NAEP Reading
Grade 8
Sample Assessment Block
Informational Text
Paired Passages
West Virginia Department of Education
NAEP Reading - Grade 8
West Virginia Board of Education
2010-2011
Priscilla M. Haden, President
Jenny N. Phillips, Vice President
Robert W. Dunlevy, Secretary
Michael I. Green, Member
Burma Hatfield, Member
Lowell E. Johnson, Member
L. Wade Linger Jr., Member
Gayle C. Manchin, Member
William M. White, Member
Brian E. Noland, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
Jorea M. Marple, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
NAEP Reading - Grade 8
Table of Contents
Sample Assessment...................................................................................................................... 3
Framework Overview................................................................................................................ 14
Alien Invasion/Home on the Range Pair Passage...................................................................... 16
NAEP Reading - Grade 8
This is a released block of from the NAEP 2009 Reading Assessment.
NAEP’s expectation is for students to complete these questions in 25 minutes.
2| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
3| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
4| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
5| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
6| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
1.
What is the central purpose of “Alien Invasion”?
A. To point out that invasive species come from many different countries
B. To argue that invasive species are a serious problem that must be solved
C. To describe the damage that invasive species cause in Australia
D. To suggest that invasive species can be stopped only with the government’s help
2.
“Alien Invasion” relies primarily on what form of evidence as support for its argument?
A. Quotations of famous scientists
B. Multiple definitions of invasive species
C. A series of examples of invasive species
D. Descriptions of different methods of control
3.
According to “Alien Invasion,” Australian farmers imported cane toads into Australia in order to
A. help save their native beetle populations
B. eat the sugarcane that was taking over their other crops
C. stop an alien species of beetle imported from Hawaii
7| Page
D. eat beetles that were destroying sugarcane crops
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
4. Using what you read in “Alien Invasion,” explain why people should be concerned about invasive species.
5.
What is the central purpose of “Home on the Range”
A. To inform people about two opposing views
B. To convince people to take a particular point of view
C. To describe recent scientific discoveries
8| Page
D. To challenge a common belief
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
6.
9| Page
Describe a similarity and a difference between the way the two articles approach the subject of invasive species. Support your answer with references to both of the articles
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
7.
In “Alien Invasion,” on page 4, an Australian official says, “We cannot tolerate a situation” where
cane toads are traveling across the Australian continent. This means that the official thinks that Australians cannot
A. find a solution to the problem posed by cane toads
B. understand why cane toads are such a problem
C. allow the cane toads to continue causing a problem
D. permit the cane toad problem to become well known
8. On page 5, when “Home on the Range” talks about vast parks in the Great Plains, this refers to parks that
A. have mostly flat land
B. have protected sections
C. are owned by private citizens
D. are extremely large
10| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
9.
According to “Home on the Range,” some scientists think that moving African animals to the Great Plains would help improve the area’s
A. resistance to alien species
B.economy
C.biodiversity
D. research facilities
10. Explain why “Home on the Range” discusses animals that lived on the Great Plains thousands of years ago.
11| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
11. Do you think “Alien Invasion” is an effective title for persuading readers of the article’s point of view? Support your opinion with reference to the article.
12| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
NAEP Reading Framework Overview Information
The National Assessment of Educational Progress (NAEP) assesses reading comprehension in English at grade 4,
8, and 12. Reading assessment uses two distinct types of text: literary text and informational text.
Literary text
• fiction
• literary nonfiction
• poetry
Informational text
• exposition
• argumentation and persuasive text
• procedural text and documents
The percentage of passages varies by grade level with literary text decreasing from grade 4 to grade 12 while
informational text increases from grade 4 to grade 12, as shown in the table below
Grade
Literary
Informational
4
50
50
8
45
55
12
30
70
Passage lengths vary by grade level and are determined by the specifications in the NAEP Reading Framework.
Grade
4
8
12
Passage Length
200-800
400-1000
500-1500
NAEP Reading Assessment in conducted using three specific item types: multiple choice, short constructed
response and extended constructed response. The percentage of time anticipated to be spent on each item type
varies by grade level, as shown in the table below.
