NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Reading • Grade 8
Single Informational Passage
NAEP
WEST VIRGINIA
NATIONAL ASSESSMENT
OF EDUCATIONAL
PROGRESS
nextgeneration
west virginia content standards & objectives
West Virginia Board of Education
2013-2014
Gayle C. Manchin, President
Michael I. Green, Vice President
Robert W. Dunlevy, Secretary
Thomas W. Campbell, Member
Tina H. Combs, Member
Lloyd G. Jackson II, Member
L. Wade Linger Jr., Member
William M. White, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
James B. Phares, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
User Guide
This document contains released items from past NAEP assessments which have been
aligned to the Common Core State Standards. Please note: the items do not always
align to a Common Core State Standard in the same grade as assessed.
Each item can be found online using the NAEP Questions Tool
(http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). The NAEP Questions Tool
allows items to be downloaded in Microsoft Word. To assist in locating each item online,
the following information has been provided for each item:
 NAEP assessment year
 Assessed grade
 Block code
 Question number
Each item includes the following information:
 NAEP Questions Tool search parameter
 Common Core State Standards and West Virginia Next Generation CSO
alignment
 Text of item
 Performance data for public school students in West Virginia and the nation,
including the percentage of students in each score category for constructed
response items, or the percentage of students selecting each multiple choice
option for multiple choice items.
 Correct answer is shaded for multiple choice items.
Suggested uses for information:
 Review items in context of instruction provided. Determine if instruction is
reaching the depth of knowledge necessary.
 Analyze sample student responses for each score category to determine:
o Why each response was placed in the score category.
o How students could edit answer to score in the highest score category.
 Review distractors to determine the misconception revealed by each selection.
Determine how instruction can address the misconception prior to assessment.
 Use items with students, for example, as “bell ringers” or assessment items.
 Develop items of similar rigor to use with students during instruction or as
assessment tools.
1
1920: Women Get the Vote
by Sam Roberts
The 19th Amendment was ratified in 1920, after decades of campaigning by the
women's suffrage movement.
144 years before the U.S. Constitution was
amended, giving women the right to vote in
every state.
When John Adams and his fellow patriots
were mulling independence from England in
the spring of 1776, Abigail Adams famously
urged her husband to "remember the ladies
and be more generous and favorable to
them than your ancestors." Otherwise, she
warned, "we are determined to foment a
rebellion, and will not hold ourselves bound
by any laws in which we have no voice or
representation."
That 19th Amendment says simply: "The
right of citizens of the United States to vote
shall not be denied or abridged by the
United States or by any State on account of
sex." It took effect after a dramatic
ratification battle in Tennessee in which a
24-year-old legislator cast the deciding vote.
That summer, the Declaration of
Independence proclaimed that all men are
created equal but said nothing of women's
equality. It would take another
The amendment was a long time coming. At
various times, women could run for public
office in some places, but
Page 2
2
could rarely vote. (As far back as 1776, New
Jersey allowed women property owners to
vote, but rescinded that right three decades
later.)
women often enlisted in the fight for voting
rights too.
"WOMANIFESTO"
They staged demonstrations, engaged in
civil disobedience, began legal challenges,
and pressed their case state by state. In
1869, the Wyoming Territory gave women
the vote, with the first permanent suffrage
law in the nation. ("It made sense that a
place like Wyoming would embrace
women's rights," Gail Collins of The New
York Times wrote in her book America's
Women. "With very few women around,
there was no danger that they could impose
their will on the male majority.")
WYOMING IS FIRST
The campaign for women's rights began in
earnest in 1848 at a Women's Rights
convention in Seneca Falls, N.Y., organized
by 32-year-old Elizabeth Cady Stanton and
other advocates. Stanton had drafted a
''Womanifesto'' patterned on the Declaration
of Independence, but the one resolution that
shocked even some of her supporters was a
demand for equal voting rights, also known
as universal suffrage. "I saw clearly,"
Stanton later recalled, "that the power to
make the laws was the right through which
all other rights could be secured."
In 1878, a constitutional amendment was
introduced in Congress. The legislation
languished for nine years. In 1887, the full
Senate considered the amendment for the
first time and defeated it by about 2-to-1.
Stanton was joined in her campaign by
Susan B. Anthony, Sojourner Truth, Lucretia
Mott, and other crusaders who would
become icons of the women's movement.
