Reading Framework for the 2005 National Assessment of Educational Progress

Appendix A

Sample Reading Passages, Items, and Scoring Rubrics

Grade 4—"A Brick to Cuddle Up To"

Scoring Criteria for Constructed-Response Questions

Note: Performance results may not total 100 percent due to off-task and omitted responses.

Question 2. After reading this article, would you like to have lived during colonial times? What information in the article makes you think this?

Scoring Guide

Score and Description

Evidence of Full Comprehension
These responses give an opinion using clear and substantive information from the article and displaying an ability to make a personal connection with the text information. The supporting information is explicitly from the article and is used appropriately in support of their opinion.

Evidence of Partial or Surface Comprehension
These responses support an opinion of colonial life with unclear information or information related to colonial life that is not clearly from the article. Or, they use evidence from the article to describe colonial life without explicitly stating an opinion.

Evidence of Little or No Comprehension
These responses contain inappropriate information from the article or personal opinions about the article but do not demonstrate an understanding of what it was like to live during colonial times as described in the article. They may answer the question, but provide no substantive explanation.

[Full, 20 percent; Partial, 58 percent; Little or no comprehension, 20 percent]

Question 3. Some of the ways that colonists kept warm during the winter were different from the ways that people keep warm today. Tell about two of these differences.

Scoring Guide

Score and Description

Evidence of Full Comprehension

These responses explain at least two ways the colonists kept warm that are different from two methods used today. The explanations of both the colonial and/or modern methods must be clear, logical, and distinct. These responses demonstrate an ability to link information from the article with related knowledge about the way things are done today.

Evidence of Partial or Surface Comprehension

These responses include some information about how people keep warm. However, they describe no more than one difference between the ways colonists kept warm and the ways people keep warm today. Or, they talk only about the colonists without linking information from the article with knowledge about methods of keeping warm today.

Evidence of Little or No Comprehension

These responses contain inappropriate information from the article and/or do not explain how colonists kept warm in the winter. They may or may not discuss how people keep warm today.

[Full, 17 percent; Partial, 59 percent; Little or no comprehension, 21 percent]

Question 4. Do you think "A Brick to Cuddle Up To" is a good title for this article? Using information from the article, tell why or why not.

Scoring Guide

Score and Description

Evidence of Full Comprehension

These responses support an opinion with a clear explanation of the relationship between the title and the article. They summarize or articulate information from the article and tell whether it does or does not relate to the title.

Evidence of Partial or Surface Comprehension

These responses support an opinion with a vague explanation that does not demonstrate a clear understanding of how the title applies to the article. Or, they use evidence from the article to assess the title’s appropriateness without explicitly stating or implying an opinion.

Evidence of Little or No Comprehension

These responses contain inappropriate information from the article or personal opinions about the article and/or do not demonstrate any understanding of the title. They may answer the question, but they provide no substantive explanation from the article.

[Full, 37 percent; Partial, 32 percent; Little or no comprehension, 27 percent]

Question 5. Give two reasons stated in the article why the hearth was the center of the home in colonial times.

Scoring Guide

Score and Description

Evidence of Full Comprehension

These responses provide two text-based reasons why the hearth was the center of the colonial home. They demonstrate understanding of why the daily conditions in a colonial household highlighted the hearth’s importance.

Evidence of Partial or Surface Comprehension

These responses give only one text-based reason why the hearth was important. Although the responses must demonstrate the need for a hearth, they do not have to explicitly mention its role.

Evidence of Little or No Comprehension

These responses contain inappropriate information from the article or personal opinions about the article that fail to address the importance of the hearth. They demonstrate no understanding of how the colonists used the hearth as described in the article.

[Full, 20 percent; Partial, 46 percent; Little or no comprehension, 20 percent]

Question 7. Pretend that you are an early American colonist. Describe at least three activities you might do during a cold winter evening. Be specific. Use details from the article to help you write your description.

Scoring Guide

Score and Description

Extensive

These responses demonstrate an overall understanding of how staying warm was a central concern for colonists on a cold winter evening. They present three or more evening activities, three of which involve the need to stay warm as described in the article.

Essential

These responses demonstrate an understanding of the colonial lifestyle portrayed in the article. They present at least three text-based evening activities, one or two of which involve the need to stay warm as described in the article.

Partial

These responses begin to discuss a typical evening in the colonies. They use details that are based on superficial information from the article and describe one or two activities unrelated to the need to stay warm (which was the major focus of the article). Or, they mention one or two activities from the article that involve staying warm. Or, they generalize about the need to stay warm without specifying any activity.

Unsatisfactory

These responses contain inappropriate information from the article or personal opinions about the article but do not discuss a typical colonial evening. They demonstrate no understanding of the colonists’ lifestyle as portrayed in the passage.

[Extensive, 12 percent; Essential, 6 percent; Partial, 52 percent; Unsatisfactory, 24 percent]

Question 9. Does the author help you understand what colonial life was like? Use examples from the article to explain why or why not.