14| Page
Grade
Multiple Choice
Short Constructed
Response
Extended Constructed
Response
4
8
12
50
40
40
40
45
45
10
15
15
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Cognitive Targets
Specific to Informational Text
Specific to Literary Text
Both Literary and
Informational Text
Locate/Recall
15| Page
Integrate/Interpret
Critique/Evaluate
Identify textually explicit
information and make
simple inferences within
and across texts, such as:
• Definitions
• Facts
• Supporting details
Make complex inferences within
and across texts to describe
problem and solution, cause and
effect:
• Compare or connect ideas,
problems, or situations.
• Determine unstated
assumptions in an argument.
• Describe how an author used
literary devices and text
features.
Consider text(s) critically to:
• Judge author’s craft and
technique.
• Evaluate the author’s
perspective or point of
view within or across texts.
• Take different perspectives
in relation to a text.
Identify textually explicit
information within and
across texts, such as:
• Character traits
• Sequence of events or
actions
• Setting
• Identify figurative
language
Make complex inferences within
and across texts to
• Infer mood or tone.
• Integrate ideas to determine
theme.
• Identify or interpret a
character’s motivations or
decisions.
• Examine relations between
them and setting or characters.
• Explain how rhythm, rhyme,
or form in poetry contributes
to meaning.
Consider text(s) critically to:
• Evaluate the role of literary
devices in conveying
meaning.
• Determine the degree to
which literary devices
enhance a literary work.
• Evaluate a character’s
motivations and decisions.
• Analyze the point of view
used by the author.
Identify textually explicit
information within and
across texts, such as:
• Topic sentence or main
idea
• Author’s purpose
• Causal relations
• Locate specific
information in text or
graphic
Make complex inferences within
and across texts to:
• Summarize major ideas.
• Draw conclusions and provide
supporting information.
• Find evidence in support of an
argument.
• Distinguish facts from
opinions.
• Determine the importance of
information within and across
text.
Consider text(s) critically to:
• Analyze the presentation of
information.
• Evaluate the way the
author selects language to
influence readers.
• Evaluate the strength and
quality of evidence used by
the author to support his or
her position.
• Determine the quality of
counterarguments within
and across texts.
• Judge the coherence,
logic, or credibility of an
argument.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Alien Invasion/Home on the Range Pair Passages
For each question, the cognitive target is given. In addition, the percentage of public school students selecting
each answer choice for multiple choice or scoring at each score point for constructed response are indicated for
West Virginia and the nation. The correct multiple choice answer is indicated with an asterisk and bold text. In
order for a question to be considered “omitted,” the student would not answer the question, but answer a question
or questions after it.
1.Integrate/Interpret
A
B*
C
D
Omitted
West Virginia
32%
50%
16%
2%
Rounds to zero
National Public
31%
55%
11%
2%
Rounds to zero
What is the central purpose of “Alien Invasion”?
A.
B.
C.
D.
To point out that invasive species come from many different countries
To argue that invasive species are a serious problem that must be solved
To describe the damage that invasive species cause in Australia
To suggest that invasive species can be stopped only with the government’s help
2.Critique/Evaluate
A
B
C*
D
Omitted
West Virginia
6%
17%
66%
10%
Rounds to zero
National Public
6%
11%
76%
7%
Rounds to zero
Alien Invasion” relies primarily on what form of evidence as support for its argument?
A.
B.
C.
D.
16| Page
Quotations of famous scientists
Multiple definitions of invasive species
A series of examples of invasive species
Descriptions of different methods of control
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
3.Locate/Recall
West Virginia
4%
5%
7%
83%
1%
A
B
C
D*
Omitted
National Public
6%
4%
7%
83%
Rounds to zero
According to “Alien Invasion,” Australian farmers imported cane toads into Australia in order to
A.
B.
C.
D.
help save their native beetle populations
eat the sugarcane that was taking over their other crops
stop an alien species of beetle imported from Hawaii
eat beetles that were destroying sugarcane crops
4.Integrate/Interpret
Little or no comprehension
Partial comprehension
Full comprehension
Omitted
Off task
West Virginia
22%
39%
37%
2%
Rounds to zero
National Public
18%
28%
53%
1%
Rounds to zero
Using what you read in “Alien Invasion,” explain why people should be concerned about invasive
species.
17| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Scoring Rubric
Score & Description
Full Comprehension
Responses at this level explain why people should be concerned about invasive species and use information from
the article to support the answer. Responses refer to one or more negative impacts caused by invasive species.
• They should be concerned because they could destroy things that are used to help us survive. Like crops, and trees
and things we need. • People should be concerned about invasive species. If they eat the food supply other species could become extinct.
• They hurt our environment.
Partial Comprehension
a) Responses at this level provide a general explanation for why people should be concerned about invasive
species.
• Because they are dangerous.
• People need to be concerned because they cause a lot of damage.
• Invasive species are harmful.
OR
b) Responses describe a characteristic of invasive species but do not go on to explain why it should cause people
concern
• They give birth to large numbers of children.
• They multiply fast and can take over.
• They eat everything in their way.
Little or No Comprehension
Responses at this level provide irrelevant details or personal opinions or may simply repeat the question.
• Because they might become extinct.
• Frogs stink.
• Because you can get all different kinds of diseases from the different kind of animals. And you don’t know what
they eat.
18| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Full Comprehension - Student Response
Exemplar 1
Using what you read in “Alien Invasion,” explain why people should be concerned about invasive species
Exemplar 2
Using what you read in “Alien Invasion,” explain why people should be concerned about invasive species.
Scorer Comments:
Both responses describe negative impacts of invasive species that should cause people to be concerned. The first
response has several details from the article; the second has one.
19| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Partial Comprehension - Student Response
Exemplar 1
Using what you read in “Alien Invasion,” explain why people should be concerned about invasive species.
Exemplar 2
Using what you read in “Alien Invasion,” explain why people should be concerned about invasive species.
Scorer Comments:
The first response provides a general explanation for why people should be concerned about invasive species, but
it does not use details from the article to support the answer. The second response describes a characteristic of
invasive species but does not explain why it should cause people concern.
20| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
5.Integrate/Interpret
A*
B
C
D
Omitted
West Virginia
48%
25%
20%
7%
Rounds to zero
National Public
56%
21%
18%
4%
1%
What is the central purpose of “Home on the Range”?
A.
B.
C.
D.
To inform people about two opposing views
To convince people to take a particular point of view
To describe recent scientific discoveries
To challenge a common belief
6.Integrate/Interpret
Unsatisfactory
Partial
Essential
Extensive
Omitted
Off task
West Virginia
24%
34%
19%
14%
8%
2%
National Public
16%
33%
22%
21%
7%
1%
Describe a similarity and a difference between the way the two articles approach the subject of invasive
species. Support your answer with references to both of the articles.
21| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Scoring Rubric
Score & Description
Extensive
Responses at this level describe a similarity and a difference between the way the two articles approach the subject
of invasive species and support the answer using a reference to a harm or a benefit discussed in the articles.
• Both articles talk about invasive species being a problem with the environment. The Home on the Range article differs in the fact that it supports putting species in a different environment to make a more diverse animal population and prevent extinction.
OR, responses describe a similarity and a difference by referring to author’s craft or the structure of both articles.
• The similarity is they both give some examples and give you at least one side of the story. The difference is that Alien Invasion only gives one side of the story but leaves out the other side. Home on the Range gives you both sides of the story and supports both sides. So Home on the Range is neutral, but Alien Invasion is not neutral.
Essential
a) Responses at this level describe a similarity or a difference between the way the two articles approach the
subject of invasive species and support the answer using reference to a harm or a benefit discussed in the articles.
•
•
The difference is in Alien Invasion it talks about getting rid of species and Home on the Range talks about
having African animals.
The articles are similar because they both say why alien species are bad. The first article tells about the cane
toad in Australia and the damage it caused.
OR
b) Responses describe a similarity or a difference by referring to author’s craft or the structure of both articles.
• Alien Invasion uses multiple examples of invasive species to make a point. In Home on the Range the author presents both sides of the issue.
Partial
a) Responses at this level describe a similarity and/or a difference between the way the two articles approach the
subject of invasive species but do not refer to a harm or a benefit.
