Smarter Balanced Assessment

Consortium:
ELA Practice Test Scoring Guide
Grade 7

08/14/2019
 Grade 7 ELA
About the Practice Test Scoring Guides
The Smarter Balanced ELA Practice Test Scoring Guides provide details about the items, student
response types, correct responses, and related scoring considerations for the Smarter Balanced
Practice Test items. The items selected for the Practice Test are designed to reflect
• a broad coverage of claims and targets.
• a range of student response types.
• a breadth of difficulty levels across the items.
It is important to note that all student response types are not fully represented on every practice test,
but a distribution can be observed across all the practice tests. The items presented are reflective of
refinements and adjustments to language based on pilot test results and expert recommendations
from both content and accessibility perspectives.
Within this guide, each item is presented with the following information1:
• Claim: statement derived from evidence about college and career readiness
• Target: statement that bridges the content standards and the assessment evidence that
support the claim
• Depth of Knowledge (DOK): measure of complexity considering the student’s cognitive
process in response to an item. There are four DOK levels, a 4 being the highest level.
• Common Core State Standards for English Language Arts/Literacy: the primary standard(s)
assessed by an item
• Evidence Statement: a statement that explains what a student will be able to do in response
to an item in order to provide evidence he or she has met the standard(s). These statements
serve as a guide for item writers to ensure alignment to the CCSS standard(s) and targets.
• Static presentation of the item: static presentation of item from test administration system
• Static presentation of student response field(s): static presentation of response field from
test administration system
• Answer key: expected student response or example response from score point value
• Rubric and a sample student response for each score point for short answer items: score
point representations for student responses
The following items are representative of the kinds of items that students can expect to experience
when taking the Computer Adaptive Test (CAT) portion of the summative assessment for grade 7. A
separate document is available that provides a sample performance task and scoring guide for this
grade level.

1 Most of these terms (Claim, Target, DOK, Evidence Statement, etc.) are further explained in various other
Smarter Balanced documents as well as the Common Core State Standards for English Language Arts and
Literacy. Refer to the Smarter Balanced Content Standards and Item Specifications for English Language Arts
and Literacy for more information.

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Read the text and answer questions 1–8.

The Capture of Father Time

by L. Frank Baum

Jim was the son of a cowboy, and lived on the broad plains of Arizona.
His father had trained him to lasso a bronco or a young bull with
perfect accuracy, and had Jim possessed the strength to back up his
skill he would have been as good a cowboy as any in all Arizona.

When he was twelve years old he made his first visit to the east,
where Uncle Charles, his father's brother, lived. Of course Jim took his
lasso with him, for he was proud of his skill in casting it, and wanted to
show his cousins what a cowboy could do.

At first the city boys and girls were much interested in watching Jim
lasso posts and fence pickets, but they soon tired of it, and even Jim
decided it was not the right sort of sport for cities.

But one day the butcher asked Jim to ride one of his horses into the
country, to a pasture that had been engaged, and Jim eagerly
consented. He had been longing for a horseback ride, and to make it
seem like old times he took his lasso with him.

He rode through the streets demurely enough, but on reaching the

open country roads his spirits broke forth into wild jubilation, and,
urging the butcher's horse to full gallop, he dashed away in true
cowboy fashion.

Then he wanted still more liberty, and letting down the bars that led
into a big field he began riding over the meadow and throwing his
lasso at imaginary cattle, while he yelled and whooped to his heart's
content.

Suddenly, on making a long cast with his lasso, the loop caught upon
something and rested about three feet from the ground, while the rope
drew taut and nearly pulled Jim from his horse.

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This was unexpected. More than that, it was wonderful; for the field
seemed bare of even a stump. Jim's eyes grew big with amazement,
but he knew he had caught something when a voice cried out:

"Here, let go! Let go, I say! Can't you see what you've done?"

No, Jim couldn't see, nor did he intend to let go until he found out
what was holding the loop of the lasso. So he resorted to an old trick
his father had taught him and, putting the butcher's horse to a run,
began riding in a circle around the spot where his lasso had caught.

As he thus drew nearer and nearer his quarry he saw the rope coil up,
yet it looked to be coiling over nothing but air. One end of the lasso
was made fast to a ring in the saddle, and when the rope was almost
wound up and the horse began to pull away and snort with fear, Jim
dismounted. Holding the reins of the bridle in one hand, he followed
the rope, and an instant later saw a man caught fast in the coils of the
lasso.

While Jim gazed wonderingly upon him, this venerable old man spoke
in an angry voice:

"Now, then—get that rope off as fast as you can! You've brought
everything on earth to a standstill by your foolishness! Well—what are
you staring at? Don't you know who I am?"

