NAEP Reading
Grade 12
Sample Assessment Block
Literary Text
West Virginia Department of Education
NAEP Reading - Grade 12
West Virginia Board of Education
2011-2012
L. Wade Linger Jr., President
Gayle C. Manchin, Vice President
Robert W. Dunlevy, Secretary
Michael I. Green, Member
Priscilla M. Haden, Member
Burma Hatfield, Member
Lowell E. Johnson, Member
Jenny N. Phillips, 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 12
Table of Contents
Sample Assessment.....................................................................................................3
Framework Overview...............................................................................................13
Individual Item Analysis...........................................................................................15
NAEP Reading - Grade 12
This is a released block from the NAEP 2009 Reading Assessment.
NAEP’s expectation is for students to complete these questions in 25 minutes.
NAEP Reading - Grade 12
The Open Window
by Saki (H. H. Munro) (1870–1916)
"My aunt will be down presently, Mr. Nuttel," said a very
self-possessed young lady of fifteen; "in the meantime you
must try and put up with me."
Framton Nuttel endeavored to say the correct something
which should duly flatter the niece of the moment without
unduly discounting the aunt that was to come. Privately he
doubted more than ever whether these formal visits on a
succession of total strangers would do much towards helping
the nerve cure which he was supposed to be undergoing.
"I know how it will be," his sister had said when he was
preparing to migrate to this rural retreat; "you will bury
yourself down there and not speak to a living soul, and your
nerves will be worse than ever from moping. I shall just give
you letters of introduction to all the people I know there.
Some of them, as far as I can remember, were quite nice."
Framton wondered whether Mrs. Sappleton, the lady to
whom he was presenting one of the letters of introduction,
came into the nice division.
"Do you know many of the people round here?" asked the
niece, when she judged that they had had sufficient silent
communion.
"Hardly a soul," said Framton. "My sister was staying here,
at the rectory, you know, some four years ago, and she gave
me letters of introduction to some of the people here."
He made the last statement in a tone of distinct regret.
"Then you know practically nothing about my aunt?"
pursued the self-possessed young lady.
"Only her name and address,"admitted the caller. He was
wondering whether Mrs. Sappleton was in the married or
widowed state. An undefinable something about the room
seemed to suggest masculine habitation. 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 12
"Her great tragedy happened just three years ago," said the
child; "that would be since your sister's time."
"Her tragedy?" asked Framton; somehow in this restful
country spot tragedies seemed out of place.
"You may wonder why we keep that window wide open on
an October afternoon," said the niece, indicating a large French
window that opened onto a lawn.
"It is quite warm for the time of the year," said Framton;
"but has that window got anything to do with the tragedy?"
"Out through that window, three years ago to a day, her
husband and her two young brothers went off for their day's
shooting. They never came back. In crossing the moor to their
favorite snipe-shooting ground they were all three engulfed in
a treacherous piece of bog. It had been that dreadful wet
summer, you know, and places that were safe in other years
gave way suddenly without warning. Their bodies were never
recovered. That was the dreadful part of it." Here the child's
voice lost its self-possessed note and became falteringly
human. "Poor aunt always thinks that they will come back
someday, they and the little brown spaniel that was lost with
them, and walk in at that window just as they used to do. That
is why the window is kept open every evening till it is quite
dusk. Poor dear aunt, she has often told me how they went
out, her husband with his white waterproof coat over his arm,
and Ronnie, her youngest brother, singing, 'Bertie, why do you
bound?' as he always did to tease her, because she said it got
on her nerves. Do you know, sometimes on still, quiet
evenings like this, I almost get a creepy feeling that they will
all walk in through that window—"
She broke off with a little shudder. It was a relief to Framton
when the aunt bustled into the room with a whirl of apologies
for being late in making her appearance.
"I hope Vera has been amusing you?"she said.
"She has been very interesting,"said Framton.
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 12
"I hope you don't mind the open window," said Mrs.
Sappleton briskly; "my husband and brothers will be home
directly from shooting, and they always come in this way.