Scoring Guide

Score and Description

Evidence of Full Comprehension

These responses provide an opinion about the author’s abilities. In addition, they provide at least one supportive example from the text that demonstrates an objective consideration of the article and/or text-based critical judgment of the author’s competence.

Evidence of Partial or Surface Comprehension

These responses provide an opinion about the author. These opinions go beyond simply "yes" or "no" by demonstrating some understanding of the information in the article. They fail to provide appropriate evidence from the article to support their opinion concerning the author’s abilities.

Evidence of Little or No Comprehension

These responses contain inappropriate information from the article or unsupported personal opinions about either the article or the author. These personal opinions provide no evidence of understanding the information in the article.

[Full, 20 percent; Partial, 29 percent; Little or no comprehension, 51 percent]

Grade 4 Sample Reading Passage: Literary

HUNGRY SPIDER AND THE TURTLE

(Description of Story)*

"Hungry Spider and the Turtle" is a West African folktale that humorously depicts hunger and the custom of hospitality through the actions and conversations of the title characters.

Spider and Turtle live in different countries. They first meet when Turtle, famished from traveling a long way from home, comes upon Spider’s house. While Spider is well known among his neighbors for his great appetite and his greediness, Turtle, being a stranger, believes Spider’s offer of a meal to be sincere. It becomes clear that Spider wants all the food for himself and that his gesture of hospitality is merely show so that people will not speak badly of him. Turtle realizes that he has been tricked out of having any food but doesn’t let on that he knows. He suavely concurs with Spider that it was a fine meal; and as Turtle leaves, he assures Spider of similar hospitality if Spider ever visits in his country.

In time, the gluttonous Spider finds himself a long way from home in Turtle’s country. Now it is Turtle’s turn to use local custom as a camouflage for true intent. He repays Spider’s gesture of hospitality, and Spider gets the meal that he deserves.

* We did not receive copyright approval to put the actual text from the student booklet on the Web site. The full text can be found in Harold Courlander, "Hungry Spider and the Turtle," from The Cow-Tail Switch & Other West African Stories.
Copyright © 1987 by Henry Holt and Company, Inc.

Questions for "Hungry Spider and the Turtle"

Why did Spider invite Turtle to share his food?
a. to amuse himself
b. to be kind and helpful
c. to have company at dinner
d. to appear generous
[Aspect, Developing interpretation; Key, D; Percent correct, 40]
There is a saying, "Don’t get mad, get even." How does this apply to the story?
[Aspect, Examining content and structure; Percent acceptable, 55]
Which best describes Spider’s character?
a. patient
b. friendly
c. selfish
d. angry
[Aspect, General understanding; Key, C; Percent correct, 77]
What do Turtle’s actions at Spider’s house tell you about Turtle?
[Aspect, Developing interpretation; Percent acceptable, 41]
When Turtle remains quiet about his mistreatment by Spider, the author wants to
a. believe Turtle is afraid
b. have sympathy for Turtle
c. feel dislike for Turtle
d. think Turtle deserved no dinner
[Aspect, Examining content and structure; Key, B; Percent correct, 60]
Think about Spider and Turtle in the story. Pick someone you know, have read about, or have seen in the movies or on television and explain how that person is like either Spider or Turtle.
[Aspect, Reader/text connections; Percent extensive, 14]
Spider’s behavior during the first part of the story is most like that of
a. mothers protecting their children
b. thieves robbing banks
c. runners losing races
d. people not sharing their wealth
[Aspect, Reader/text connections; Key, D; Percent correct, 73]
Who do you think would make a better friend, Spider or Turtle? Explain why.
[Aspect, Reader/text connections; Percent acceptable, 62]
Spider’s visit to Turtle in the second part of the story mainly shows that
a. Turtle could treat Spider the same way
b. Spider could float on the water
c. Spider could get a free meal
d. Turtle lived in a small house
[Aspect, Examining content and structure; Key, A; Percent correct, 82]
Do you think Turtle should have done what he did to Spider? Explain why or why not.
[Aspect, Reader/text connections; Percent acceptable, 61]
The final sentence of the story is: "People always say that one good meal deserves another." The author uses this sentence as a way of saying that
a. Turtle and Spider both were good cooks
b. Turtle should not have invited Spider to dinner
c. Spider earned what Turtle did to him
d. Spider should have cooked what Turtle liked to eat
[Aspect, Examining content and structure; Key, C; Percent correct, 73]

Grade 4—"Hungry Spider and the Turtle"

Scoring Criteria for Constructed-Response Questions

Note: Performance results may not total 100 percent due to off-task and omitted responses.

Question 2. There is a saying, "Don’t get mad, get even." How does this apply to the story?

Scoring Guide

Score and Description

Acceptable

Acceptable answers indicate that Turtle got back at Spider or got revenge for Spider’s not sharing his food.

