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After reading a short story, students respond to a question about the main character's actions. This is a sample constructed response test item used in a past National Assessment of Education Progress (NAEP) assessment (for more information, see About NAEP).
After reading a short story, students respond to a question about the main character's actions. This is a sample constructed response test item used in a past National Assessment of Education Progress (NAEP) assessment (for more information, see About NAEP). From this test item, a visitor may view a description of the reading passage and choose to access information regarding general performance on this item, a scoring guide and student responses (in the case of constructed response items), and performance on this item by various subgroups. The NAEP web site also allows visitors to build a printable database of questions by clicking on "Add Question" in the upper right hand corner of the screen. NAEP Reference Number: 1994-12R3, No.4. (Author/ncl)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Benchmarks (8 - 10) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate text. |
| B. | Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). |
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| Benchmarks (11 - 12) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate texts. |
| B. | Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). |
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| Grade Level Indicators (Grade 9) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
| 2. | Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
| 2. | Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
| 2. | Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
| 2. | Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. |
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| Reading Applications: Literary Text Standard | |
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| Benchmarks (8 - 10) |
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| A. | Analyze interactions between characters in literary text and how the interactions affect the plot. |
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| Benchmarks (11 - 12) |
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| B. | Explain ways characters confront similar situations and conflict. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Identify and explain an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Compare and contrast an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions. |
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| Standards for the English Language Arts |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| RESOURCE TYPE |
| Assessment Resource |
| STANDARDS ALIGNMENT |
| Grades 9 - 12 |
| TOPICS |
English Language Arts --
Assessment;
Professional Development |
| KEYWORDS |
character's motivations;
comprehension strategies |
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Publisher: National Center for Educational Statistics (National Assessment of Educational Progress)
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