They've been out for snipe in the marshes today, so they'll
make a fine mess over my poor carpets. So like you menfolk,
isn't it?"
She rattled on cheerfully about the shooting and the scarcity
of birds, and the prospects for duck in the winter. To Framton
it was all purely horrible. He made a desperate but only
partially successful effort to turn the talk onto a less ghastly
topic; he was conscious that his hostess was giving him only
a fragment of her attention, and her eyes were constantly
straying past him to the open window and the lawn beyond.
It was certainly an unfortunate coincidence that he should
have paid his visit on this tragic anniversary.
"The doctors agree in ordering me complete rest, an absence
of mental excitement, and avoidance of anything in the nature
of violent physical exercise," announced Framton, who
labored under the tolerably widespread delusion that total
strangers and chance acquaintances are hungry for the least
detail of one's ailments and infirmities, their cause and cure.
"On the matter of diet they are not so much in agreement," he
continued.
"No?" said Mrs. Sappleton, in a voice which only replaced a
yawn at the last moment. Then she suddenly brightened into
alert attention—but not to what Framton was saying.
"Here they are at last!" she cried. "Just in time for tea, and
don't they look as if they were muddy up to the eyes!"
Framton shivered slightly and turned towards the niece with
a look intended to convey sympathetic comprehension. The
child was staring out through the open window with a dazed
horror in her eyes. In a chill shock of nameless fear Framton
swung round in his seat and looked in the same direction.
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 12
In the deepening twilight three figures were walking across
the lawn towards the window; they all carried guns under
their arms, and one of them was additionally burdened with
a white coat hung over his shoulders. A tired brown spaniel
kept close at their heels. Noiselessly they neared the house,
and then a hoarse young voice chanted out of the dusk: "I
said, Bertie, why do you bound?"
Framton grabbed wildly at his stick and hat; the hall door,
the gravel drive, and the front gate were dimly noted stages in
his headlong retreat. A cyclist coming along the road had to
run into the hedge to avoid imminent collision.
"Here we are, my dear," said the bearer of the white
mackintosh, coming in through the window; "fairly muddy,
but most of it's dry. Who was that who bolted out as we came
up?"
"A most extraordinary man, a Mr. Nuttel," said Mrs.
Sappleton; "could only talk about his illnesses, and dashed
off without a word of goodbye or apology when you arrived.
One would think he had seen a ghost."
"I expect it was the spaniel," said the niece calmly; "he told
me he had a horror of dogs. He was once hunted into a
cemetery somewhere on the banks of the Ganges by a pack of
pariah dogs, and had to spend the night in a newly dug grave
with the creatures snarling and grinning and foaming just
above him. Enough to make anyone lose their nerve."
Romance at short notice was her specialty.
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 12
1. Which of the following best describes what happens in the story?
A. A young man visits his aunt and tells her about a recent tragedy.
B. A young girl amuses her family by telling them scary stories.
C. A young girl makes up a story and frightens a nervous visitor.
D. A family plays a trick on a young man from out of town.
2. On page 3, the narrator describes the niece as a “self-possessed young lady.” This means the
niece is
A. confident and in control
B. very imaginative
C. well dressed and polite
D. very talkative
3. Why does Framton Nuttel visit the countryside?
A. To cure his nervous condition
B. To take a tour of the area
C. To meet his sister’s friends
D. To visit his aunt, Mrs. Sappleton
7 | 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 12
4. Why is Vera interested in whether Framton knows anything about her aunt?
5. According to Vera, why does Mrs. Sappleton leave the window open every day?
8 | 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 12
6. Describe Framton’s reaction when Mrs. Sappleton begins to talk about her husband and brothers
returning from their hunting trip. Explain why he reacts this way.
9 | 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 12
7. One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references to the story, explain how the critic’s description applies to “The Open
Window.”