Some were militant. Many were met with
verbal abuse and even violence. Already
active in the antislavery movement and
temperance campaigns (which urged
abstinence from alcohol),
But the suffrage movement was slowly
gaining support. With more and more
women graduating from high school, going
to college, and working outside the home,
many Americans began asking: Why
couldn't women vote too?
Page 3
3
Burn said later: "I know that a mother's
advice is always safest for her boy to follow
and my mother wanted me to vote for
ratification. I appreciated the fact that an
opportunity such as seldom comes to mortal
man-to free 17,000,000 women from
political slavery-was mine."
Plenty of opposition existed, according to
Collins: Democrats feared women would
vote for more socially progressive
Republicans. The liquor industry, afraid of
prohibition, also opposed women's suffrage,
as did many people in the South, where
blacks had been largely disenfranchised
since Reconstruction.
GRADUAL CHANGE
In 1918, after much cajoling and picketing
by suffragists, President Woodrow Wilson
changed his mind and backed the
amendment. The next year, both houses of
Congress voted to amend the Constitution.
Suffrage advocates predicted quick
ratification by the states. (By 1919, 28
states permitted women to vote, at least for
President.) Within a little more than a year,
35 of the required 36 states had voted for
ratification.
In 1920, women across America had the
right to vote in a presidential election. (In the
South, black women and men would be kept
off voter rolls in large numbers until 1965,
after passage of the Voting Rights Act.)
But newly enfranchised women voted in
much smaller numbers than men. "Women
who were adults at that time had been
socialized to believe that voting was socially
inappropriate for women," says Susan J.
Carroll, senior scholar at the Center for
American Women and Politics.
The last stand for anti-suffragists was in
Tennessee in the summer of 1920. Their
showdown in the State Legislature became
known as the "War of the Roses." (Proamendment forces sported yellow roses; the
antis wore red.)
The political and social change sought by
suffragists came gradually and not without
fits and starts. An Equal Rights Amendment,
stipulating equal treatment of the sexes
under the law, was passed by Congress
and sent to the states in 1972, but later
failed after being ratified by only 35 of the
necessary 38 states.
After two roll calls, the vote was still tied, 4848. On the third, Harry T. Burn, a
Republican and, at 24, the youngest
member of the legislature. switched sides.
He was wearing a red rose but voted for
ratification because he had received a letter
from his mother that read, in part: "Hurrah
and vote for suffrage! Don't keep them in
doubt!"
In 1980, however, women surpassed men
for the first time in turnout for a presidential
election. Since then, there has also been a
substantial rise in the number of women
running for and holding political office.
VC176436
From THE NEW YORK TIMES UPFRONT
magazine, September 5, 2005 issue.
Copyright © 2005 by Scholastic Inc and The
New York Times Company. Reprinted by
permission of Scholastic Inc.
Page 4
4
NAEP 2011 Grade 8 Block R11 #2
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 8 Block R11
#2.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 8 Block R11 #2 is shown in the table below.
Common Core State Standards
RI.8.1
RI.8.2
RI.8.5
W.8.2
RH.6-8.8
WV Next Generation CSOs
ELA.8.R.C1.4
ELA.8.R.C1.5
ELA.8.R.C2.5
ELA.8.W.C9.2
SS.6-8.L.8
NAEP 2011 Grade 8 Block R11 #2 refers to the article, 1920: Women Get the Vote by
Sam Roberts.
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5
Full
Partial
Little or No
Comprehension Comprehension Comprehension
Omitted
(Skipped)
Off
Task
West
Virginia
13%
53%
31%
2%
1%
National
Public
24%
52%
21%
2%
0%
Scoring Guide
Full Comprehension
Responses at this level explain an opinion about whether the statements by Abigail
Adams are an effective way to begin the article by making a specific connection
between the beginning paragraph and the rest of the article or by demonstrating a more
general understanding of how the beginning relates to what follows.
 I think it is a good way to begin the article because it shows that even in 1776 Abigail
Adams wanted equal rights for women, and yet it was ignored.
 I do think it is a good way to start the article because it explains the very beginning
of the women's rights movement.
 Yes, because it gets you set up for what you are about to read. It starts out talking
about fighting for independence, which is close to what the article is actually going to
talk about.
 Yes, because it shows that women in this country were very determined to be equal
to men....
 No, they should start when women wanted to vote in 1848.