Unacceptable

Unacceptable responses do not demonstrate an understanding of Turtle’s getting back at Spider for not sharing his food.

[Acceptable, 55 percent; Unacceptable, 37 percent]

Question 4. What do Turtle’s actions at Spider’s house tell you about Turtle?

Scoring Guide

Score and Description

Acceptable

Acceptable responses indicate, essentially, that Turtle was any of the following:

passive

patient

polite

correct or right

resigned

long-suffering

smart

hungry/desperate for food

always trying over and over

suckered

Unacceptable

Unacceptable responses include:

washed his feet
dirty

The following responses are unacceptable unless accompanied by a valid explanation or supportive information.

nice
friendly

[Acceptable, 41 percent; Unacceptable, 52 percent]

Question 6. Think about Spider and Turtle in the story. Pick someone you know, have read about, or have seen in the movies or on television and explain how that person is like either Spider or Turtle.

Scoring Guide

Score and Description

Extensive
These responses demonstrate an in-depth, rich understanding of the character of Spider or Turtle and link this understanding to a real-world person or a fictional character. Evidence of depth of understanding includes describing more than one essential story-character trait linked to a real-world person or a fictional character, providing a sophisticated interpretation of an essential story-character trait that is linked to a real-world person or a fictional character, identifying how a real-world person or a fictional character is like Spider in one way and like Turtle in another, or identifying a pair of real-world people or fictional characters and explaining how these two people or characters are like Spider and Turtle. For example:

"My brother and Spider are alike because they both unfairly control the people around them to their own advantage."

"My brother and Spider are alike because they both cheat people and are selfish."

"Scrooge is like Spider because he is greedy, and Bob Cratchet is like Turtle because he gets something in the end too."

"My friend Anne is like Turtle because when someone calls her names, she just walks away, but sometimes she's like Spider and plays tricks on people."

Essential
These responses demonstrate a good understanding of the character of Spider or Turtle by providing any important character trait that is related or linked to a real-world person or a fictional character. For example:

"My older brother and Turtle are alike because they both get revenge on their enemies."

"My sister is like Spider because she likes to trick people."

Partial
These responses indicate some understanding of the character of Spider or Turtle in the story by providing information about the character of Spider or Turtle but fail to make a connection with a real-world person or character; or they make the connection between a story character and a real-world person or a fictional character but do so on a trivial point; or they make a connection between a story character and a real-world person or fictional character but don't distinguish whether the story character is like Spider or like Turtle. For example:

"Turtle was right to get revenge on Spider for the way that Spider treated him."

"My friend is like Turtle because they both wipe their feet a lot."

"Mindy is like Turtle because she is friendly."

"On Chip and Dale's Rescue Rangers, Dale is always selfish."

Unsatisfactory
These responses demonstrate little or no understanding of the character of Spider or Turtle. In these responses, students often name a character but do not relate this character to Spider or Turtle or provide only inappropriate characteristics. Also, students may summarize a story or movie but not relate it to Spider or Turtle in any clear way. For example:

"My friend is like Turtle."

"Turtle always washed his feet."

"My friend Jeff because he is friendly."

"Someone in my class is friendly like Spider."

[Extensive, 14 percent; Essential, 16 percent; Partial, 22 percent; Unsatisfactory, 34 percent]

Question 8. Who do you think would make a better friend, Spider or Turtle? Explain why

Scoring Guide

Score and Description

Acceptable
Acceptable responses mention either Spider or Turtle and cite evidence from the story to support the student's choice. The information cited in the explanation must be appropriate within the context of the story.
For example:

"I think Turtle would be a good friend because he isn't mean to people."

Unacceptable
Unacceptable responses include:

"I think Spider, because he shared his food."

[Acceptable, 62 percent; Unacceptable, 34 percent]

Question 10. Do you think Turtle should have done what he did to Spider? Explain why or why not.

Scoring Guide

Score and Description

Acceptable
Acceptable responses either agree or disagree with Turtle's actions and mention something about the fact that Spider was mean to Turtle or that Turtle tricked him and got revenge. The information included in the explanation must be appropriate within the context of the story.
For example:

"Turtle was right to get back at Spider because Spider was mean to him."

"Turtle was not right to get back at Spider because it was not a nice thing to do."

Unacceptable
Unacceptable responses include:

"Turtle was right to get back at Spider because Turtle was hungry."

[Acceptable, 61 percent; Unacceptable, 32 percent]

Grade 8 Sample Reading Passage: Informational

THE LOST PEOPLE OF MESA VERDE
by Elsa Marston

The Anasazi lived peacefully on the mesa for 800 years. Then they disappeared.

In the dry land of southwestern Colorado, a beautiful plateau rises. It has so many trees that early Spanish explorers called it Mesa Verde, which means "green table." For about eight hundred years Native Americans called the Anasazi lived on this mesa. And then they left. Ever since the cliff houses were first discovered a hundred years ago, scientists and historians have wondered why.

