Assessment Blueprint Handout

Title of Assessment: Reading Identity Essay

Timeframe of Assessment: 1 day in class, taken home as homework over a weekend, due Monday.
Approximate Length of Time to Administer Assessment: 10-15 minutes to explain and answer questions.
Type of Assessment: Scripted Response

Notes:
This assessment is for 12th graders. The purpose of the unit is to engage students in their own personal reading and to
develop their identities as readers. This assessment comes at the end of that unit. In a scripted response, or essay,
they must reflect on their reading from the unit in both fiction and nonfiction mediums, and express, using the texts,
what they have learned about their identity as a reader, and the importance of reading in their personal discoveries.
The assessment, thus, involves reading, writing, and language common core state standards.

Item Check:
Each item should be aligned to one content expectation or one objective only. Each item is connected to a
Common Core State Standard as indicated below.
Each item should meet as many quality filters as possible. My items have been filtered, and I have used
the language of the standard being measured in my category descriptions in my rubric,
For each content expectation there should be at least 3 items to easily gauge proficiency if Selected
Response is the item type. N/A
The three items should range in levels of cognitive demand (Evaluation, Synthesis, Analysis, Application,
Comprehension, and Knowledge) and vary based on verb(s) content expectation. N/A

Organization Check:
Question difficulty should build throughout the test from lower cognitive demand to higher level thinking
within a GLCE item grouping and across GLCEs. I organized my rubric categories in a way that was a
logical fit for the writing process, starting with purpose, building with body content, and ending with writing
conventions as a consideration for the editing process.
Each item should be independent of each other on test. Each category was designed specific enough that
the student could judge themselves accordingly based on their essay.
Evenly distribute correct answers throughout the test (approximately) if the test is multiple choice. N/A
The assessment should have a consistent, clear format Font, Font Size, Bold/Italicize, etc. My assessment
has a layout which is both easy to read, and detail oriented so the student knows whats expected of them,
and where to find that expectation.
Adaptedfrom:OfficesofCurriculum,InstructionandAssessmentOhioDepartmentofEducation,September2005
 Procedure for Administering the Assessment:
Clear Directions written on assessment I clearly outlined for my students what they needed to do, and how
to do it at the top of my assessment rubric.
Rules and Protocol have been thought through, established and communicated to appropriate stakeholders
Once again, the directions I have provided are specific enough for any substitute or assistant educator to
administer them.
Testing Environment promotes success and consistency I have given the students time in class to work on
the assessment, and provided them the weekend as well, so they can take their time and write in a space
where they might learn best.

Clear process for:

Consistent/concise steps for grading (documented and communicated ahead of time) The students are
mad aware of how they will be scored, as they will be doing the scoring of themselves as well. I likewise go
over the rubric at the beginning of the unit plan.
Gathering data from assessment (qualitative/quantitative and individual/group/class/grade/district) I collect
data through a rubric which I have the students communicate their own scoring through (qualitative) and
through which an actual scoring takes place (quantitative).
Communicating data results and grades to students and parents. These scores will go into both their
progress reports and their final reports.

Adaptedfrom:OfficesofCurriculum,InstructionandAssessmentOhioDepartmentofEducation,September2005
Test Blueprint
Item# CommonCoreStateStandard Levelof Answer OtherNotes/Comments
CognitiveDemand (A,B,C,D)
(Evaluation,Synthesis,
Analysis,Application,
Comprehension,and
Knowledge)
1:(Purpose) RI.11-12.7. Integrate and evaluate multiple Evaluation, N/A Here,Iamreallyaskingstudentstoforma
sources of information presented in different Analysis thesis,orapurposeforwriting;togivethe
media or formats (e.g., visually, quantitatively) as readerareasonforreading.
well as in words in order to address a question or
solve a problem.
2:(Demonstrationof RL.11-12.9. Demonstrate knowledge of Knowledge, N/A InthissectionIamlookingtoseeifmy
Knowledgeand eighteenth-, nineteenth- and early-twentieth- Comprehension studentscriticallythoughtabout,andreflected
Thought) century foundational works of American upontheirreadings.Weretheabletogo
literature, including how two or more texts from beyondsummarizingandanalyzethetextto
the same period treat similar themes or topics. showhowithasimpactedthem.
3:(Supportsclaims W.11-12.8. Gather relevant information from Analysis,Synthesis, N/A InthissectionIwanttoseethestudentsuse
withEvidence) multiple authoritative print and digital sources, Evaluation thetextstoexplaintheirideas.
using advanced searches effectively; assess the
strengths and limitations of each source in terms
of the task, purpose, and audience; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a
standard format for citation.
4:(Developmentof W.11-12.2b. Develop the topic thoroughly by Knowledge N/A HereIwanttoseeifthestudentshavea
Topic) selecting the most significant and relevant facts, logicalstructuretotheiressay,anddoesit
extended definitions, concrete details, quotations, keepasenseofflow,usingtransitionsand
or other information and examples appropriate to logicalconnectionsbetweenthoughts.
the audiences knowledge of the topic.
5:(Clarity) W.11-12.4. Produce clear and coherent writing in Application, N/A Isthepapertoohardtounderstand?Does
which the development, organization, and style Knowledge somethingabouttheirwritingmakeittoo
are appropriate to task, purpose, and audience. difficulttograsptheirmessage?
(Grade-specific expectations for writing types are
defined in standards 13 above.)
6:(Academic L.11-12.6. Acquire and use accurately general Application, N/A Iamlookingtoseeifstudentsarewritingin
Adaptedfrom:OfficesofCurriculum,InstructionandAssessmentOhioDepartmentofEducation,September2005
Language) academic and domain-specific words and phrases, Knowledge anacademictone;freeofcatchphrases,
sufficient for reading, writing, speaking, and colloquialisms,orinformalities.
listening at the college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering a word
or phrase important to comprehension or
expression.
7:(Writing L.11-12.2 Demonstrate command of the Application, N/A Thissectionissimple;Iamlookingfor
Conventions) conventions of standard English capitalization, Knowledge standardwritingconventions.Dotheyhave
punctuation, and spelling when writing. transitions,properpunctuationanddiction,do
theyusepreciselanguage,etc.Iwanttosee
thempracticinghowtowrite.

Adaptedfrom:OfficesofCurriculum,InstructionandAssessmentOhioDepartmentofEducation,September2005