"No," said Jim.

"Well, I'm Time—Father Time! Now, make haste and set me free—if
you want the world to run properly."

"How did I happen to catch you?" asked Jim, without making a move
to release his captive.

"I don't know. I've never been caught before," growled Father Time.
"But I suppose it was because you were foolishly throwing your lasso
at nothing."

"I didn't see you," said Jim.

"Of course you didn't. I'm invisible to the eyes of human beings unless

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they get within three feet of me, and I take care to keep more than
that distance away from them. That's why I was crossing this field,
where I supposed no one would be. And I should have been perfectly
safe had it not been for your beastly lasso. Now, then," he added,
crossly, "are you going to get that rope off?"

"Why should I?" asked Jim.

"Because everything in the world stopped moving the moment you

caught me. I don't suppose you want to make an end of all business
and pleasure? Not a watch has ticked since you tied me up!"

Jim laughed. It really was funny to see the old man wound round and
round with coils of rope from his knees up to his chin.

"It'll do you good to rest," said the boy. "From all I've heard you lead a
rather busy life."

"Indeed I do," replied Father Time, with a sigh. "I'm due in Kamchatka
this very minute. And to think one small boy is upsetting all my
regular habits!"

"Too bad!" said Jim, with a grin. "But since the world has stopped
anyhow, it won't matter if it takes a little longer recess. As soon as I
let you go Time will fly again."

"The Capture of Father Time" by L. Frank Baum, from American Fairy

Tales. Copyright © 2011 by The Floating Press.

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Item Grade Claim Target DOK Standard(s)

#1 7 1 1 2 RL.1

Evidence Statement

The student will identify text evidence to support a given inference based on the text.

Key: B
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#2 7 1 2 3 RL.2

Evidence Statement

The student will determine or summarize a theme of a text using supporting evidence.

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Score Rationale Exemplar

2 A response: I think the theme of this text is that you

• Gives sufficient evidence of the ability to should take time to enjoy certain
determine/summarize the theme/central moments, or take a break. This could
idea/message, or to analyze the development of the be supported by Jim saying "Since the
central idea world has stoped anyhow, it won't
matter if it take a little recess," or Jim
• Includes specific examples/details that make clear not moving to release Father Time.
reference to the text Also, Jim saying that as soon as he lets
• Adequately explains the theme/central Father Time go time will fly again.
idea/message or analysis with clearly relevant
information based on the text

1 A response: The theme of the text is even if you are

• Gives limited evidence of the ability to good at something you still make
determine/summarize the theme/central mistakes.
idea/message, or to analyze the development of the
central idea
• Includes vague/limited examples/details that make
reference to the text
• Explains the theme/central idea/message or
analysis with vague/limited information based on the
text

0 A response: The theme is about a country boy who

• Gives no evidence of the ability to is good at lassoing, goes to stay with
determine/summarize the theme/central his uncle in the city. The boy goes out
idea/message, or to analyze the development of the riding and catches something.
central idea
OR
• Gives the theme/central idea/message or analysis,
but includes no examples or no examples/details
that make reference to the text
OR
• Gives the theme/central idea/message or analysis,
but includes no explanation or relevant information
from the text

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Item Grade Claim Target DOK Standard(s)

#3 7 1 5 3 RL.6

Evidence Statement

The student will analyze the relationships among literary elements (dialogue, advancing action, character
actions/interactions, point of view) within one text.

Key: B
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#4 7 1 5 3 RL.3

Evidence Statement

The student will analyze the relationships among literary elements (dialogue, advancing action, character
actions/interactions, point of view) within one text.

Key: C, E, F
Rubric: (1 point) The student selects the three correct options.

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Item Grade Claim Target DOK Standard(s)

#5 7 1 6 2 RL.5

Evidence Statement

The student will analyze or interpret why the author structured elements within the text in a certain manner
and the impact of that structure on meaning.

Key: D, F
Rubric: (1 point) The student selects the correct two options.

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Item Grade Claim Target DOK Standard(s)

#6 7 1 4 3 RL.3

Evidence Statement

The student will make an inference about a literary text or texts and identify details within the text or texts
that support that inference.

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Score Rationale Exemplar

2 A response: Jim’s feelings to Father Time are humorous

• Gives sufficient evidence of the ability to and curious. “While Jim gazed wonderingly
make a clear inference/conclusion upon him, this venerable old man spoke in an
angry voice:” Jim also feels rebellious, “ ‘Too
• Includes specific examples/details that make bad!’ said Jim, with a grin. ‘But since the world
clear reference to the text has stopped anyhow, it won’t matter if it takes
• Adequately explains inference/conclusion a little longer recess. As soon as I let you go
with clearly relevant information based on Time will fly again.’” He shows that he has a
the text little rebel in his heart. What he is saying is
that he will keep Father Time tied up and have
a longer “recess.”