Anasazi is a Navajo word meaning "the ancient ones." When they first settled there, around 500 A.D., the Anasazi lived in alcoves in the walls of the high canyons. Later they moved to the level land on top, where they built houses of stone and mud mortar. As time passed, they constructed more elaborate houses, like apartment buildings, with several families living close together.

The Anasazi made beautiful pottery, turquoise jewelry, fine sashes of woven hair, and baskets woven tightly enough to hold water. They lived by hunting and by growing corn and squash. Their way of life went on peacefully for several hundred years.

Then around 1200 A.D. something strange happened, for which the reasons are not quite clear. Most of the people moved from the level plateau back down into alcoves in the cliffs. The move must have made their lives difficult because they had to climb back up to the plateau to do the farming. But it seems the Anasazi planned to stay in the canyon walls, for they soon filled the alcoves with amazing cliff dwellings. "Cliff Palace," the most famous of these, had more than two hundred rooms.

For all the hard work that went into building these new homes, the Anasazi did not live in them long. By 1300 A.D., the cliff dwellings were empty. Mesa Verde was deserted and remained a ghost country for almost six hundred years. Were the people driven out of their homes by enemies? No sign of attack or fighting, or even the presence of other tribes, has been found.

Archaeologists who have studied the place now believe there are other reasons. Mesa Verde, the beautiful green table, was no longer a good place to live. For one thing, in the second half of the thirteenth century there were long periods of cold, and very little rain fell—or else it came at the wrong time of year. Scientists know this from examining the wood used in the cliff dwellings. The growth rings in trees show good and bad growing seasons. But the people had survived drought and bad weather before, so there must have been another reason.

As the population grew, more land on the mesa top had to be farmed in order to feed the people. That meant that trees had to be cut to clear the land and also to use for houses and fuel. Without the forests, the rain began to wash away the mesa top.

How do we know about erosion problems that happened about eight hundred years ago? The Anasazi built many low dams across the smaller valleys on the mesa to slow down rain runoff. Even so, good soil washed away, and the people could no longer raise enough food. As the forests dwindled, the animals, already overhunted, left the mesa for mountainous areas with more trees.

And as the mesa "wore out," so did the people. It appears that the Anasazi were not healthy. Scientists can learn a lot about ancient people’s health by studying the bones and teeth found in burials. The mesa dwellers had arthritis, and their teeth were worn down by the grit in corn meal, a main part of their diet.

As food became scarce, people grew weaker. Not many lived beyond their twenties. Women died very young, and few babies survived. Living so close together in the cliff houses, where everyone was hungry and worried, the people must have suffered from emotional strain. They probably quarreled often.

In the end, the Anasazi must have given up hope that things would get better. Families packed up and went away. Of course, the "ancient ones" did not simply disappear. They moved southeast to another area and mingled with other peoples. After a while, their heritage as the people of the Mesa Verde was forgotten.

In time the trees grew back, and the plateau became green once more. But, for the Anasazi, it was too late. Although they respected nature and tried to farm wisely, land that was used too hard could not support them forever.

Yet in their cliff houses and crafts, the "ancient ones" left us a superb monument. It is truly one of the most fascinating pictures of America’s past.

Used by permission of Highlights for Children, Inc.,
Columbus, OH. Copyright ©1991.

Questions for "The Lost People of Mesa Verde"

After reading this article, what do you think is the most important information about the Anasazi?
[Aspect, General Understanding; Percent acceptable, 60 percent]
The three moves made by the Anasazi are listed below. Explain the possible reasons that were suggested in the article for each move.
500–1200 A.D.—The Anasazi moved from the alcoves to the top of Mesa Verde.
1200 A.D.—The Anasazi moved back down into the alcoves in the cliffs.
1300 A.D.—The Anasazi left Mesa Verde.
[Aspect, Developing interpretation; Percent extensive, 9 percent]
If you had lived with the Anasazi at Mesa Verde, would you have preferred living on the top of the mesa or in the cliff houses built into the alcoves? Explain your preference by using information from the article.
[Aspect, Reader/text connections; Percent full comprehension, 29]
If you could talk to the author of this article, what is one question you could ask her about the Anasazi that is not already answered in the article? Explain why you would want to know this information?
[Aspect, Reader/text connections; Percent full comprehension, 15]
Which idea from the text about the Anasazi do the photographs support?
a. They were able to create many useful objects.
b. Farming was probably their major source of food.
c. Wood seems to have been their primary building material.
d. Their life became much easier when they moved into the cliff dwellings.
[Aspect, Developing interpretation; Key, A; Percent correct, 70]
Imagine that you are living with the people of Mesa Verde during the 1200s when they left the mesa. Some of your friends and neighbors do not want to leave the area. Based on information in the article, what would you tell these people to convince them to leave?
[Aspect, Examining content and structure; Percent full comprehension, 41 percent]
The Anasazi’s life before 1200 A.D. was portrayed by the author as being
a. dangerous and warlike
b. busy and exciting
c. difficult and dreary
d. productive and peaceful
[Aspect, Developing interpretation; Key, D; Percent correct, 59]
The title and photograph on the first page of the article are probably meant to make the disappearance of the Anasazi seem to be
a. a personal tragedy
b. a terrible mistake
c. an unsolved mystery
d. an important political event
[Aspect, Developing interpretation; Key, C; Percent correct, 84]
Some people say that the Anasazi’s success as a civilization may have actually caused their own decline. Using information in the article, explain why you agree or disagree with this statement.
[Aspect, Developing interpretation; Percent extensive, 12]

