Appendix E. 2015 MCAS-Alt Rubric for Scoring Portfolio Strands 1 2 3 4 5 Student primarily addresses Portfolio strand reflects little Student addresses Student addresses a narrow Student addresses a broad social, motor, and or no basis in, or is curriculum frameworks sample of curriculum range of curriculum communication “access Level of unmatched to, curriculum learning standards that have frameworks learning frameworks learning skills” during instruction Complexity frameworks learning been modified below standards (1 or 2) at standards (3 or more) at based on curriculum standard(s) required for expectations in this expectations in this grade-level expectations in frameworks learning assessment. strand. strand. this strand. standards in this strand. M 1 2 3 4 Student’s performance is Student’s performance is Student’s performance is mostly Student’s performance is The portfolio strand limited and inconsistent with Demonstration primarily inaccurate and accurate and demonstrates accurate and is of contains insufficient regard to accuracy and of Skills and demonstrates minimal some understanding in this consistently high quality in information to demonstrates limited Concepts understanding in this strand strand this strand determine a score. understanding in this strand (0–25% accurate). (51–75% accurate). (76–100% accurate). (26–50% accurate). Student requires extensive Student requires frequent Student requires minimal Student requires some verbal, The portfolio strand verbal, visual, and physical verbal, visual, and physical verbal, visual, and physical visual, and physical assistance contains insufficient assistance to demonstrate assistance to demonstrate assistance to demonstrate to demonstrate skills and information to skills and concepts in this skills and concepts in this skills and concepts in this concepts in this strand determine a score. strand strand strand (51–75% independent). (0–25% independent). (26–50% independent). (76–100% independent). Student infrequently The portfolio strand Student self-corrects monitors, sets does not show evidence monitors, sets goals, and goals, and reflects in this of self-correction, reflects in this content Self-Evaluation content area— only one goal-setting, area—multiple examples of example of self-evaluation and reflection in this self-evaluation were found in was found in this strand. content area. this strand. Student demonstrates Student demonstrates knowledge and skills in one knowledge and skills in Generalized context, or uses one multiple contexts, or uses Performance approach and/or method of multiple approaches and/or response and participation methods of response and in this strand. participation In this strand.
Appendix E. 2015 MCAS-Alt Rubric for Scoring Portfolio Strands 1 2 3 4 5 Level of Complexity Portfolio strand reflects little or no basis in, or is unmatched to, curriculum frameworks learning standard(s) required for assessment. Student primarily addresses social, motor, and communication “access skills” during instruction based on curriculum frameworks learning standards in this strand. Student addresses curriculum frameworks learning standards that have been modified below expectations in this strand. Student addresses a narrow sample of curriculum frameworks learning standards (1 or 2) at expectations in this strand. Student addresses a broad range of curriculum frameworks learning standards (3 or more) at grade-level expectations in this strand. M 1 2 3 4 Demonstration of Skills and Concepts The portfolio strand contains insufficient information to determine a score. Student’s performance is primarily inaccurate and demonstrates minimal understanding in this strand (0–25% accurate). Student’s performance is limited and inconsistent with regard to accuracy and demonstrates limited understanding in this strand (26–50% accurate). Student’s performance is mostly accurate and demonstrates some understanding in this strand (51–75% accurate). Student’s performance is accurate and is of consistently high quality in this strand (76–100% accurate). The portfolio strand contains insufficient information to determine a score. Student requires extensive verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (0–25% independent). Student requires frequent verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (26–50% independent). Student requires some verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (51–75% independent). Student requires minimal verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (76–100% independent). Self-Evaluation The portfolio strand does not show evidence of self-correction, goal-setting, and reflection in this content area. Student infrequently monitors, sets goals, and reflects in this content area— only one example of self-evaluation was found in this strand. Student self-corrects monitors, sets goals, and reflects in this content area—multiple examples of self-evaluation were found in this strand. Generalized Performance Student demonstrates knowledge and skills in one context, or uses one approach and/or method of response and participation in this strand. Student demonstrates knowledge and skills in multiple contexts, or uses multiple approaches and/or methods of response and participation In this strand.