Constructed+Response+Prompt+Scoring


 * Constructed-Response Prompt Evaluation Rubric**

` || Lapses in sequence or bullets absent. || Sequence and bullets absent. ||
 * || **4** || **3** || **2** || **1** ||
 * **Alignment with standards** || Tightly aligned with large conceptual ideas within curriculum/MLR standards || Aligned with smaller conceptual ideas within curriculum/MLR standards || Aligned with trivial content || Alignment is difficult to discern. ||
 * **Cognitive level (see Bloom’s action verbs)** || Requires evaluation, synthesis, analysis || Requires application || Requires comprehension || Requires recall ||
 * **Language of prompt** || Wording is tightly focused. Clear action verbs (e.g. explain, justify, describe) help students understand the task. || Wording is focused and contains clear action verbs. || Ambiguous verbs such as “discuss,” “think about,” “illustrate,” and “consider” are used. || Wording is vague and lacks clear verb use. Difficult for students to understand the task. ||
 * **Sequence of multiple-question prompts**
 * (if applicable)** || Prompts move from lower to higher cognitive level and are bulleted. || Prompts mostly sequenced from lower to higher cognitive level and are bulleted.

1. Computers make the world seem smaller. Explain how this can be true.
 * Sample Prompts

2. Explain why a reduced caloric diet and aerobic exercise can cause a person to lose weight.

3. If a solid has a shape that cannot be easily or accurately measured, describe a process you can use to find its volume.

4. Explain why an 8 inch by 10 inch “enlargement” of a 3 ½ inch by 5 inch photograph is not a true enlargement. Draw two enlargements that would be accurate, labeling the dimensions, and showing how you decided that the two diagrams would be true enlargements.**


 * Group: PLG Day 1 Period 1/2**
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards ||  ||   ||   ||   ||
 * Cognitive level (see Bloom’s action verbs) ||  ||   ||   ||   ||
 * Language of prompt ||  ||   ||   ||   ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||


 * Group: PLG Day 1 Period 5/6**
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards ||  ||   ||   ||   ||
 * Cognitive level (see Bloom’s action verbs) ||  ||   ||   ||   ||
 * Language of prompt ||  ||   ||   ||   ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||


 * Group: PLG Day 1 Period 7/8**
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards || ? || 4 ||  ||   ||
 * Cognitive level (see Bloom’s action verbs) || 3 || 2 ||  ||   ||
 * Language of prompt || 2 || 4 ||  ||   ||
 * Sequence of multiple-question prompts (if applicable) || N/A || N/A ||  ||   ||


 * Group: PLG Day 2 Period 1/2**
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards ||  ||   ||   ||   ||
 * Cognitive level (see Bloom’s action verbs) ||  ||   ||   ||   ||
 * Language of prompt ||  ||   ||   ||   ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||


 * Group: PLG Day 2 Period 3/4**


 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards ||  ||   ||   ||   ||
 * Cognitive level (see Bloom’s action verbs) ||  ||   ||   ||   ||
 * Language of prompt ||  ||   ||   ||   ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||


 * Group: PLG Day 2 Period 5/6**
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards ||  ||   ||   ||   ||
 * Cognitive level (see Bloom’s action verbs) ||  ||   ||   ||   ||
 * Language of prompt ||  ||   ||   ||   ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||


 * Group: PLG Day 2 Period 7/8**
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards || 1 || 2 || 4 || 2 ||
 * Cognitive level (see Bloom’s action verbs) || 3 || 3 || 3 || 4 ||
 * Language of prompt || 2.5 || 4 || 2 || 4 ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||

Group: Prompt 1: Eng 1, # 1: "Attached to the test....thoughtful closing remark." Prompt 2: Eng 1, # 2: "What are the characteristics...obstacle in the past." Prompt 3: Eng 3, # 4: "Many schools...cell phones in school." Prompt 4: Eng 3, #5: "Freedom...her own freedom."
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards || 4 || 4 || 4 || 4 ||
 * Cognitive level (see Bloom’s action verbs) || 4 || 4 || 4 || 4 ||
 * Language of prompt || 4 || 4 || 4 || 2 ||
 * Sequence of multiple-question prompts (if applicable) || 4 || 4 || 4 || 2 ||

Group:
 * || Prompt 1 || Prompt 2 || Prompt 3 || Prompt 4 ||
 * Alignment with standards ||  ||   ||   ||   ||
 * Cognitive level (see Bloom’s action verbs) ||  ||   ||   ||   ||
 * Language of prompt ||  ||   ||   ||   ||
 * Sequence of multiple-question prompts (if applicable) ||  ||   ||   ||   ||