Grade 8—"The Lost People of Mesa Verde"

Scoring Criteria for Constructed-Response Questions

Note: Performance results may not total 100 percent due to off-task and omitted responses.

Question 1. After reading this article, what do you think is the most important information about the Anasazi?

Scoring Guide

Score and Description

Acceptable
These responses provide a specific detail or a general impression from the passage that relates to some aspect of the Anasazi portrayed in the article.

Unacceptable
These responses contain inaccurate information from the article or inappropriate personal opinions about the article. They do not provide any valid information or appropriate interpretation about the Anasazi as they were portrayed in the article.

[Acceptable, 60 percent; Unacceptable, 40 percent]

Question 2. The three moves made by the Anasazi are listed below. Explain the possible reasons that were suggested in the article for each move.

500–1200 A.D.—The Anasazi moved from the alcoves to the top of Mesa Verde.

1200 A.D.—The Anasazi moved back down into the alcoves in the cliffs.

1300 A.D.—The Anasazi left Mesa Verde.

Scoring Guide

Score and Description

Extensive
These responses identify a reason for all three moves, even though the reasons for all the moves are not explicitly discussed in the article. These responses go beyond simply restating the article to interpret some of the information provided in the article as it relates to the moves.

Essential
These responses identify a reason for three of the moves discussed in the article. The reasons may be brief or simple restatements of information in the article as long as they are logical and taken from the passage.

Partial
These responses discuss reasons for only one or two of the moves described in the article. They receive credit for one explanation if they state that the article did not provide possible reasons for the first move.

Unsatisfactory
These responses do not identify the reasons provided by the article for any of the moves that were made by the Anasazi. These responses may provide some facts about the Anasazi but do not relate them to any of the moves.

[Extensive, 9 percent; Essential, 16 percent; Partial, 56 percent; Unsatisfactory, 15 percent]

Question 3. If you had lived with the Anasazi at Mesa Verde, would you have preferred living on the top of the mesa or in the cliff houses built into the alcoves? Explain your preference by using information from the article.

Scoring Guide

Score and Description

Evidence of Full Comprehension
These responses state a preference and provide an explanation that reflects an appropriate interpretation of information in the article. The evidence must logically support the preference and must come directly from the article.

Evidence of Partial or Surface Comprehension
These responses state a preference but explain it with a vague or somewhat unclear interpretation of the information in the article. Or, they may not state a preference, but they may use information from the article to explain the conditions on top of the mesa and in the alcoves. Or, they state a preference but use information from the article that does not support their preference.

Evidence of Little or No Comprehension
These responses contain inappropriate information from the article or personal opinions about the article that demonstrate no understanding of life on top of the mesa or in the alcoves. They may answer the question but not explain their preference. Or, they may only repeat information from the prompt.

[Full, 29 percent; Partial, 44 percent; Little or no comprehension, 22 percent]

Question 4. If you could talk to the author of this article, what is one question you could ask her about the Anasazi that is not already answered in the article? Explain why you would want to know this information.

Scoring Guide

Score and Description

Evidence of Full Comprehension
These responses pose one unanswered question about the Anasazi and provide a clear explanation of how this additional information would be useful. The explanation must be noncircular. For example, it may focus on why the question is puzzling or how the answer might be useful on a personal level.

Evidence of Partial or Surface Comprehension
These responses demonstrate some understanding of the article by posing a question that is not answered in the article. However, the question is accompanied with a circular explanation or no explanation. Or, they may ask a question about the Anasazi experience that is only vaguely answered in the text and provides essential information about the Anasazi.

Evidence of Little or No Comprehension
These responses contain inappropriate information from the article or personal opinions about the article but fail to pose any questions concerning the Anasazi. Or, they pose questions that are already answered in the article. Or, they pose questions that provide no indication that they have read the passage (e.g., questions about the author).

[Full, 15 percent; Partial, 51 percent; Little or no comprehension, 25 percent]

Question 6. Imagine that you are living with the people of Mesa Verde during the 1200s when they left the mesa. Some of your friends and neighbors do not want to leave the area. Based on information in the article, what would you tell these people to convince them to leave?