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 12
8. On page 5, the narrator says Framton has the delusion that total strangers are interested in his
nervous condition. This means Framton
A. has a common illness related to his nerves
B. is worried about what people think of him
C. dreams that he is constantly being watched
D. has a mistaken idea about how others view him
9. Explain how Vera’s character could be viewed as both cruel and harmless. Use references to
the story to support both parts of your answer.
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 12
10.Using specific details from the story, explain what Vera does or says to make Framton believe
her.
11.What is the main strategy the author uses in the story?
A. He creates conflict among the important characters.
B. He adds romance to the relationship between the two main characters.
C. He withholds information from the reader until the story’s conclusion.
D. He creates suspense by disguising the identity of a character.
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 12
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.
13 | 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 12
Cognitive Targets
Specific to Informational Text
Specific to Literary Text
Both Literary and
Informational Text
Locate/Recall
14 | 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 12
Individual Item Analysis
For each question in the sample block related to the passage “The Open Window” by Saki, the
cognitive target is given. In addition the percentage of students selecting each answer choice for
multiple choice or scoring at each score point are indicated for public school students in West
Virginia and the nation. The correct multiple choice answer is indicated with an asterisk. In order
for a question to be considered “omitted,” the student did not answer the question but answered a
question or questions after it.
1.Integrate/Interpret
West Virginia
National Public
A
16%
15%
B
6%
6%
C*
73%
72%
D
6%
7%
Omitted
Rounds to Zero
Rounds to Zero
Which of the following best describes what happens in the story?
A. A young man visits his aunt and tells her about a recent tragedy.
B. A young girl amuses her family by telling them scary stories.
C. A young girl makes up a story and frightens a nervous visitor.
D. A family plays a trick on a young man from out of town.
15 | 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 12
2.Integrate/Interpret
West Virginia
National Public
A*
64%
68%
B
18%
17%
C
13%
9%
D
5%
5%
Omitted
Rounds to Zero
Rounds to Zero
On page 3, the narrator describes the niece as a “self-possessed young lady.” This means the
niece is
A. confident and in control
B. very imaginative
C. well dressed and polite
D. very talkative
3.Locate/Recall
West Virginia
National Public
A*
60%
59%
B
4%
4%
C
12%
14%
D
25%
23%
Omitted
Rounds to Zero
Rounds to Zero
Why does Framton Nuttel visit the countryside?
A. To cure his nervous condition
B. To take a tour of the area
C. To meet his sister’s friends
D. To visit his aunt, Mrs. Sappleton
16 | 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 12
4.Integrate/Interpret
West Virginia
National Public
Unacceptable
35%
32%
Acceptable
58%
59%
Omitted
5%
8%
Off task
1%
1%
Why is Vera interested in whether Framton knows anything about her aunt?
Scoring Rubric
Score & Description
Acceptable
Responses at this level provide Vera’s motivation for asking Framton if he knows anything about
her aunt (e.g., to determine whether or not she can trick him or tell her made-up story).
• Because if he did know her, Vera couldn’t make up a story to frighten him.
• Vera is probably wondering what to say to frighten Framton. If he does know the aunt, Vera’s
piece about the aunt’s husband and brothers wouldn’t have worked.
• She wants to know how much he knows so she can decide whether to tell him her story.
• So that she can play a trick on him.
• Vera wants to know if she can scare Framton.
Unacceptable
Responses at this level reveal little or no comprehension of Vera’s motivation. Responses may
provide irrelevant details or personal opinion or simply repeat the questions.
17 | Page
• • • • Vera is trying to see if he knows the story.
She wants to help him get to know her family.
Because she wants to know if he’s seen her before.
Vera wants to tell Framton about why his aunt leaves the large French doors open.
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 12
Accemptable - Student Response
Exemplar 1
Why is Vera interested in whether Framton knows anything about her aunt?
Exemplar 2
Why is Vera interested in whether Framton knows anything about her aunt?
Scorer Comments:
Both responses demonstrate understanding of Vera’s motive in asking about the extent of Framton’s
knowledge of her aunt. The first response explains the motive as determining what Vera can make up
about her aunt. The second response explains the motive in terms of the how believable Vera’s story
will seem to Framton.
