Tool Box Item Details - Pathways Academy - Diversity by Design

Title

Assessment - Quick Scale Marking: Grade 10 Reading

Content

Reading Literature

Aspect	Emerging	Developing	Proficient	Extending
SNAPSHOT Note: the snapshot can be used alone as a holistic scale for marking some assignments.	The student is unable to offer a logical interpretation of literary works that feature complex ideas and language. Often very short, with little evidence or development, and may misinterpret key features of the text. Appears to struggle to understand the text, with little success.	The student offers a narrow or superficial interpretation of literary works that feature complex ideas and language. Focuses on retelling, with limited analysis and evidence. Responses tend to be broad, undeveloped generalizations. The student is focused on understanding the text.	The student offers a logical interpretation of literary works that feature complex ideas and language. Goes beyond retelling, to offer some analysis and welldeveloped personal connections. The student appears to interact with the text confidently.	The student offers an analytic, thorough interpretation of works that feature complex ideas and language. Work is thorough, insightful, and often speculative and may take risks to include unusual interpretations and personal connections. The student appears to be engaged by the text.
STRATEGIES • comprehension strategies • literary techniques (e.g., figurative language; irony) • asking questions • interpreting clues • approach to task	• struggles; may give up • may recognize some simple literary techniques • has trouble generating questions • misses clues in the text (e.g., foreshadowing) • may misinterpret task	• some basic strategies, but often unsystematic and ineffective • recognizes basic literary techniques • asks obvious questions about the text • may misinterpret clues in the text; often misses more subtle clues • focuses on part of task	• interacts with the text, adjusts strategies • recognizes and deals confidently with a variety of literary techniques • asks some speculative questions (e.g., why?) • often tentative and overly cautious in interpreting subtle clues • tries to deal with entire task	• uses wide range of strategies to interact effectively with the text • interprets and evaluates a variety of literary techniques • asks speculative and often insightful questions • uses subtle clues to develop inferences and interpretations • deals successfully with all parts of task
COMPREHENSION • elements (e.g., setting, mood) • predictions, speculations • character analysis • interpretation of theme • use of quotations; text references	• attempts to summarize, but misinterprets key elements • few logical predictions • sweeping, unsupported generalizations about characters • deals solely with explicit content • unable to provide evidence or offer relevant references to the text	• focuses on retelling, showing basic and often superficial understanding of elements and key features • some logical predictions; little speculation • describes physical qualities of characters; takes them at face value; often judgmental • offers topics or morals in place of theme • references to the text are vague, not convincing	• logically describes and analyzes elements and key features; goes beyond retelling • offers logical predictions and speculations • analyzes characters with some insight • deals effectively with obvious themes; may paraphrase or state a moral for more complex themes • provides appropriate quotations and other text references as evidence	• thoroughly describes and analyzes elements and key features, dealing with subtleties and nuances • often speculative, taking risks to pose unexpected questions • analyzes characters thoroughly and with insight • generalizes about theme; may offer an unusual interpretation • chooses and integrates quotations and other text references effectively
RESPONSE AND ANALYSIS • overall response • reactions or judgments	• appears confused by the text and/or the task • makes rash, unsupported judgments or fails to offer reaction	• offers a superficial or undeveloped response • makes broad judgments with limited support	• thoughtful; actively questions, discriminates, makes connections, reacts • offers cautious reactions, supported with evidence	• creates an engaging response • offers thoughtful reactions, convincing examples; may take risks, allow ambiguity

Reading for Information

Aspect	Not Yet Within Expectations	Meets Expectations (Minimal Level)	Fully Meets Expectations	Exceeds Expectations
SNAPSHOT Note: the snapshot can be used alone as a holistic scale for marking some assignments.	The student is unable to summarize or interpret complex information. Responses are often short, with little evidence or development, and may misinterpret key features of the text or the task. Appears unable to understand the text.	The student offers a narrow or partial summary and analysis of complex information. Work is generally accurate but may be incomplete, often focusing on part of a task. Provides limited analysis; may offer broad generalizations with little support. Appears to focus on basic understanding.	The student interprets and evaluates complex information. Tries to deal with all parts of assigned tasks. Work is accurate, complete, and generally offers some logical generalizations and conclusions. Appears to interact with the text confidently.	The student offers an analytic, thorough synthesis and interpretation of complex information. Deals successfully with all parts of assigned questions or tasks, providing well-developed and often insightful responses. Appears to be engaged by the task.
STRATEGIES • text features (e.g., headings; diagrams) • prior knowledge • features and purposes of various forms • questions • technical and specialized terms	• often ignores text features • has difficulty using prior knowledge • may recognize basic features of a variety of forms, but treats them all alike • has trouble generating questions • limited reading vocabulary	• uses some text features to preview • draws on some prior knowledge • recognizes basic features and purposes of a variety of forms; may not connect form with purpose and target audience • asks obvious questions about the text • tries to use strategies for new vocabulary; often ineffective	• uses text features to preview and locate information • draws on prior knowledge to predict and understand • recognizes the features and purposes of a wide range of forms • asks some speculative questions • uses a variety of strategies to deal effectively with unfamiliar language	• uses text features efficiently to preview, locate, and understand information • draws on prior knowledge to predict, understand, interpret, and evaluate information • recognizes and analyzes features, purposes, and target audiences of a wide range of forms • asks speculative and often insightful questions • confident and efficient with new vocabulary
COMPREHENSION • main ideas • details • note-making • inferences and interpretations	• identifies some main ideas; tends to repeat words of the text • locates little accurate and relevant information • makes incomplete and poorly organized notes • has difficulty identifying and explaining relationships	• accurately identifies most main ideas • locates some accurate and relevant information; often vague • makes cursory notes; tends to rely on the structure of the text • explains basic relationships, and offers some logical predictions and conclusions; limited evidence	• accurately identifies and restates main ideas • provides specific, relevant detail as needed • makes thorough, accurate notes, using logical categories; may include too much • explains relationships among ideas; offers logical predictions, speculations, and conclusions with specific evidence	• accurately identifies and restates main ideas, often synthesizing information • provides and integrates precise, well-chosen detail and quotations as needed • makes well-organized, efficient notes • explains relationships among ideas; generalizes and offers conclusions with depth and insight
CONVENTIONS • overall response • reactions or judgments	• appears confused by the text and/or the task • makes rash, unsupported judgments or fails to offer reaction	• offers a superficial, limited response, with few connections • broad judgments with limited support	• actively questions, makes connections, and reacts; provides support • logical, supported judgments and evaluations	• offers thoughtful questions and connections and convincing examples • thoughtful, well supported judgments and evaluations