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Literature

Item and Scoring Sampler

2015

Pennsylvania

Keystone Exams

Pennsylvania Keystone Literature Item and Scoring Sampler 2015ii

Keystone

Literature

Sampler

Table of Contents

INFORMATION ABOUT LITERATURE

Introduction ........................................................................ ...............1 About the Keystone Exams ........................................................................ .1 Item and Scoring Sampler Format ..................................................................3 Literature Exam Directions ........................................................................ .4

General Description of Scoring Guidelines for Literature .............................................5

LITERATURE MODULE 1

Passage and Multiple-Choice Items .................................................................6 Constructed-Response Item .......................................................................17 Passage and Multiple-Choice Items ................................................................23 Constructed-Response Item .......................................................................33 Literature Module 1—Summary Data ..............................................................40

LITERATURE MODULE 2

Passage and Multiple-Choice Items ................................................................42 Constructed-Response Item .......................................................................52 Passage and Multiple-Choice Items ................................................................58 Constructed-Response Item .......................................................................69 Literature Module 2—Summary Data ..............................................................75 ACKNOWLEDGEMENTS ........................................................................77 Pennsylvania Keystone Literature Item and Scoring Sampler 20151

Keystone

Literature

Sampler

Information About Literature

INTRODUCTION

The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering

focused instructional programs aligned to the Pennsylvania Core Standards. These tools include the standards,

assessment anchor documents, assessment handbooks, and content-based item and scoring samplers. This 2015

Literature Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing students for the Keystone

Exams.

This Item and Scoring Sampler contains released operational multiple-choice and constructed-response items that

have appeared on previously administered Keystone Exams. These items will not appear on any future Keystone

Exams. Released items provide an idea of the types of items that have appeared on operational exams and that will

appear on future operational Keystone Exams. Each item has been through a rigorous review process to ensure

alignment with the Assessment Anchors and Eligible Content. This sampler includes items that measure a variety of

Assessment Anchor or Eligible Content statements, but it does not include sample items for all Assessment Anchor or

Eligible Content statements.

The items in this sampler may be used as examples for creating assessment items at the classroom level and may be

copied and used as part of a local instructional program 1 Classroom teachers may find it beneficial to have students

respond to the constructed-response items in this sampler. Educators can then use the sampler as a guide to score the

responses either independently or together with colleagues.

ABOUT THE KEYSTONE EXAMS

The Keystone Exams are end-of-course assessments currently designed to assess proficiencies in Algebra I, Biology,

and Literature. The Pennsylvania Department of Education continues to evaluate the implementation schedule for

additional subjects, including English Composition, Civics and Government, U.S. History, World History, Algebra II,

Geometry, and Chemistry. The Keystone Exams are just one component of Pennsylvania"s high school graduation

requirements. Students must also earn state-specified credits, complete a culminating project, and complete any

additional district requirements to receive a Pennsylvania high school diploma

For detailed information about how the Keystone Exams are being integrated into the Pennsylvania graduation

requirements, please contact the Pennsylvania Department of Education or visit the PDE website at http://www.education.pa.gov.

Alignment

The Literature Keystone Exam consists of questions grouped into two modules: Fiction Literature and Nonfiction

Literature. Each module corresponds to specific content, aligned to statements and specifications included in the

course-specific assessment anchor documents. The Literature content included in the Keystone Literature multiple-

choice items will align with the Assessment Anchors as defined by the Eligible Content statements. The process skills,

directives, and action statements will also specifically align with the Assessment Anchors as defined by the Eligible

Content statements.

1 The permission to copy and/or use these materials does not extend to commercial purposes. Pennsylvania Keystone Literature Item and Scoring Sampler 20152

Keystone

Literature

Sampler

Information About Literature

The content included in Literature constructed-response items aligns with content included in the Eligible Content

statements. The process skills, directives, and action statements included in the performance demands of the

Literature constructed-response items align with specifications included in the Assessment Anchor statements, the

Anchor Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or action statements

used in the constructed-response items or stems can come from the Eligible Content, Anchor Descriptor, or

Assessment Anchor statements.