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 12
5.Locate/Recall
West Virginia
National Public
Unacceptable
55%
48%
Acceptable
41%
48%
Omitted
2%
3%
Off task
1%
1%
Scoring Rubric
Score & Description
Acceptable
Responses at this level demonstrate understanding of Vera’s fictive version of why Mrs. Sappleton
leaves the window open every day. Responses may indicate that she leaves the window open in
memory of her husband and brothers, who departed out the window for their final hunting trip and/
or that she leaves the window open with the hope the men would return through it.
• Mrs. Sappleton leaves the window open every day because her husband and brothers never came
home one day from hunting and she feels they’ll come home through the open window.
• She is always hoping for her husband and brothers to come home that way even though they have
been dead for three years.
• She leaves the window open hoping her husband will return from his hunting trip.
• She thinks her husband and brothers will return through the window one day.
Unacceptable
Responses at this level do not demonstrate understanding of Vera’s fictive version of why Mrs.
Sappleton leaves the window open every day. Responses may refer to Mrs. Sappleton’s actual
reason for leaving the window open or may provide irrelevant story details or personal opinions.
19 | Page
•
•
•
•
She leaves it open so her husband and brothers can come in.
So that the hunters will not track mud on the floor.
Her husband and two brothers went shooting and never came back.
She thinks her husband will come back from his hunting trip through the window.
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 12
Acceptable - Student Response
Exemplar 1
According to Vera, why does Mrs. Sappleton leave the window open every day?
Exemplar 2
According to Vera, why does Mrs. Sappleton leave the window open every day?
Scorer Comments:
Both responses demonstrate understanding of Vera’s fictional account of why her aunt, Mrs. Sappleton, leaves the window open. The first response uses the implication of Vera’s fiction, which is
that her aunt refuses to accept reality. The second response provides a more straightforward description of Vera’s story about her aunt’s belief that her husband and brothers will return.
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 12
6.Integrate/Interpret
West Virginia
National Public
Little or No Comprehension
23%
18%
Partial Comprehension
27%
30%
Full Comprehension
45%
46%
Omitted
4%
5%
Off task
1%
1%
Describe Framton’s reaction when Mrs. Sappleton begins to talk about her husband and
brothers returning from their hunting trip. Explain why he reacts this way.
Scoring Rubric
Score & Description
Full comprehension
Responses at this level describe Framton’s reaction and explain why he reacts this way. Responses may refer
to Framton’s reaction to Mrs. Sappleton’s first mention of the men or to the moment when she announces
their actual arrival.
• He doesn’t like what she’s talking about. He doesn’t like the subject because he thinks she’s crazy
believing her family is still alive.
• Framton thought it was all purely horrible. His nervous disorder makes him act this way when he
thinks they’re dead but she says they’re coming back.
• He shivers in fear because he thinks she’s lost her mind.
Partial comprehension
a) Responses at this level describe Framton’s reaction but do not explain why he reacts this way.
OR
•
•
•
•
He thought it was all purely horrible.
Framton tried to change the subject.
Framton is shocked.
He shivered slightly.
b) Responses explain why Framton acts as he does but do not describe his reaction.
21 | Page
• He thinks she’s crazy.
• Framton suffers from a nervous condition.
• He acts that way because he was tricked by the niece.
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 12
Little or no comprehension
Responses at this level do not describe Framton’s reaction or explain why he reacts this way. Responses may
provide irrelevant details, including Framton’s reaction at a later part of the story. Or, responses may provide
personal opinions or simply repeat the question.
• He is happy because he likes hunting.
• Framton is sympathetic towards Mrs. Sappleton. • He runs out of the house.
