. However, please remember that the clusters are scored holistically and the other requirements for a top score response must be met in order to achieve a top score.
Q: If a cluster demonstrates voice, is it possible that the cluster may not receive a top score?
A: Yes. The cluster should be scored holistically and assigned scores on the basis of the entire cluster. The lower-point clusters may contain elements of top score responses, which may include voice.
Q: Is one relevant detail in any item of the cluster sufficient to give the entire cluster a score of 1 and not a zero?
A: Yes. The cluster may receive a score of 1 if any part of the cluster correctly responds to the task. To be given a score point of zero, the entire cluster must be completely incorrect, irrelevant, or incoherent. Also, note the scoring considerations: if a student answers only one question, and that question is not the extended response, the score is zero.
Q: Why do the training materials for scoring Writing Mechanics for Grades 4, 6, and 8 reflect the Sample Test instead of the current operational test?
A: Since the principles of scoring Writing Mechanics remain the same regardless of the questions posed to the students, the training materials for this section of the test may be considered generic and can be used from year to year.
Grade 3 Listening/Writing
Q: Is it necessary for the events of the passage to be in order?
A: For this question to receive 2 points, the information must be in the correct sequence and have no incorrect statements. A 1-point score allows for inaccuracies in sequence.
Q: If the response includes only the four directions (north, south, east, and west), is it considered complete?
A: Yes. A response receives full credit if the four directions are included, but all four directions must be included. This was decided by N.Y. State teachers during rangefinding.
Q: In Practice Set 20, the third detail does not
seem to address the question. How is a
2-point score justified?
A: The third detail given is not a specific effort by the farmer to find the missing horse; however, the student provides two acceptable details above. The third detail is not needed to receive the score point of 2. Points are not subtracted for a detail that is not relevant to the question being asked.
Item 28
Q: What is the student’s correction after “boards” on line 3 of the 0-point anchor?
A: The period after “boards” was changed to a question mark. This change is grammatically incorrect; therefore, it is considered an introduced error.
Grade 3 Reading
Q: In Practice Set 8, the response is given one point, yet the 0-point anchor is not considered valid. They appear to be similar and both contain details from the article. Please explain the rationale for the scoring.
A: The 0-point anchor contains information from the article that explains how to plant seeds but not how to “trick” the seeds into growing. The steps of planting the seed do not answer the question. Practice Set 8 explains the concept of tricking the seed into thinking it is in the tropics by referring to water. Sunlight, water, and variations of the two are the tropical “tricks” that answer this question.
Grade 4 Reading/Writing
Q: Is “they are both girls” an acceptable detail?
A: Although accurate, this would be considered a vague detail unless it was supported with relevant information from the story. Otherwise, a child could tell this from the names of the characters without ever having read the story.
Item 21
Q: In Practice Set 6, the student seems to have misinterpreted information from the story but still received a score of 2. The student does not mention that the father tells his sons about his secret. Please explain the rationale for this score.
A: In the story, it is implied that the sons learned their father’s secret by working the fields. In this response, the student has captured that secret generally but accurately (“he planted rice and told his sons it was treasure”). The student also voiced that the rice was worth a lot of money. In short, it is clear that the student heard and understood the story.
Practice Set 18 on page 69–The total number of original errors is 2 and not 1 as printed.
Q: In Practice Set 14, the student crossed out the period after “team” in line 9. Why wasn’t the student penalized for not adding the comma?
A: The student was penalized only once for not fully correcting the original error.
Q: How do you count the errors if a student changes numerous verbs from past tense to present tense? Is each change considered an error or is each counted as one error?
A: Each mistake in verb tense would be an error. The issue of multiple errors is addressed in the Editing Paragraph Scoring Clarifications in the Scoring Leader materials. In order to be considered a single error, the repeated errors need to be identical.
Q: What if a student crosses out “even though” in the paragraph and makes no further revisions?
A: That action would be considered a neutral revision and would correct the targeted error by an alternate means. This correction would eliminate the need to change the period after “team” to a comma as the change would create two correct sentences that do not affect the meaning. Additional information about scoring the editing paragraph can be found in the Editing Paragraph Scoring Clarifications page in the Scoring Leader materials.
Q: Is it acceptable to omit the comma before a conjunction in a compound sentence?
A: The comma before a conjunction that links two or more independent clauses is optional. Additional information about scoring the editing paragraph can be found in the Editing Paragraph Scoring Clarifications page in the Scoring Leader materials.
Q: In Practice Set 5, why is the cluster given a score of 4 instead of 5?
A: Taken as a whole, the responses in this cluster show a predominately literal interpretation of the story. While the responses are essentially correct, they tend to generalize the information too much. For example, in the extended response, the student writes “…he took some real action.” This is a general explanation of Father Crow’s actions at the end of the story. However, the student also states that Father Crow took some action at the beginning of the story. As described, the issue of change in behavior is clouded. Overall, more specific information is also required throughout the cluster to receive a top score.
Q: In Anchor Paper 4, does the student explain why Father Crow’s actions change?