Partial Comprehension
a) Responses at this level provide a text-based generalization to explain whether the
Adams' statements are an effective way to begin the article. They do not demonstrate
understanding of how the beginning relates to the rest of the article.
 I think it is because the events lead up to a start of the article.
 Yes, because it gives you what someone famous said about women's equality and it
tells you what the article would be mainly about.
 Yes, because it sets the tone of the article and makes it clear about what we will be
reading.
 Yes, because it grabbed my attention because it was an historical quote.
OR
6
b) Responses interpret Abigail Adams's statements, but they do not explain why the
statements are or are not an effective way to begin the article. These responses may or
may not be expressed as an opinion.
 I think that it is a good way to begin it because it's talking about the rights of
independence.
 No, not really because all Abigail is saying is that women don't have the opportunity
to vote yet.
 She wanted independence for women.
 The statements by Abigail Adams was an effective way to begin the article. She was
standing up for what she believed in and she warned the people that she would
rebel.
Little or No Comprehension
Responses at this level provide irrelevant details or unsupported personal opinions or
may simply repeat the question. Or, responses simply repeat what Abigail Adams said
without interpreting her statements.
 No, it makes everything confusing.
 I don't think so because it sounds boring.
 Yes, Abigail made a good statement and it was a good introduction.
 Maybe because they should have had a little part about the battles of Lexington and
Concord.
 Yes, because she urged with her husband to "Remember the ladies and be more
generous and favorable to them and their ancestors."
7
Examples of Actual Student Responses Representing Each Score Category
Full Comprehension – Examples of Actual Student Responses
Student Response A
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
Scorer Comments:
The response offers an opinion about whether the statements in the first paragraph are
an effective way to begin the article and points out the historical progression of women's
suffrage.
8
Student Response B
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
Scorer Comments:
The response offers an opinion about whether the statements in the first paragraph are
an effective way to begin the article and emphasizes a main idea of the article.
9
Partial Comprehension – Examples of Actual Student Responses
Student Response A
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
Scorer Comments:
The response shows partial understanding. It indicates an overall comprehension of the
Adams statement, but there is no explanation about the effectiveness of beginning the
article in this way.
Student Response B
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
Scorer Comments:
The response shows partial understanding. It expresses an opinion about the
effectiveness of the first paragraph, but there is no supporting information from the
article.
10
Little or No Comprehension – Examples of Actual Student Responses
Student Response A
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
Scorer Comments:
The response does not answer the question correctly. It is an unsupported personal
opinion.
Student Response B
Do you think the statements by Abigail Adams in the first paragraph are an effective
way to begin the article? Explain why or why not using information from the article.
Scorer Comments:
The response does not answer the question correctly. It describes a feature of writing in
general, not a feature of strong or weak introductions.
11
NAEP 2011 Grade 8 Block R11 #4
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 8 Block R11
#4.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 8 Block R11 #4 is shown in the table below.
Common Core State Standards
8.RI.1
WV Next Generation CSOs
ELA.8.R.C1.4
NAEP 2011 Grade 8 Block R11 #4 refers to the article, 1920: Women Get the Vote by
Sam Roberts.
According to the article, what was most surprising about the "Womanifesto"?
A.
B.
C.
D.
It was written by Elizabeth Cady Stanton.
It called for equal voting rights for men and women.
It was based on the Declaration of Independence.
It had such a large number of resolutions.
A
B
C
D
Omitted
(Skipped)
West
Virginia
10%
55%
24%
11%
0%
National
Public
7%
59%
25%
9%
0%
12
NAEP 2011 Grade 8 Block R11 #2
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 8 Block R11
#2.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 8 Block R11 #2 is shown in the table below.
Common Core State Standards
RI.8.1
RI.8.4
RI.8.6
RH.6-8.6
WV Next Generation CSOs
ELA.8.R.C1.4
ELA.8.R.C2.4
ELA.8.R.C2.6
SS.6-8.L.6
NAEP 2011 Grade 8 Block R11 #2 refers to the article, 1920: Women Get the Vote by
Sam Roberts.
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
13
Extensive
Essential
Partial
Unsatisfac
tory
Omitted
(Skipped)
Off Task
West
Virginia
8%
19%
38%
29%
6%
1%
National
Public
12%
23%
32%
22%
10%
0%
Scoring Guide
Score & Description
Extensive
Responses at this level state an opinion about the effectiveness of describing the
women's suffrage movement using such terms as "battle," "militant," and "showdown"
and provide two references to the article that support and explain the opinion.