Scoring Guide

Score and Description

Evidence of Full Comprehension
These responses discuss one or more ways of convincing the Anasazi to leave the mesa. The arguments are based on appropriate information from the article.

Evidence of Partial or Surface Comprehension
These responses discuss one or more ways of convincing the people to leave the mesa. They do so, however, with arguments based on personal conjecture rather than information from the text. Or, they use broad statements such as "If you stay, you will die" rather than specific information from the article.

Evidence of Little or No Comprehension
These responses contain inappropriate information from the article or personal opinions about the article that fail to address the need to leave the mesa. Or, they address the issue using inaccurate information to support their opinion.

[Full, 41 percent; Partial, 29 percent; Little or no comprehension, 22 percent]

Question 9. Some people say that the Anasazi’s success as a civilization may have actually caused their own decline. Using information in the article, explain why you agree or disagree with this statement.

Scoring Guide

Score and Description

Extensive
These responses assess the statement and provide an explanation that focuses on more than one aspect of the Anasazi’s lifestyle. They demonstrate an explicit understanding of causal relationships between events and outcomes by connecting and integrating ideas across the text with their own ideas about the statement. Or, they must demonstrate their understanding of the paradox of success leading to decline.

Essential
These responses state whether they agree or disagree with the statement and provide an appropriate explanation that is based on information in the article. The explanation must demonstrate a clear understanding of the statement.

Partial
These responses state whether they agree or disagree with the statement, but their explanation is based solely on inappropriate information from the text. Or, they provide some information from the article about the Anasazi but do not relate it to why the civilization declined.

Unsatisfactory
These responses do not discuss the validity of the statement. Or, they simply state their agreement with no explanation or an explanation relying on circular reasoning. Or they give an elaborate opinion that is not text-based.

[Extensive, 12 percent; Essential, 16 percent; Partial, 30 percent; Unsatisfactory, 25 percent]

Grade 12 Sample Reading Passage: Perform a Task

Instructions for Form 1040EZ

Your filing status is single.

You were under 65 and not blind.

You do not claim any dependents.

Your taxable income (line 5) is
less than $50,00

You had only wages, salaries, tips, and taxable scholarships or fellowships, and your taxable interest income was $400 or less. Caution: If you earned tips (including allocated tips) that are not included in Box 14 of your W-2, you may not be able to use Form 1040EZ. See page 23 in the booklet. If you are not sure about your filing status or dependents, see pages 15 through 20 in the booklet. If you can’t use this form, see pages 11 through 13 in the booklet for which form to use.

Use this form if:

Please print your numbers inside the boxes. Do not type your numbers. Do not use dollar signs. You may round off cents to whole dollars. To do so, drop amounts under 50 cents and increase amounts that are 50 cents or more. For example, $129.49 becomes $129 and $129.50 becomes $130. If you round off, do so for all amounts. But if you have to add two or more amounts to figure the amount to enter on a line, include cents when adding and round off only the total.

Completing your return

Please use the mailing label we sent you. It can help speed your refund. After you complete your return, put the label in the name and address area. Cross out any errors. Print the right information on the label (including apartment number). If you don’t have a label, print your name, address, and Social Security number. If your post office does not deliver mail to your home and you have a PO box, show your PO box number instead of your home address.

Congress set up this fund to help pay for Presidential election costs. If you want $1 of your tax to go to this fund, check the "Yes" box. If you check "Yes," your tax or refund will not change.

Name and address

Line 1. If you don’t get your W-2 by February 15, contact your local IRS office. You must still report your wages, salaries, and tips even if you don’t get a W-2 from your employer. Students, if you received a scholarship or fellowship, see page 23 in the booklet.

Presidential campaign fund

Line 2. Banks, savings and loans, credit unions, etc., should send you a Form 1099-INT showing the amount of taxable interest paid to you. You must report all your taxable interest even if you don’t get a Form 1099-INT. If you had tax-exempt interest, such as on municipal bonds, write "TEI" in the space to the left of line 2. After "TEI," show the amount of your tax-exempt interest.
Do not add tax-exempt interest in the total on line 2.

Report your income

Line 4. If you checked "Yes" because someone can claim you as a dependent, fill in this worksheet to figure the amount to enter on line 4.

Standard deduction worksheet for dependents who checked "Yes" on line 4

A. Enter the amount from line 1 on front.	A.
B. Minimum amount.	B. 500.00
C. Compare the amounts on lines A and B above.
Enter the LARGER of the two amounts here.	C.
D. Maximum amount.	D. 3,100.00
E. Compare the amounts on lines C and D. Enter the SMALLER of the two amounts here and on line 4 on front.	E.

If you checked "No" because no one can claim you as a dependent, enter 5,100.00 on line 4. This is the total of your standard deduction (3,100.00) and personal exemption (2,000.00).

