SCORING ANSWERS
TO THE HUNGRY SPIDER
AND THE TURTLE

• This page provides examples of performance tasks that address each stance level described by the Pennsylvania System of School Assessment.

• These examples have been generated from the sample story:  "Hungry Spider and The Turtle".

• A performance task for each stance is suggested below.

* As an aid to writing performance tasks, the following kinds of questions are suggested. They are appropriate for all content areas.

Initial Understanding
Requires the reader to provide an initial impression or unreflected understanding of what was read.

Example of questions that require students to demonstrate that they have understood the main idea of a piece.

• What is the text (story/poem) about?
• What does the author think about this topic?
• What does this article tell you about ______________________?
• What is this supposed to help you do?
• How would you describe the main character?
• Write at least a paragraph telling what this article means to you. Use the information from the text

Adapted From: NAEP, 1994.

Example

Reminder statement:

• Write as though you are Turtle.
• Use events from the story to explain what happened when you went to Spider’s house.
• Write neatly and clearly.
• Use only the space provided.

* As an aid to writing performance tasks, the following kinds of questions are suggested. They are appropriate for all content areas.

Developing An Interpretation
Requires the reader to go beyond the initial impression to develop a more complete understanding of what was read.

Examples of questions that require students to make links between ideas/event the text:

• How did the plot develop?
• How did this story change from the beginning to the end of the story?
• What caused the character to do this?
• What caused the event?
• In what way are these ideas important to the topic or theme?
• What does the character think about _________________?
• Go back to the passage and find the parts that are the most important for understanding the topic. Give examples.
• Does the author present a logical consistent argument? Give evidence to support your answer.

Adapted From: NAEP, 1994

Example

Reminder statement:

• Write as though you are Turtle.
• Use events from the story to explain your actions.
• Write neatly and clearly.
• Use only the space provided.

* As an aid to writing performance tasks, the following kinds of questions are suggested. They are appropriate for all content areas.

Responding Critically
Personal Reflection and Response - Requires the reader to connect knowledge from the text with his/her own personal background knowledge.

Examples of questions that require students to demonstrate connections between the text and what they already know or have experienced.

• How did this character change your idea of ___________?
• What current event does this remind you of ___________?
• Does this description fit what you know about _________?  Why?
• In order to ____________, what information would you need to find that you don’t know right now?

Adapted From: NEAP, 1994

Example

Reminder statement:

• Write as though you are Turtle.
• Use events from the story to explain your actions.
• Write neatly and clearly.
• Use only the space provided.

 * As an aid to writing performance tasks for a variety of purposes the following kinds of questions are suggested. They are appropriate for all content areas.

Responding Critically
Requires the reader to stand apart from the text and consider it.

Examples of questions that require students to demonstrate their ability to reflect on and react to what they have read.

• Would you recommend this to someone else? Explain.
• Compare this article/story/poem to that one.
• How useful would this be for __________? Explain.
• How does this author’s use of (irony, personification, humor, propaganda) contribute to _________________?
• What could be added to improve the author’s argument?
• Rewrite this story with ___________ as the setting or __________ as the character.
• Why is this information needed?
• What would happen if you omitted this?

Adapted From: NAEP, 1994

Example

Reminder statement:

• Tell whether you would choose Turtle or Spider.
• Explain why you chose Turtle or Spider.
• Use information from the story and your own ideas.
• Write neatly and clearly.
• Use only the space provided.

If scoring is a whole class activity, have printed copies of anchor papers available for each student. These anchors can be used to compare and contrast actual examples of student writing that have been assessed to be each of the four levels of response. Additionally, transparencies could be made of the anchor papers to use as a teaching tool.