Literature Item and Scoring Sampler 2015
The Literature Keystone Exam consists of questions grouped into two modules: Fiction Literature and Nonfiction. Literature . Each module corresponds to specific
PENNSylvANiA
Pennsylvania Keystone Literature Item and Scoring Sampler 2015 ii. Keystone. Literature. Sampler. Table of Contents. INFORMATION ABOUT LITERATURE.
Algebra I Keystone 2015 Item and Scoring Sampler.pdf
The Keystone Exams are end-of-course assessments currently designed to assess proficiencies in Algebra I Biology
PENNSylvANiA - Keystone Exams
Literature Item and Scoring Sampler 2014 ii. Keystone. Literature. Sampler. Table of Contents. INFORMATION ABOUT LITERATURE. Introduction .
Keystone Exams Literature Item and Scoring Sampler 2016
The Literature Keystone Exam consists of questions grouped into two modules: Module 1—Fiction. Literature and Module 2—Nonfiction Literature . Each module
Item and Scoring Sampler - Biology - 2015.pdf
The Keystone Exams are end-of-course assessments currently designed to assess proficiencies in Algebra I Biology
2014 Keystone ISS Algebra.pdf
Pennsylvania Keystone Algebra I Item and Scoring Sampler 2014 ii. Keystone. Algebra I. Sampler. Table of Contents and Literature.
Keystone Exams
Dec 5 2013 To gain an understanding of the rigor of the Keystone Exams
Keystone Biology Item Sampler 2019-2020
Biology and Literature. For detailed information about how the Keystone Exams are being integrated into the. Pennsylvania graduation requirements
Keystone Literature Item Sampler 2018
This 2018 Literature Item and. Scoring Sampler is a useful tool for Pennsylvania educators in preparing students for the Keystone Exams by providing samples of
Literature
Item and Scoring Sampler
2015Pennsylvania
Keystone Exams
Pennsylvania Keystone Literature Item and Scoring Sampler 2015iiKeystone
Literature
Sampler
Table of Contents
INFORMATION ABOUT LITERATURE
Introduction ........................................................................ ...............1 About the Keystone Exams ........................................................................ .1 Item and Scoring Sampler Format ..................................................................3 Literature Exam Directions ........................................................................ .4General 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 1Summary Data ..............................................................40LITERATURE MODULE 2
Passage and Multiple-Choice Items ................................................................42 Constructed-Response Item .......................................................................52 Passage and Multiple-Choice Items ................................................................58 Constructed-Response Item .......................................................................69 Literature Module 2Summary Data ..............................................................75 ACKNOWLEDGEMENTS ........................................................................77 Pennsylvania Keystone Literature Item and Scoring Sampler 20151Keystone
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 studentsrespond 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 diplomaFor 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 20152Keystone
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 20153Keystone
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 studentswho 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
AlignmentAssigned
AAECBrief answer option analysis or rationale
Answer KeyCorrect
Answer
Depth of KnowledgeAssigned
DOK -values ABCDPercentage of students who selected
each option Example Constructed-Response Item Information Table AlignmentAssigned AAECDepth of KnowledgeAssigned DOKMean Score 2 All p-value percentages listed in the item information tables have been rounded. . Pennsylvania Keystone Literature Item and Scoring Sampler 20154Keystone
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 Module 1
[or Module 2].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 directions for each
passage set.There are two types of questions in each module.
Multiple-Choice Questions
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.Constructed-Response Questions
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. If you use scratch paper to write your draft, be sure to transfer your final response to the Literature answer booklet.
If you finish early, you may check your work in Module 1 [or Module 2] only.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.LITERATURE EXAM DIRECTIONS
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 20155Keystone
Literature
Sampler
Information About Literature
GENERAL DESCRIPTION OF SCORING GUIDELINES FOR LITERATURE3 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 20156LITERATURE
MODULE 1
LITERATURE MODULE 1
PASSAGE AND MULTIPLE?CHOICE ITEMS
Read the following passage. Then answer questions 1-10. excerpt from The Red Badge of Courage by Stephen Crane 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 seehimself 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 menacesdangers 2 tumultviolent outburst Pennsylvania Keystone Literature Item and Scoring Sampler 201577LITERATURE
MODULE 1
"Oh, there may be a few of 'em run, but there's them kind in every regiment, 'specially whenthey 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 mightstay 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 deridedridiculed Pennsylvania Keystone Literature Item and Scoring Sampler 20158LITERATURE
MODULE 1
MULTIPLE?CHOICE ITEMS
1. How do the first two paragraphs best support the author's purpose for writing the passage? 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
AlignmentL.F.1.1.2Students 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 KeyA
Depth of Knowledge3
-values ABCD68%11%9%12%
Pennsylvania Keystone Literature Item and Scoring Sampler 201599LITERATURE
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.quotesdbs_dbs46.pdfusesText_46[PDF] 2015 literature nobelist alexievich
[PDF] 2015 literature nobelist alexievich crossword
[PDF] 2015 loire blue range rover
[PDF] 2015 loire vintage
[PDF] 2015 lyon county free fair
[PDF] 2015 maths dse ans
[PDF] 2015 maths past papers
[PDF] 2015 movies
[PDF] 2015 nancy grace response to ohio shooting
[PDF] 2015 nancy meyers movie
[PDF] 2015 nc 700x review
[PDF] 2015 nc d400 instructions
[PDF] 2015 nc drivers license
[PDF] 2015 nc plumbing code book