Figure your tax

Line 6. If you received a Form 1099-INT showing income tax withheld (backup withholding), include the amount in the total on line 6. To the left of line 6, write "Form 1099." If you had two or more employers and had total wages of over $48,000, see page 35 in the booklet. If you want IRS to figure your tax, skip lines 7 through 9. Then sign and date your return. If you paid too much tax, we will send you a refund. If you didn’t pay enough tax, we will send you a bill. We won’t charge you interest or a late payment penalty if you pay within 30 days of the notice date or by April 16, whichever is later. If you want to figure your own tax, complete the rest of your return.

Amount you owe

Line 9. If you owe tax, attach your check or money order for the full amount. Write your Social Security number, daytime phone number, and "Form 1040EZ" on your payment.

Sign your return

You must sign and date your return. If you pay someone to prepare your return, that person must sign it and show other information. See page 40 in the booklet.

Mailing your return

Mail your return by April 16. Use the envelope that came with your booklet. If you don’t have that envelope, see page 49 in the booklet for the address.

Questions for Tax Form

The purpose of the tax table is to help you determine
a. your gross income
b. the amount of tax you owe
c. your net earnings
d. your allowable deductions
[Aspect, General understanding; Key, B; Percent correct, 64]
Name one place where you can find the instructions for completing the 1040EZ tax return.
[Aspect, Developing interpretation; Percent acceptable, 76]
Name two factors that would make you ineligible to file a 1040EZ tax return.
[Aspect, Developing interpretation; Percent acceptable, 42]
What should you do if you do not receive a W-2 form from your employer?
[Aspect, Developing interpretation; Percent complete, 82]
If you cannot be claimed as someone’s dependent, what is the maximum amount you can claim for a personal exemption?
a. $5,100
b. $3,100
c. $2,000
d. $500
[Aspect, Developing interpretation; Key, C; Percent correct, 28]
List two mistakes that you could make in completing your tax return that might delay its processing.
[Aspect, Examining content and structure; Percent acceptable, 37]
What should you do if you have tax-exempt interest?
a. Ignore the fact that you have the interest and do not report it.
b. Obtain a separate interest-exemption tax form.
c. Write the amount of interest and the letters TEI to the left of line 2.
d. Add the amount of the interest to your taxable total income on line 2.
[Aspect, Developing interpretation; Key, C; Percent correct, 59]
Why are the lines on the tax return numbered?
[Aspect, Examining content and structure; Percent acceptable, 40]
In order to find the amount of your taxable income, you must
a. multiply the state sales tax by your gross income
b. subtract line 4 from line 3 on the tax return
c. add line 6 and line 7 on the tax return
d. ask your employer for the amount of your adjusted income
[Aspect, Developing interpretation; Key, B; Percent correct, 64]
Give one reason why you would not use the 1040 EZ form, even if you were single.
[Aspect, Examining content and structure; Percent acceptable, 44]
If you are claimed on the tax return of someone else, then you are considered to be a
a. dependent
b. tax credit
c. deduction
d. personal exemption
[Aspect, Developing interpretation; Key, A; Percent correct, 85]
If your income on line 5 of the 1040EZ tax return is $12,550, what is the amount of your tax?
a. $1,879
b. $1,886
c. $3,700
d. $5,100
[Aspect, Examining content and structure; Key, B; Percent correct, 53]
Why is it important that you file your tax return before April 16?
[Aspect, Developing interpretation; Percent acceptable, 57]
When using the 1040EZ tax return, the amount of income tax owed is determined by your
a. filing status
b. level of income
c. number of deductions
d. tax-exempt interest
[Aspect, Developing interpretation; Key, B; Percent correct, 70]
Complete the income tax return using the table and the following W-2 statement. You have no taxable interest to claim.
[Aspect, Examining content and structure; Percent extensive, 12]

Grade 12—Instructions for Form 1040EZ

Scoring Criteria for Constructed-Response Questions

Note: Performance results may not total 100 percent due to off-task and omitted responses.

Question 2. Name one place where you can find the instructions for completing the 1040EZ tax return.

Scoring Guide

Score and Description

Acceptable
Acceptable answers state one of the following:

On the back of the return

On the back of the front page

In the booklet for Form 1040A/1040EZ

The IRS

Unacceptable

At the post office, library, or bank

From a tax accountant

[Acceptable, 76 percent; Unacceptable, 21 percent]

Question 3. Name two factors that would make you ineligible to file a 1040EZ tax return.

Scoring Guide

Score and Description

Acceptable
Acceptable responses state any two of the following:

You are married

You have dependents

You are over 65 and blind

Your taxable income is over $50,000

Your taxable interest income is over $400

You have income other than wages, salaries, tips, or taxable scholarships or fellowships

Unacceptable
Unacceptable responses fail to state factors or give one or more inaccurate factors. For example:

You are single

Your income is over $10,000

[Acceptable, 42 percent; Unacceptable, 51 percent]

Question 4. What should you do if you do not receive a W-2 form from your employer?