Depth of Knowledge

Webb"s Depth of Knowledge (DOK) was created by Dr. Norman Webb of the Wisconsin Center for Education Research.

Webb"s definition of depth of knowledge is the cognitive expectation demanded by standards, curricular activities,

and assessment tasks. Webb"s DOK includes four levels, from the lowest (basic recall) level to the highest (extended

thinking) level.

Depth of Knowledge

Level 1Recall

Level 2Basic Application of Skill/Concept

Level 3Strategic Thinking

Level 4Extended Thinking

Each Keystone item has been through a rigorous review process to ensure that it is as demanding cognitively as what

is required by the assigned Assessment Anchor as defined by the Eligible Content. For additional information about

depth of knowledge, please visit the PDE website at http://static.pdesas.org/Content/Documents/Keystone_Exam_

Program_Overview.PDF.

Exam Format

The Keystone Exams are delivered in a paper-and-pencil format as well as in a computer-based online format. The

multiple-choice items require students to select the best answer from four possible answer options and record their

answers in the spaces provided. The correct answer for each multiplechoice item is worth one point. The constructed-

response items require students to develop and write (or construct) their responses. Constructedresponse items in

Literature are scored using itemspecific scoring guidelines based on a 0-3-point scale. Each multiple-choice item is

designed to take about one to one and a half minutes to complete. Each constructedresponse item is designed to

take about 10 minutes to complete. The estimated time to respond to a test question is the same for both test formats.

During an actual exam administration, students are given additional time as necessary to complete the exam

Pennsylvania Keystone Literature Item and Scoring Sampler 20153

Keystone

Literature

Sampler

Information About Literature

ITEM AND SCORING SAMPLER FORMAT

This sampler includes the test directions and scoring guidelines that appear in the Keystone Exams. Each sample

multiple-choice item is followed by a table that includes the alignment, answer key, DOK, the percentage

2 of students

who chose each answer option, and a brief answer option analysis or rationale. Each constructed-response item is

followed by a table that includes the item alignment, DOK, and the mean student score. Additionally, each of the

included itemspecific scoring guidelines is combined with sample student responses representing each score point

to form a practical, itemspecific scoring guide. The General Description of Scoring Guidelines for Literature used to

develop the itemspecific scoring guidelines should be used if any additional itemspecific scoring guidelines are

created for use within local instructional programs.

Example Multiple-Choice Item Information Table

Item InformationOption Annotations

Alignment

AAEC

Brief answer option analysis or rationale

Answer Key

Answer

Depth of Knowledge

DOK p-values ABCD each option Example Constructed-Response Item Information Table

AlignmentDepth of KnowledgeMean Score

2 All p-value percentages listed in the item information tables have been rounded. Pennsylvania Keystone Literature Item and Scoring Sampler 20154

Keystone

Literature

Sampler

Information About Literature

LITERATURE EXAM DIRECTIONS

On the following pages of this test booklet are the Keystone Literature Exam passages and questions for Module1

[orModule2].

This module has three passage sets. Each passage set includes a passage, a series of multiple-choice questions,and

at least one constructed-response question.

Before responding to any exam questions, be sure to carefully read each passage and follow the directionsforeach

passageset.

There are two types of questions in each module.

These questions will ask you to select an answer from among four choices. Read each question, and choose the correct answer.

Only one of the answers provided is correct.

Record your answer in the Literature answer booklet. These questions will require you to write your response.

Be sure to read the directions carefully.

You cannot receive the highest score for a constructed-response question without following all directions. If the question asks you to do multiple tasks, be sure to complete all tasks.

If the question asks you to explain, be sure to explain. If the question asks you to analyze, describe, or compare, be sure to analyze, describe, or compare.