Acceptable reactions may be found in the story through the point where “Framton shivered slightly and
turned towards the niece with a look intended to convey sympathetic comprehension.” Framton’s behavior
after this point, such as when he experiences “a chill shock of nameless fear,” is not acceptable because it is
in reaction to Vera’s behavior (“staring…with a look of dazed horror”) or to what Framton himself sees (the
men walking across the lawn), not to what Mrs. Sappleton is saying.
Full comprehension - Student Response
Exemplar 1
Describe Framton’s reaction when Mrs. Sappleton begins to talk about her husband and brothers
returning from their hunting trip. Explain why he reacts this way.
22 | 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 12
Exemplar 2
Describe Framton’s reaction when Mrs. Sappleton begins to talk about her husband and brothers
returning from their hunting trip. Explain why he reacts this way.
Scorer Comments:
Both responses provide a description of Framton’s reaction and explain why he reacts as he does.
The first response more than answers the question by providing two reactions, each of which is
explained. The second response succinctly provides Framton’s reaction and an explanation.
Partial comprehension - Student Response
Exemplar 1
Describe Framton’s reaction when Mrs. Sappleton begins to talk about her husband and brothers
returning from their hunting trip. Explain why he reacts this way.
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 12
Exemplar 2
Describe Framton’s reaction when Mrs. Sappleton begins to talk about her husband and brothers
returning from their hunting trip. Explain why he reacts this way.
Scorer Comments:
The first response describes Framton’s reaction as nervousness, but only tells what Framton does in
the story, not why he reacts as he does. The second response provides an explanation for Framton’s
reaction but does not describe his reaction.
7.Critique/Evaluate
West Virginia
17%
51%
13%
4%
11%
3%
National Public
17%
43%
15%
8%
16%
2%
Unsatisfactory/Incorrect
Partial
Essential
Extensive
Omitted
Off task
One critic described Saki as an author who uses both comedy and horror in his writing. Using specific references to the story, explain how the critic’s description applies to “The Open Window.”
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 12
Scoring Rubric
Score & Description
Extensive
Responses at this level demonstrate understanding of how the author (Saki) uses comedy and
horror in his story. They recognize two things: that the reader of Saki’s story is at first taken in by
Vera’s horror story; and, that comedy is achieved by the revelation of Vera’s story being untrue.
Specific references to the story are used to explain both comedy and horror.
• Saki begins with horror, making the reader, along with Framton, believe a chilling story about
the tragic death of three hunters and their dog who died in a bog while hunting and whose bodies
were never found. At the end you realize that the story was untrue and it all turns to comedy.
• The critic’s description does apply. There is both comedy as well as horror. Up until the very end
of the story you do not realize the girl was lying. I certainly believed her. That’s comedy. The rest
was horror because at first I thought they were really ghosts.
Essential
a) Responses at this level demonstrate understanding of how the author (Saki) uses comedy or horror in his story. Responses recognize that Vera’s story is used to affect the reader as well as Framton
or that the comedy results from the reader realizing that the story was untrue.
OR
• The reader experiences the horror of the supposed tragedy when Vera tells the story of the hunters.
• The comedy is revealed when the readers discover that the whole thing was a trick made up by the
little girl in the story.
b) Responses demonstrate a general understanding that the author uses horror to create comedy.
• Saki uses fear to create humor. He instills fear in the main character and the reader until the end
when the reader discovers the true motive of Vera.
Partial
Responses at this level demonstrate understanding of what in the plot is comedy and/or what in the
plot is horror. They do not recognize that Saki uses Vera’s story to affect the reader or that he uses
horror to create comedy.
• The horror in the story is when the three men were supposed to be dead but they came walking up
to the house.
• The comedy is that Vera lied to Framton and he ran out scared, because he thought they were
ghosts but they really weren’t.
Unsatisfactory
Responses at this level do not demonstrate understanding of comedy or horror in the story. They
may provide story details that do not answer the question, may misinterpret Vera’s horror story as
real plot events, or may provide personal opinions about the characters.
25 | Page
• The three men came walking along the lawn.
• It’s funny when he writes “Bertie, where art thou bound?”
• I think Vera was unkind to Framton and that wasn’t funny.