•
•
•
•
The articles are the same because they both say alien species can be bad.
Both stories talk about animals moving from one place to another.
They both talk about cane toads.
In Alien Invasion they talk about toads and zebra mussels. In Home on the Range they talk about camels and lions.
OR
b) Responses describe a similarity or a difference by referring to author’s craft or the structure of one article.
• The second article presents both sides of the alien species debate. It describes pros and cons of moving animals from Africa.
Unsatisfactory
Responses at this level provide irrelevant details or personal opinions or draw incorrect conclusions or may
simply repeat the question.
•
•
•
•
22| Page
Snakehead fish kill native fish and many species of frogs.
I think the articles are trying to get people’s attention.
Both of the articles are against invasive species.
They are both about invasive species.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Extensive- Student Response
Exemplar 1
Describe a similarity and a difference between the way the two articles approach the subject of invasive species.
Support your answer with references to both of the articles.
Exemplar 2
Describe a similarity and a difference between the way the two articles approach the subject of invasive species.
Support your answer with references to both of the articles.
Scorer Comments:
Both responses describe a similarity and a difference between the two articles and provide relevant information
from both articles to support each part of the answer. The first response compares the positions of both articles.
The second response emphasizes the structure of each of the articles.
23| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Essential Student Response
Exemplar 1
Describe a similarity and a difference between the way the two articles approach the subject of invasive species.
Support your answer with references to both of the articles.
Exemplar 2
Describe a similarity and a difference between the way the two articles approach the subject of invasive species.
Support your answer with references to both of the articles.
Scorer Comments:
The first response describes a similarity between the two articles and uses information from both as support,
but does not describe a difference between them. The second response describes a difference in the way the two
articles approach the subject of invasive species and gives details from the articles; it does not describe a similarity.
24| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Partial Student Response
Exemplar 1
Describe a similarity and a difference between the way the two articles approach the subject of invasive species.
Support your answer with references to both of the articles.
Exemplar 2
Describe a similarity and a difference between the way the two articles approach the subject of invasive species.
Support your answer with references to both of the articles..
Scorer Comments:
Both responses provide relevant information from the article, but the information used to describe a similarity or a
difference between the two articles is very limited. The first response describes the similarity in the topic (“talking
about animals”) but does not provide details about invasive species. The second response describes a similarity
and a difference, but the support for the description is minimal.
25| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
7.Integrate/Interpret
West Virginia
19%
6%
69%
6%
Rounds to zero
A
B
C*
D
Omitted
National Public
19%
6%
71%
4%
Rounds to zero
In “Alien Invasion,” on page 4, an Australian official says, “We cannot tolerate a situation” where cane
toads are traveling across the Australian continent. This means that the official thinks that Australians
cannot
A.
B.
C.
D.
find a solution to the problem posed by cane toads
understand why cane toads are such a problem
allow the cane toads to continue causing a problem
permit the cane toad problem to become well known
8.Integrate/Interpret
West Virginia
18%
14%
6%
61%
Rounds to zero
A
B
C
D*
Omitted
National Public
17%
16%
4%
63%
Rounds to zero
On page 5, when “Home on the Range” talks about vast parks in the Great Plains, this refers to parks
that
26| Page
A.
B.
C.
D.
have mostly flat land
have protected sections
are owned by private citizens
are extremely large
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
9.Locate/Recall
West Virginia
7%
20%
67%
5%
Rounds to zero
A
B
C*
D
Omitted
National Public
10%
18%
67%
5%
Rounds to zero
According to “Home on the Range,” some scientists think that moving African animals to the Great Plains would help improve the area’s
A. resistance to alien species
B.
economy
C.biodiversity
D.
research facilities
10.Integrate/Interpret
Unacceptable
Acceptable
Omitted
Off task
West Virginia
70%
26%
2%
1%
National Public
72%
25%
2%
1%
Explain why “Home on the Range” discusses animals that lived on the Great Plains thousands of years ago.
27| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Scoring Rubric
Score & Description
Acceptable
Responses at this level explain why the article discusses animals that lived on the Great Plains thousands of years
ago.