All responses must be written in the appropriate response space in the Literature answer booklet.Ifyou use scratch paper to write your draft, be sure to transfer your final response to the Literature answer booklet.

Do not look ahead at the questions in Module 2 [or back at the questions in Module 1] of your exam materials.

After you have checked your work, close all exam materials. You may refer to this page at any time during this portion of the exam.

Below are the exam directions available to students. These directions may be used to help students navigate

through the exam. Pennsylvania Keystone Literature Item and Scoring Sampler 20155

Keystone

Literature

Sampler

Information About Literature

GENERAL DESCRIPTION OF SCORING GUIDELINES FOR LITERATURE

3 POINTS

•The response provides a clear, complete, and accurate answer to the task. •The response provides relevant and specific information from the passage.

2 POINTS

•The response provides a partial answer to the task. •The response provides limited information from the passage and may include inaccuracies.

1 POINT

•The response provides a minimal answer to the task. •The response provides little or no information from the passage and may include inaccuracies. OR

•The response relates minimally to the task.

0 POINTS

•The response is totally incorrect or irrelevant or contains insufficient information to demonstrate

comprehension Pennsylvania Keystone Literature Item and Scoring Sampler 20156

LITERATURE

MODULE 1

LITERATURE MODULE 1

PASSAGE AND MULTIPLECHOICE ITEMS

excerpt from The Red Badge of Courage There was a more serious problem. He lay in his bunk pondering upon it. He tried to mathematically prove to himself that he would not run from a battle. Previously he had never felt obliged to wrestle too seriously with this question. In his life he had taken certain things for granted, never challenging his belief in ultima te success, and bothering little about means and roads. But here he was confronted with a thing of moment. It had suddenly appeared to him that perhaps in a battle he might run. He was forced to admit that as far as war was concerned he knew nothing of himself. A little panic-fear grew in his mind. As his imagination went forward to a fight, he saw hideous possibilities. He contemplated the lurking menaces 1 of the future, and failed in an effort to see

himself standing stoutly in the midst of them. He recalled his visions of broken-bladed glory, but in

the shadow of the impending tumult 2 he suspected them to be impossible pictures. He sprang from the bunk and began to pace nervously to and fro. “What"s th" matter with me?" he said aloud. After a time the tall soldier slid dexterously through the hole. The loud private followed. They were wrangling. He began to stow various articles snugly into his knapsack. The youth, pausing in his nervous walk, looked down at the busy figure. “Going to be a battle, sure, is there, Jim?" he asked.

“Of course there is," replied the tall soldier. “Of course there is. You jest wait "til to-morrow, and

you"ll see one of the biggest battles ever was. You jest wait."

“Thunder!" said the youth.

The youth remained silent for a time. At last he spoke to the tall soldier. “Jim!"

“What?"

“How do you think the reg"ment "ll do?"

“Oh, they"ll fight all right, I guess, after they once get into it ," said the other with cold judgment. He made a fine use of the third person. “There"s been heaps of fun poked at "em because they"re new, of course, and all that; but they"ll fight all right, I guess." “Think any of the boys "ll run?" persisted the youth. 1 menaces—dangers 2 tumult—violent outburst Pennsylvania Keystone Literature Item and Scoring Sampler 201577

LITERATURE

MODULE 1

“Oh, there may be a few of "em run, but there"s them kind in every regiment, "specially when

they first goes under fire," said the other in a tolerant way. “Of course it might happen that the hull

kit-and-boodle might start and run, if some big fighting came first-off, and then again they might

stay and fight like fun. But you can"t bet on nothing. Of course they ain"t never been under fire yet,

and it ain"t likely they"ll lick the hull rebel army all-to-oncet the first time; but I think they"ll fight bett

er than some, if worse than others. That"s the way I figger." “Did you ever think you might run yourself, Jim?" the youth asked.