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 12
Extensive - Student Response
Exemplar 1
One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references
to the story, explain how the critic’s description applies to “The Open Window.”
Exemplar 2
One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references
to the story, explain how the critic’s description applies to “The Open Window.”
Scorer Comments:
Both responses demonstrate an understanding of how the author uses comedy and horror in the
story. These responses recognize that the horror story within the story that is told by Vera draws the
reader in as it does the character of Framton. These responses also recognize that the comedy results
from the reader’s realization that Vera’s story was not true.
26 | 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 12
Essential - Student Response
Exemplar 1
One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references to the story, explain how the critic’s description applies to “The Open Window.”
Exemplar 2
One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references to the story, explain how the critic’s description applies to “The Open Window.”
Scorer Comments:
The first response demonstrates an understanding that the comedy results from the revelation that
Vera’s story was a kind of joke, but describes the horror only in terms of plot. The second response
demonstrates a general understanding of how the story works in that the story-within-the story is
a joke.
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 12
Partial - Student Response
Exemplar 1
One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references to the story, explain how the critic’s description applies to “The Open Window.”
Exemplar 2
One critic described Saki as an author who uses both comedy and horror in his writing. Using
specific references to the story, explain how the critic’s description applies to “The Open Window.”
Scorer Comments:
The first response describes the horror that the character of Framton experiences because he believes
Vera’s story. The second response demonstrates understanding of what in the plot is horror and
what is comedy. Neither response recognizes that the author uses Vera’s story to affect the reader.
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 12
8. Integrate/Interpret
West Virginia
National Public
A
16%
14%
B
30%
28%
C
13%
11%
D*
41%
46%
Omitted
Rounds to Zero
1%
On page 5, the narrator says Framton has the delusion that total strangers are interested in his
nervous condition. This means Framton
A. has a common illness related to his nerves
B. is worried about what people think of him
C. dreams that he is constantly being watched
D. has a mistaken idea about how others view him
9.Critique/Evaluate
Little or No Comprehension
Partial Comprehension
Full Comprehension
Omitted
Off Task
West Virginia
18%
32%
40%
8%
2%
National Public
16%
30%
42%
11%
2%
Explain how Vera’s character could be viewed as both cruel and harmless. Use references to
the story to support both parts of your answer.
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 12
Scoring Rubric
Score & Description
Full comprehension
Responses at this level provide a text-based explanation for how Vera could be viewed as both
cruel and harmless.
• Vera is cruel because she tells a horrible story about the dead hunters to a nervous man. But she
could be called harmless because it was just a made-up story.
• She is cruel because she plays a prank on an unsuspecting and innocent visitor. But she is harmless
if the reader takes into account her young age. • She is harmless because she is just a girl with a big imagination who likes to make up stories. And
she’s cruel because she had intentions to scare away Framton and maybe anyone she can fool
with.
• She lies to Framton when she tells her horrible story. But she didn’t mean to hurt him.
Partial comprehension
Responses at this level provide a text-based explanation for how Vera could be viewed as cruel or
as harmless.
• • • • She tricks this poor innocent man with a nervous condition.
She didn’t know that he had a nervous condition.
She was only a girl of fifteen.
She didn’t mean to hurt Framton.
Little or no comprehension
Responses at this level do not discuss Vera’s character. Responses may provide irrelevant details or
personal opinions or simply repeat the question.
30 | Page
• • • • • Vera is harmless because she didn’t really hurt him.
She is harmless because she didn’t harm him physically.
She didn’t know any better.
She’s rude to Framton.
She didn’t mean to trick him.
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 12
Full comprehension - Student Response
Exemplar 1
Explain how Vera’s character could be viewed as both cruel and harmless. Use references to the
story to support both parts of your answer.
Exemplar 2
Explain how Vera’s character could be viewed as both cruel and harmless. Use references to the
story to support both parts of your answer.