• Yes, because they really were battling for rights. Abigail Adams said "We will not
hold ourselves bound by any laws in which we have no voice or representation." The
article says that the women staged in civil disobedience. Both of these things
suggest that women really were battling for rights.
• Yes, I think so because it was a "battle" because "Many were met with verbal abuse
and even violence." Also it was a "showdown" because "Pro-Amendment forces
sported yellow; the anti's wore red" so it was the yellow roses vs. the red roses.
• When the author describes the movement by using these words,I think it is an
effective way. Because the author describes the movement so harshly. For example,
"We will not hold ourselves bound by any laws." Also, "We will foment a rebellion."
• Not really because "battle" and "showdown" give the impression that it's a war when
really some women were civil and did things like legal challenges. They also pressed
their case state by state. They created "Womanifesto" with resolutions that were
reasonable. Yes, some were militant, but not all were for fighting.
Essential
Responses at this level state an opinion about the effectiveness of the description and
provide one reference to the article that supports and explains the opinion.
• By using the words shown it was an effective way to describe the women's suffrage.
Women began to march and protest for their rights.
• Yes I think using the words "battle," "militant" and the word "showdown" was
effective way to describe the women's suffrage movement. When the article says the
women were sometimes militant it gives the examples of being met with verbal
abuse and violence.
14
Partial
a) Responses at this level state an opinion about the effectiveness of the description,
but they provide only a general explanation of the opinion.
• Yes, because it is a battle for the women to vote. The women have to show down
everyone so they can vote.
• Yes, because it was a fight for voting rights.
OR
b) Responses state an opinion about the effectiveness of the description and provide at
least one reference to the article, but they provide no explanation for the reference(s).
•
Yes. This is because it's how, like in Tennessee what they were doing ... [While the
reference to Tennessee is related to the terms in the question, it lacks explanation.]
OR
c) Responses provide a reference to the article or a general explanation related to the
terms "battle," "militant," or "showdown," but they do not state or imply an opinion about
the effectiveness of using those terms.
•
When he says battle he means how they fought for their rights.
Unsatisfactory
Responses at this level provide irrelevant details or unsupported personal opinions or
may simply repeat the question.
• I do think it was effective. People should not leave it up to the men to decide what
goes on in our everyday life. Everyone should have a say.
Or, responses are too general or unclear or they fail to understand the question or
passage or they simply indicate "yes" or "no."
•
•
•
Yes, I think this is an effective way to describe it. Those words are very descriptive
words that really help you understand what is going on.
Yes, because women can have just as much freedom as anyone.
No, back then when this was happening women weren't known to fight or anything
like that. They were nice people who didn't fight weren't mean nothing.
15
Examples of Actual Student Responses Representing Each Score Category
Extensive – Examples of Actual Student Responses
Student Response A
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response provides an opinion that using these terms is an effective way to describe
the women's suffrage movement and has two references from the article for support
(they moved their case through the states...they made large public demonstrations).
16
Student Response B
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response indicates that these words are not effective and supports this opinion with
two references from the article (they wrote a manifesto...they wrote letters too...)
17
Essential – Examples of Actual Student Responses
Student Response A
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response provides an opinion about the effectiveness of using these words and
supports it with one reference to the article about the women being met with verbal
abuse and violence.
18
Student Response B
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response supports a "yes" opinion by saying that the words show the women did
more than just march.
19
Partial – Examples of Actual Student Responses
Student Response A
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response expresses a "no" opinion about the effectiveness of the terms, but the
support provided is general.
20
Student Response B
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response has a "yes" opinion and two general explanations about the effectiveness
of the terms.
21
Unsatisfactory – Examples of Actual Student Responses
Student Response A
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response does not answer the question. It is an unsupported personal opinion.
Student Response B
In describing the women's suffrage movement, the author uses such words as "battle,"
"militant," and "showdown." Do you think this is an effective way to describe the
women's suffrage movement? Support your answer with two references to the article.
Scorer Comments:
The response does not answer the question. It is basically a "yes" opinion with no
support.
22
NAEP 2011 Grade 8 Block R11 #8
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 8 Block R11
#8.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 8 Block R11 #8 is shown in the table below.