The tall private waved his hand. “Well," said he profoundly, “I"ve thought it might get too hot for

Jim Conklin in some of them scrimmages, and if a whole lot of boys start ed and run, why, I s"pose I"d start and run. But if everybody was a-standing and a-fighting, wh y, I"d stand and fight. Be jiminey, I would. I"ll bet on it."

“Huh!" said the loud one.

The youth of this tale felt gratitude for these words of his comrade. He had feared that all of the untried men possessed great and correct confidence. He now was in a measure reassured. The next morning the youth discovered that his tall comrade had been the fast-flying messenger of a mistake. The youth felt, however, that his problem was in no wise lifted from him. There was,

on the contrary, an irritating prolongation. The tale had created in him a great concern for himself.

He occasionally tried to fathom a comrade with seductive sentences. He l ooked about to find men in the proper mood. All attempts failed to bring forth any statement which looked in any way like a confession to those doubts which he privately acknowledged in him self. He was afraid to make an open declaration of his concern, because he dreaded to place some unscrupulous confidant upon the high plane of the unconfessed from which elevation he could be derided 3 In regard to his companions his mind wavered between two opinions, according to his mood. Sometimes he inclined to believing them all heroes. In fact, he usually admired in secret the superior development of the higher qualities in others. He could conceiv e of men going very insignificantly about the world bearing a load of courage unseen, and al though he had known many of his comrades through boyhood, he began to fear that his judgment of them had been blind. Then, in other moments, he flouted these theories, and assured himself that his fellows were all privately wondering and quaking. His emotions made him feel strange in the presence of men who talked excitedly of a prospective battle as of a drama they were about to witness, with nothing but eagerness and curiosity apparent in their faces. It was often that he suspected them to be liars. 3 derided—ridiculed Pennsylvania Keystone Literature Item and Scoring Sampler 20158

LITERATURE

MODULE 1

MULTIPLECHOICE ITEMS

1. best A. They provide insight into the mind of the main character. B. They foreshadow a disagreement within the regiment. C. They establish the intelligence of the main character. D.

They begin to develop a melodramatic mood.

Item InformationOption Annotations

AlignmentStudents are asked to determine how the first two paragraphs best support the author"s purpose for writing the passage. Students must understand the concept of author"s purpose and be able to interpret textual details. Option A is the correct answer. The first two paragraphs inform the reader of how the main character thinks by reflecting on his possible cowardice in the face of battle. Since there is nothing in these paragraphs that indicates conflict with another person, option B is incorrect. Since the paragraphs indicate the main character"s emotional outlook and not his cognitive skills, optionC is incorrect. Even though the first two paragraphs indicate an inner conflict, there is no suggestion that the passage will entail melodrama; therefore, option D is incorrect. Students may choose these incorrect options if they fail to use or misinterpret details from the passage.

Answer Key

Depth of Knowledge

p-values ABCD

11%9%12%

Pennsylvania Keystone Literature Item and Scoring Sampler 201599

LITERATURE

MODULE 1

2. What best explains why the scarcity of details about the setting is unimportant in the passage? A. The setting is of little significance to the plot. B. The setting is of little significance to the characters. C. The author wants the reader to focus on the thoughts of the characters. D. The author assumes that the reader is afraid to think about the details of war.

Item InformationOption Annotations

AlignmentL.F.2.3.2Students are asked to analyze why the scarcity of details about the setting is unimportant. Students must understand the role of the setting in comparison with other elements of plot. Option C is the correct answer. Even though the passage takes place during a time of war, the action focuses on the dialogue among the soldiers centered on battle as well as the reflections that the youth makes on the concept of bravery during battle. Option A is incorrect since the setting is very important to the plot; the fact that the setting is in a camp during war time is the very cause of the conflict described in the dialogue between the characters and the thoughts of the youth. Option B is incorrect since it is the setting that instigates the interaction among the characters. Option D is incorrect since there is no evidence to support this conclusion. Students may select these incorrect options if they misunderstand the role of setting in the passage.quotesdbs_dbs46.pdfusesText_46

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