Scorer Comments:
Both responses provide a text-based explanation for how Vera could be viewed as both cruel and
harmless. The first response points out that making Framton’s nervous condition worse was cruel,
but the fact that Vera was simply telling a story shows that she can be seen as harmless. The second
response connects the cruel aspect to Vera’s saying the men were dead but indicates that the story
is harmless because she was just playing a joke.
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 12
Partial comprehension - Student Response
Exemplar 1
Explain how Vera’s character could be viewed as both cruel and harmless. Use references to the
story to support both parts of your answer.
Exemplar 2
Explain how Vera’s character could be viewed as both cruel and harmless. Use references to the
story to support both parts of your answer.
Scorer Comments:
The first response describes only how Vera can be viewed as cruel. The second sentence is not
correct and therefore is not given credit for discussing the harmless aspect. The second response
explains only how Vera’s character can be viewed as harmless because her telling stories was just
for fun.
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 12
10.Integrate/Interpret
Little or No Comprehension
Partial Comprehension
Full Comprehension
Omitted
Off Task
West Virginia
26%
47%
14%
8%
4%
National Public
20%
46%
18%
14%
3%
Using specific details from the story, explain what Vera does or says to make Framton
believe her.
Scoring Rubric
Score & Description
Full comprehension
Responses at this level use specific details from the story to explain what Vera does or says to make
Framton believe her.
• Vera talks about how they will come in the window at any moment, then she breaks off with a
shudder.
• She uses details that are real, like how the one man had a white rain coat over his arm and she
used a song she knew the man would be singing.
• Vera makes her voice sound “falteringly human” and makes it sound like her aunt is deluded in
believing her husband will return.
Partial comprehension
a) Responses at this level provide a text-based generalization to explain what Vera does or says to
make Framton believe her.
• Part of Vera’s story is false, but part of it is true, so Framton is convinced.
• Vera’s voice is emotional when she tells her story.
• She mentions the dog and the white coat and I think that’s what did it for him.
• She calls attention to the window.
OR
b) Responses provide a detail from the story that is related to Vera convincing Framton of her story
but do not offer an explanation.
Little or no comprehension
Responses at this level demonstrate little or no understanding of how Vera convinces Framton
of her story. Responses may provide irrelevant details or personal opinions or simply repeat the
question.
33 | Page
• • • • • Vera never convinces Framton.
Vera tells a believable story.
She uses lots of details.
“Here they are at last!” she cried. “Just in time for tea.”
Framton shivered slightly and turned toward the niece.
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 12
Full comprehension - Student Response
Exemplar 1
Using specific details from the story, explain what Vera does or says to make Framton believe her.
Exemplar 2
Using specific details from the story, explain what Vera does or says to make Framton believe her.
Scorer Comments:
Both responses use specific details from the story to explain how Vera made Framton believe her.
The first response describes the way in which Vera told her story in order for it to be convincing.
The second response explains one thing Vera does and why it would make Framton believe her.
34 | 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 12
Partial comprehension - Student Response
Exemplar 1
Using specific details from the story, explain what Vera does or says to make Framton believe her.
Exemplar 2
Using specific details from the story, explain what Vera does or says to make Framton believe her.
Scorer Comments:
Both responses provide some explanation of why Vera was convincing. The first response provides
a text-based generalization that describes what Vera does to make Framton believe her. The second
response provides specific details that Vera uses in her story, but it does not explain why these
details would be convincing.
35 | 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 12
11.Critique/Evaluate
West Virginia
National Public
A
B
C*
D
10%
7%
67%
16%
8%
6%
67%
19%
Omitted
Rounds to Zero
Rounds to Zero
What is the main strategy the author uses in the story?
A. He creates conflict among the important characters.
B. He adds romance to the relationship between the two main characters.
C. He withholds information from the reader until the story’s conclusion.
D. He creates suspense by disguising the identity of a character.
36 | 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 12
37 | 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 12
38 | 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 12
39 | 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 12
40 | 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 12
Jorea M. Marple, Ed.D.
State Superintendent of Schools