Scoring Guide

Score and Description

Acceptable
Acceptable responses state one of the following:

Contact the IRS

Report your best estimate of wages, salaries, tips, etc.

Contact your employer

Unacceptable

Ask for one

[Acceptable, 82 percent; Unacceptable, 15 percent]

Question 6. List two mistakes that you could make in completing your tax return that might delay its processing.

Scoring Guide

Score and Description

Acceptable
Accept any combination of two of the following:

Failure to sign the form

Incorrect Social Security number reported

The numbers on the W-2 form do not match the numbers reported on the tax return

Line 4 was not checked or amount was not entered

Incorrect addition and/or subtraction

Was not sent to the correct service center

Did not find the correct tax amount in tax table and/or did not use column for single people

Line 2 taxable interest exceeds limit of $400

Typing numbers on the form

Using dollar signs

Writing in the "IRS use only" box

Not sending the W-2

Not using the mailing label

Unacceptable

Mailing mistakes

Fill out form incorrectly

[Acceptable, 37 percent; Unacceptable, 52 percent]

Question 8. Why are the lines on the tax return numbered?

Scoring Guide

Score and Description

Acceptable
Acceptable responses mention one of the following:

Something to the effect that each line is to be completed in sequential order

The line numbers on the tax return also correspond to line numbers in the directions

For easy reference

Unacceptable

Because that's how the forms are made

To correspond with something

So you know what to answer

[Acceptable, 40 percent; Unacceptable, 52 percent]

Question 10. Give one reason why you would not use the 1040EZ form, even if you were single.

Scoring Guide

Score and Description

Acceptable
Acceptable responses mention one of the following:

If you wanted tax credits

If you want to claim itemized deductions

Another form might be more suitable to your situation

So that you could receive any tax reductions for which you are eligible

Tips not in box 14

You have dependents

You are over 65 and blind

Your taxable income is over $50,000

Your taxable interest income is over $400

You have income other than wages, salaries, tips, taxable scholarships, or fellowships

Unacceptable
Any answer that refers to the filing status requirements:

If you are married

[Acceptable, 44 percent; Unacceptable, 44 percent]

Question 13. Why is it important that you file your tax return before April 16?

Scoring Guide

Score and Description

Acceptable
Appropriate responses indicate that April 16 is the last date to file a return without penalty or interest. For example:

"Because that's when it's due"

Unacceptable
Inappropriate responses provide an inaccurate explanation:

"It"s the last date to get a refund"

[Acceptable, 57 percent; Unacceptable, 36 percent]

Question 15. Complete the income tax return using the tax table and the following W-2 statement. You have no taxable interest to claim.

W-2 statement

Scoring Guide

Score and Description

Extensive
These responses demonstrate an indepth understanding of how to complete an income tax form by completing all of the following sections of the form with the appropriate and accurate information:

Name and address (includes Social Security number, may be student's name or name on W-2 Form, may not be "your job")

Report your income (lines 1–5)

Figure your tax (must complete lines 6–9)

Sign your return (date must also be included)

Presidential Election Campaign Fund (yes or no must be checked)
In addition, these responses consistently round off numbers or do not round off numbers.

Essential
These responses demonstrate an understanding of correctly completing an income tax form by completing each of the following sections of the form with the appropriate and accurate information:

Name and address (includes Social Security number, may be student's name or name on W-2 Form, may not be "your job")

Report your income (lines 1–5)

Figure your tax (may only be line 6, lines 7–9 are optional)

Sign your return (date is optional)

Partial
These responses demonstrate some understanding of how to complete the income tax form by providing appropriate information for one or more (but not all) of the following sections of the form:

Name and address (includes Social Security number, may be student's name or name on W-2 Form, may not be "your job")

Report your income (lines 1–5)

Figure your tax (may only be line 6, lines 7–9 are optional)

Sign your return (date is optional)

Unsatisfactory
These responses demonstrate little or no understanding of how to complete the income tax form by providing inappropriate/incorrect information. For example:

Line 1 = 10,000.00

Line 4 = No and 51.00

[Extensive, 12 percent; Essential, 3 percent; Partial, 41 percent; Unsatisfactory, 10 percent]

Acceptable Response Variations

Rounding: Accept rounded numbers (e.g., 15,829.00) that have been rounded correctly. To round correctly, students should have dropped amounts under .50. If students rounded off, they should have done so for all amounts. Inconsistencies in reporting rounded figures prevent students from attaining a score of "extensive."

Line 2: Accept blank spaces or any number from 0 to 400.

Line 4: If students choose to use a personal exemption amount other than $5,100, it must be an amount between 0 and 3,100, and they must check the yes box on line 4. The worksheet on the back of the form will not be scored.

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Reading Framework for the 2005 National Assessment of Educational Progress