1 A response: According to the text, I think Jim was happy to

• Gives limited evidence of the ability to make find Father Time becuase he knew that since
an inference/conclusion he had captured him, he could have all the
time he wanted.
• Includes vague/limited examples/details that
make reference to the text
• Explains inference/conclusion with
vague/limited information based on the text

0 A response: Jim’s feelings of father time is that he doesn’t

• Gives no evidence of the ability to make an like him that much.
inference/conclusion
OR
• Gives an inference /conclusion but includes
no examples or no examples/details that
make reference to the text
OR
• Gives an inference/conclusion but includes
no explanation or relevant information from
the text

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Item Grade Claim Target DOK Standard(s)

#7 7 1 3 3 RL.4

Evidence Statement

The student will determine the meaning of a word or phrase based on its context in a literary text.

Key: B, E
Rubric: (1 point) The student selects the correct two options.

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Item Grade Claim Target DOK Standard(s)

#8 7 1 7 3 RL.4

Evidence Statement

The student will interpret the intent and use of a literary device and analyze its impact on meaning or tone.

Key: D
Rubric: (1 point) The student selects the correct option.

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Read the text and answer questions 9–14.

Who Were the Celts?

by Amy Baskin

"Celt" is a name given to early Indo-European peoples. In the Iron Age

they spread out from Central Europe to the British Isles and Spain. In
the sixth century BCE the Greeks first named these
people "Keltoi." Later the Romans called these same people living in
what is now southern France "Galli," or "Gauls."

The Celts or Gauls have often been defined by what they were not:
Romans or Greeks. Unfortunately, the ancient Celtic tribes never wrote
about themselves. Written accounts were penned by biased narrators:
the Romans and the Greeks, warring neighbors with whom they often
clashed.

Ammianus Marcellinus, a Roman historian, lived in the fourth

century CE. He wrote that the Celts were "terrible for the fierceness of
their eyes, fond of quarreling, and of overbearing insolence." This is
not a flattering description. Romans and Greeks often saw the Celts as
barbaric and uncivilized. They fought to conquer Celtic territory.

Recently archaeologists have excavated many Celtic sites and

examined artifacts. These clues paint a fairer, more reliable picture of
the Celts. We now use the word "Celt" to describe many distinct
groups who never referred to themselves as Celt. The word Celt is
used in much the same way as the term "Native American" in that it
describes people who share similarities of heritage but are different in
meaningful ways.

These tribes had different ways of life and were only loosely related.
For instance, while the Romans pledged allegiance to a single emperor,
the Celts never had a unifying leader. What they did share in common
were similar languages, elegant artistic styles, and complex
mythologies. Trade also connected these tribes when they were not
fighting each other.

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Three Periods of the Ancient Celts

There are three major periods of early Celtic history. Clues found in
one chieftain's burial site in Austria give us information about the
Hallstatt Period from the ninth century BCE to the fifth
century BCE. The chieftain's clothing was made with silk. Silk was
obtained from China. This is evidence that even this far back into
history, this Celtic tribe engaged in trade with distant cultures. Since
ancient salt mines were also found near the site, we can reasonably
conclude that the Celts traded salt for the silk. In those times salt was
valuable, as it was used to preserve foods.

Artifacts from many sites across Europe show that Celts were active
and talented traders, metalworkers, and farmers. They wove and dyed
their own cloth, made their tools, weapons, and ornaments out of iron
and bronze, and traded widely.

The next era is called the La Tène Period. It lasted from the fifth
century BCE to the first century BCE. During this time tribes spread
throughout Europe. The Celts adorned metal and stonework with
exquisitely rounded shapes and swirling lines, as well as with complex
symbolic images of animals and people.

As far north as Denmark, archaeologists have reconstructed whole

villages based on patterns of holes in the ground. These holes once
held wooden posts. From this they have determined that Celtic tribes
typically lived in rounded huts. Thatched roofs with holes in the middle
let out smoke from their fires. Steep mud walls surrounding the
villages kept enemies out.

In Ireland and other regions, scientists have found bodies of Celts in

peat bogs. They are astonishingly well preserved. These Celts had
manicured fingernails. Some even used an early form of gel to style
their hair. The Celts used colorful dyes to decorate their plaid fabrics.