A: Yes, the change is explained in both 4 point papers. In the first 4-point anchor, the student provides the detail “Everyday the snake looked for the baby crows” to explain the change in Father Crow. While not concerned about the safety of the adults, Father Crow was concerned about the safety of his vulnerable offspring. In the second 4-point anchor, the student explains the change with the details that Father Crow was calm in the beginning that the snake would not come up the tree but concerned that it would once the babies were born.
Q: Are the answers “putting your entries into a log” or working out the position of the ship on a chart acceptable for advantages?
A: Yes. These answers are acceptable. Both could be considered exciting activities to a teen and, therefore, an advantage of her lifestyle. Additionally, they would also be great hands-on science activities and a display of trust by her parents to able to do these essential activities.
Q: Would the answers “you get to see turtles and you get to see whales” be considered two separate advantages?
A: Yes. Each of those answers can be considered a separate advantage of her lifestyle. Each animal is exciting to see in its natural habitat.
Q: In the 1-point anchor, does the student reference both articles in the extended response?
A: Yes. The student gives a minimal detail from both articles. “It would be cool to live in the cold” is from the second article, and “You could fall overboard on a boat” is from the first article.
Q: In Practice Set 5D, the student only references one article. Why does the student receive a cluster score of 4?
A: The cluster as a whole meets the requirements of the 4-point rubric. The student makes a choice of lifestyles and provides details to support the choice. The extended response is readable, with some sense of voice, and shows a clear attempt at organization.
As stated above, only the highest cluster score must reference both articles.
Grade 7 Listening/Writing
Q: Does the response need to specifically state a challenge to be considered correct?
A: Please refer to Practice Set 8. The word “challenge” is not mentioned, but a challenge is accurately explained, and it is clear what action was taken to overcome the challenge. This received a score of 2.
Item 34
Q: Practice Set 14 and Practice Set 20 seem very similar as far as detail. Why is Practice Set 14 given a score of 1 while Practice Set 20 is given a score of 2?
A: Practice Set 14 only mentions that the invention helped astronauts get ready for the lack of gravity in space. The response lacks more than one supporting detail. Practice Set 20, however, supports why the invention was successful—because of both the initial steps to make it and then further adjustments to make it safe.
Q: Why is adding a comma after the phrase “At the age of fifteen,” considered a neutral revision?
A: This comma is considered optional because it follows a short introductory prepositional phrase. Additional examples of optional commas are listed in the Editing Paragraph Scoring Clarifications in the Scoring Leader materials.
Q: How do I know when commas are considered optional?
A: The Editing Paragraph Scoring Clarifications in the Scoring Leader materials clarify the use of optional commas. The anchor papers and training papers will also help scorers internalize this information.
Grade 7 Reading
Item 3
Q: Why is the second box in Practice Set 4 considered incorrect while the second box in Practice Set 7, which appears similar, is considered correct?
A: Practice Set 7 shows confusion (“She give him her best shot”). Kendall did not give the race his best shot, but he practiced more than anyone else to win. Practice Set 4, however, is clear about this. The answer “Kendall gives it all he has” refers to the effort involved and fits one of the Reading Rubric Key Points (“Kendall does what it takes to win”).
Item 3
Q: Is the student penalized for incorrect information in the graphic organizer?
A: The student is not given credit for the part of an answer that is incorrect; credit should be given for any part of the answer that is correct.
Item 22
Q: Some student responses to “Storm Watch” refer to the narrator as an older brother. This is not clear in the excerpt. Are responses indicating a different gender acceptable?
A: Yes. Although the prompt identifies the character as Jimmy’s brother, students are not penalized for misstating the gender of the character.
Q: Practice Set 14 is given a score of 2, but the response does not include the characters of Mom or Dad, as the other 2-point papers did. There are many details, but essential information is missing. Why was this given a score of 2?
A: This response provides accurate and complete details to explain how Jimmy’s brother uses his own experiences to help comfort Jimmy during the storm. Even though the father is not specifically mentioned in the response, the method the father tried with the narrator is explained. In the course of elaborating how the method provides comfort to Jimmy, the response provides adequate details from the story. The question only asks for the experiences not how the experiences were provided or influenced.
Q: Practice Set 14 does not reference an experience; it just describes the narrator’s attempt to comfort his brother. Why was this given a score of 2?
A: This response provides accurate and complete details to explain how Jimmy’s brother uses his own experiences to help comfort Jimmy during the storm. Jimmy copied the method of dealing with the storm that had been unsuccessfully tried on him by his father. The student goes into detail about the storm being like fireworks and to cover your ears during the crash. The student also explains that this repeated experience did comfort Jimmy.
Grade 8 Listening/Writing
Scoring Guide Correction
Listening/Writing Rubric Key Points, Page 12–The first Possible Exemplary Response incorrectly states that Louis Braille was 17 years old when he created his dot system. The response should say that he was only 15 years old.
Item 31
Q: Is the student penalized for incorrect information in the graphic organizer?
A: The student is not given credit for the part of an answer that is incorrect; however, credit should be given for any part of the answer that is correct.