Common Core State Standards
RI.8.4
L.8.4
RH.6-8.4
WV Next Generation CSOs
ELA.8.R.C2.4
ELA.8.L.C17.1
SS.6-8.L.4
NAEP 2011 Grade 8 Block R11 #2 refers to the article, 1920: Women Get the Vote by
Sam Roberts.
On page 3, the article says that women in the suffrage movement "pressed their case
state by state." This means that the women
A.
B.
C.
D.
spoke with newspaper reporters in many states
strongly urged the states to pass women's suffrage
traveled in large groups together from state to state
introduced the idea of women's suffrage to the states
A
B
C
D
Omitted
(Skipped)
West
Virginia
7%
57%
15%
20%
0%
National
Public
7%
59%
13%
20%
0%
23
NAEP 2011 Grade 8 Block R11 #10
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 8 Block R11
#10.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 8 Block R11 #10 is shown in the table below.
Common Core State Standards
RI.8.1
RI.8.2
W.8.2
RH.6-8.1
WV Next Generation CSOs
ELA.8.R.C1.4
ELA.8.R.C1.5
ELA.8.W.C9.2
SS.6-8.L.1
NAEP 2011 Grade 8 Block R11 #2 refers to the article, 1920: Women Get the Vote by
Sam Roberts.
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
24
Full
Comprehension
Partial
Comprehension
Little/Not
Comprehension
Omitted
(Skipped)
Off
Task
West
Virginia
15%
36%
44%
4%
1%
National
Public
20%
39%
35%
4%
1%
Scoring Guide
Full Comprehension
Responses at this level choose a change in U.S. society in the late 1800s or early
1900s and explain its effect on women's progress in getting the vote. Changes include
developments during this period that clearly contributed to women's progress in getting
the vote or that led to an increase in people's receptivity to women getting the vote.
• Well, having Wyoming being the first encouraged everyone else to join.
• One change was that women started going to college and getting jobs. Because of
this Americans thought, "Why can't women vote?"
• One of the changes in society in the late 1800s and early 1900s were that people
started asking themselves why women couldn't vote too. Also because the suffrage
movement began to gain support.
Partial Comprehension
a) Responses at this level describe a change in U.S. society, but they do not explain its
effect on women's progress in getting the vote, or they make a very general or
inaccurate comment about the effect.
• The Wyoming Territory gave women the vote, with the first permanent suffrage law
in the nation.
• Women had more equal rights than before but needed to work more on it.
• Wyoming would embrace women's rights. This started the beginning part on
women's rights in America.
OR
b) Responses describe an effect of changes that are not social changes.
• They staged demonstrations; they got more men and women on their side.
• In 1920, women across America had the right to vote in a presidential election. This
made more chances for women to vote.
25
Little or No Comprehension
Responses at this level provide inaccurate information, irrelevant details, or personal
opinions. Responses may simply repeat the question.
• The change I would like back in those days in the beginning is having the women to
vote first because they seem more smarter than men.
• 1800s was bad because it was no independence and nobody had equal rights.
• Women would get a vote only if they owned property.
• That women were fighting for their freedom in the South and got it.
• To change the equalness of men and women. So they changed it and everyone was
happy.
• It was the politics' social change sought by suffragists.
26
Examples of Actual Student Responses Representing Each Score Category
Full Comprehension – Examples of Actual Student Responses
Student Response A
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
Scorer Comments:
The response mentions the Wyoming Territory as being the first to give women the right
to vote and explains how the change in society affected women's progress in getting the
right to vote.
Student Response B
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
Scorer Comments:
The response mentions increased schooling for women during the late 1800s or early
1900s and explains how the change in society affected women's progress in getting the
right to vote.
27
Partial Comprehension – Examples of Actual Student Responses
Student Response A
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
Scorer Comments:
The response mentions women voting first in Wyoming but does not explain the effect
of this change on women's suffrage.
Student Response B
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
Scorer Comments:
The response mentions that men eventually voted for suffrage but does not mention a
specific social change.
28
Little or No Comprehension - Student Response
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
Scorer Comments:
The response does not answer the question. It provides irrelevant information from the
passage.
Student Response B
The section "Wyoming Is First" describes changes in United States society in the late
1800s and early 1900s. Choose one of these changes and explain its effect on women's
progress in getting the vote.
Scorer Comments:
The response does not answer the question. The response includes inaccurate
information.
29
James B. Phares, Ed.D.
State Superintendent of Schools