The third major time frame is the Romano-Celtic Period. This period
lasted from the first century BCE through the fifth century CE. During
this time the Romans conquered all of what is now France, and much
of Britain. Many Celts were assimilated into the Roman Empire and
much Celtic culture was lost. Their lack of unity against the Romans
may have led to their eventual demise.

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Most of mainland Western Europe eventually adopted the culture of
the Romans. In some parts the old Celtic culture disappeared entirely.
There are very few signs of Celtic culture left which have survived over
time, especially in lands closest to Rome.

Celtic Culture Today

In areas where the Celts resisted the Roman invasion, the Celts held
on to more of their traditions. On the fringes of Western Europe—
Scotland, Ireland, Wales, and even France—sleek,
rounded Celtic designs still decorate homes and architecture. People
wear plaid fabrics inherited from their Celtic ancestors. Traces of the
ancient Celts can be found in the names of some places in Europe,
especially rivers. The rivers Thames, Seine, Danube, and Rhine all
have names derived from Celtic languages.

The Celts may not have kept written records of themselves, but
thankfully, they were great storytellers. Much of their oral tradition has
been passed down from one generation to the next. Today we have
the Celts to thank for many famous legends of the British Isles. Tales
of King Arthur and the Mabinogion stem from Wales. Stories of the
Irish High King Brian Boru and Scotland's William Wallace, known as
Braveheart, are also Celtic lore. Though the ancient Celts are long
gone, Celtic stories are very much alive and inspiring artists today.
"Celtic of any sort," observed the English writer J. R. R. Tolkien,
is "a magic bag, into which anything may be put, and out of which
almost anything may come." Without Celtic folklore, Tolkien could
never have written The Hobbit and The Lord of the Rings.

If you ever have the opportunity to travel through Europe, listen very
carefully. You will hear people speak and sing in Celtic languages:
Gaelic in Ireland, Welsh in Wales, and Breton in Western France. The
old expression "all the world loves an underdog" seems to apply to
how the Celts are thought of in contemporary culture. We remain
fascinated by the history, myths, languages, and artistic expressions
of a culture once conquered by Rome but, remarkably, still thriving.

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Item Grade Claim Target DOK Standard(s)

#9 7 1 8 2 RI.1

Evidence Statement

The student will identify text evidence to support a given inference or conclusion based on the text.

Key: A
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#10 7 1 9 3 RI.2

Evidence Statement

The student will determine a central idea in a text using supporting evidence.

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Score Rationale Exemplar

2 A response: The author wants to convey that even

• Gives sufficient evidence of the ability to though they did not document their
determine/summarize the author’s ways, we are all still influenced by the
message/claim/point/central idea, or to explain Celtic people. Many European
the support for a central idea languages, such as Gaelic and Welsh,
are Celtic. J. R. R. Tolkien couldn’t have
• Includes specific examples/details that make clear written The Hobbit or Lord of the Rings
reference to the text without the existence of Celtic folklore.
• Adequately explains the author’s message/ Tales such as King Arthur would never
claim/point/central idea or explanation with clearly have come to pass if not for the Celts.
relevant information based on the text So many pieces of people’s lives all
around the world would be totally
changed if the Celtic culture had never
came to be.

1 A response: The author thought that the Celtic legacy

• Gives limited evidence of the ability to was preserved, even though the Celts
determine/summarize the author’s message/ themselves are long gone. This is shown
claim/point/central idea, or to explain the support when the author states: “Though the
for a central idea ancient Celts are long gone, Celtic
stories are very much alive and inspiring
• Includes vague/limited examples/details that artists today.”
make reference to the text
• Explains the author’s message/claim/point/central
idea or explanation with vague/limited information
based on the text

0 A response: In the section Who Were The Celts"? it

• Gives no evidence of the ability to defines many aritfacts of the celtic
determine/summarize the author’s period. The discoveries of them were the
message/claim/point/central idea, or to explain huts were round from the top. There was
the support for a central idea only one body found and it was nearby
Sydney.
OR
• Gives the author’s message/ claim/point/central
idea or explanation, but includes no examples or
no examples/details that make reference to the
text
OR
• Gives the author’s message/ claim/point/central
idea or explanation, but includes no explanation or
no relevant information from the text

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Item Grade Claim Target DOK Standard(s)

#11 7 1 9 2 RI.2

Evidence Statement

The student will determine or summarize a central idea in a text using supporting evidence.

Key: D
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#12 7 1 10 2 RI.4

Evidence Statement

The student will determine the meaning of a word or phrase based on its context in an informational text.