•
•
•
•
“Home on the Range” most likely discussed animals that lived on the Great Plains thousands of years ago because it shows that if they could live there then they can live there now.
It’s showing that we would have almost as much biodiversity as before humans came along.
The animals from a long time ago are similar to the animals in Africa.
I think they say that because it shows that other species can live in that area.
Unacceptable
Responses at this level provide irrelevant details or personal opinions or may simply repeat the question.
• They are comparing the animals of years ago to present day animals.
• They want to save the animals from becoming extinct.
• Because there were elephant-like animals called mastodons but now they are extinct.
Acceptable - Student Response
Exemplar 1
Explain why “Home on the Range” discusses animals that lived on the Great Plains thousands of years ago.
28| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Exemplar 2
Explain why “Home on the Range” discusses animals that lived on the Great Plains thousands of years ago.
Scorer Comments:
Both responses explain why the article discusses animals that lived on the Great Plains thousands of years ago.
The first response recognizes that the discussion is used to support the idea of relocating African animals to the
Great Plains. The second response recognizes that the discussion is used in support of the idea that relocating
would help to save endangered species. The responses tend to restate the questions.
11. Critique/Evaluate
Little/No Comprehension
Partial Comprehension
Full Comprehension
Omitted
Off task
West Virginia
22%
21%
57%
Rounds to zero
Rounds to zero
National Public
16%
19%
65%
Rounds to zero
1%
Do you think “Alien Invasion” is an effective title for persuading readers of the article’s point of view? Support your opinion with reference to the article.
29| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Scoring Rubric
Score & Description
Full Comprehension - Student Response
Responses at this level provide an opinion about whether “Alien Invasion” is an effective title and support that
opinion using a reference to the article that demonstrates understanding of the article’s point of view.
•
•
Yes I do! Because it shows that the cane toads and other animals came unexpectedly to a different place where they’re not supposed to be and plus it makes you feel a little bit threatened.
No, it is not a good title. When the reader reads that title the first thing that will pop into their mind is a story that
is science fiction. Not about species that might be hurting our ecosystem or environment.
Partial Comprehension
Responses at this level provide an opinion about whether “Alien Invasion” is an effective title but do not support
that opinion with a reference to the article that demonstrates understanding of the article’s point of view.
•
•
is •
I think it is a good title because anything that comes from another place is alien.
I think the title shows the characteristics of the article. It is very blunt and shows from the start that the article
one sided and biased.
It’s a good title. It grabs your attention.
Little or No Comprehension
Responses at this level provide irrelevant details or unsupported personal opinions or may simply repeat the
question.
• Yes, because they used it a lot in the story and it gives it away.
• Yes, because it tells you what the article is about.
• Yes, I think that the title “Alien Invasion” is a good title for persuading the reader of the article’s point of view.
NOTE: Responses that refer to the title’s impact on the reader, e.g., …it pulls you in, grabs your attention… are 2’s. If these responses also include references to the article, they are 3’s.
30| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Full Comprehension - Student Response
Exemplar 1
Do you think “Alien Invasion” is an effective title for persuading readers of the article’s point of view? Support
your opinion with reference to the article.
Exemplar 2
Do you think “Alien Invasion” is an effective title for persuading readers of the article’s point of view? Support
your opinion with reference to the article.
Scorer Comments:
Both responses provide an opinion about the title and use details from the article to demonstrate an understanding
of the article’s point of view. The first response shows that the title is effective by referring to the damage that
invasive species cause. The second response shows that the title is not effective because the article is about toads,
not aliens.
31| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 8
Partial Comprehension - Student Response
Exemplar 1
Do you think “Alien Invasion” is an effective title for persuading readers of the article’s point of view? Support
your opinion with reference to the article.
Exemplar 2
Do you think “Alien Invasion” is an effective title for persuading readers of the article’s point of view? Support
your opinion with reference to the article.
Scorer Comments:
Both responses provide an opinion about the title but do not support the opinion with reference to the article. The
first response says that the title is not effective but does not use details from the article to support the answer. The
second response makes general statements about the title but does not refer to information in the article.
32| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading
Grade 8
Jorea M. Marple, Ed.D.
State Superintendent of Schools