Key: A
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#13 7 1 11 3 RI.1

Evidence Statement

The student will form a conclusion about a text and identify evidence within the text to support that
conclusion.

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Key:
Part A: C. The author used details to show just how influential Celtic culture is today.
Part B: Though the ancient Celts are long gone, Celtic stories are very much alive and inspiring artists
today.
Rubric: (1 point) The student selects the correct option for Part A and the correct option for Part B.

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Item Grade Claim Target DOK Standard(s)

#14 7 1 13 2 RI.5

Evidence Statement

Students will determine how the structure of a text impacts meaning.

Key: C
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#15 7 2 3bE 2 W.2b

Evidence Statement

The student will revise explanatory text by identifying the best use of elaboration techniques such
as including relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples).

Key: Today, the largest parades in America include Macy's Christmas Parade in New York City, the
Rose Parade in Pasadena, and the Saint Patrick's Day Parade in New York City.
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#16 7 2 6bE 2 W.1b

Evidence Statement

The student will revise arguments by identifying the best use of elaboration techniques such as including
relevant and credible evidence to support responses.

Key: C
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#17 7 2-W 1aE 3 W.3b

Evidence Statement

The student will use information provided in a stimulus to write well-developed narratives that apply
narrative techniques such as including dialogue to convey events/experiences.

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Score Rationale Exemplar

2 A response: George looked parched and gasped, “Man, it’s like

• Provides appropriate and mainly were on the sun.” Joe tryed to look at him, but the
specific descriptive details and/or sun was glaring into his eyes. He then groaned and
dialogue asked “What do you want to do?” George seemed
to be in deep thought. “Baseball?” he asked. “Are
• Provides adequate development of you crazy? If we play baseball, we’ll pass out!” Joe
experiences, characters, setting, action, didn’t mean to be so harsh, but only an absolute
and/or events lunatic would try to play baseball in this heat. But
• Uses adequate sensory, concrete, then, he had a brilliant idea that seemed to have
and/or figurative language fallen from the sky and gave him a swift wack on
• Is mostly “shown” the head. “How about we go down to the creek?”
As if George already had known what he was going
to say, he ran off and yelled over his shoulder to
Joe, “Meet me there! I’m going to change into my
swim trunks!”

1 A response: George said, “Hey Joe. Man is it hot today.” Joe

• Provides mostly general descriptive said, “Yeah, so I was thinking with this heat wave,
details and little or no dialogue, and maybe we can make a lemonade stand.” “Yeah
may include extraneous details that are that doesn’t sound like a bad idea. We can make
unrelated or only loosely related money off of it PLUS we can have some fresh
lemonade at arms reach.” “That’s what I was
• Provides limited development of thinking!”
experiences, characters, setting, action,
and/or events
• Uses limited sensory, concrete, and/or
figurative language
• Is somewhat “told”

0 A response: George should be active in the mornings because

• Gives no evidence of the ability to make hes awake early enough and while he excerises he
an inference/conclusion should be dringing a lot of water to stay hydrated
while he is excersising. THe passage is somewhat
OR like George because its explaining how lazy he’s
• Gives an inference/conclusion but feeling during a heat wave.
includes no examples or no
examples/details that make reference
to the text
OR
• Gives an inference/conclusion but
includes no explanation or relevant
information from the text

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Item Grade Claim Target DOK Standard(s)

#18 7 2 8 2 W.2d

Evidence Statement

The student will identify and use a better word or words to make vague language in text more precise.

Key: reside, nibbling, groom

Rubric: (1 point) The student selects the correct three options.

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Item Grade Claim Target DOK Standard(s)

#19 7 2 9 1 L.2b

Evidence Statement

The student will identify and/or edit for correct spelling of words that are at or up to two grades below grade
level, including frequently misspelled words.

Key: When they work correctly, lockers provide a safe space for students to store there valuables;
however, when they fail to work properly, lockers can create a nightmare for unsuspecting students.;
Some students are tardey to class regularly because of their lockers.; I beleive these problems could
be solved if students took time to carefully arrange materials in the lockers and schools kept them
well maintained.
Rubric: (1 point) The student selects the correct three options.

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Item Grade Claim Target DOK Standard(s)

#20 7 2 9 1 L.2a

Evidence Statement

The student will identify and/or edit for correct use of punctuation to set off nonrestrictive/parenthetical
elements. The student will identify and/or edit for correct sentence fragments, run-together sentences, and
comma splices.

Key: A
Rubric: (1 point) The student selects the correct option.

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Sculpting Lincoln

Listen to the presentation. Then answer questions 21–23.

"Sculpting Lincoln" by Vicky L. Lorencen. Copyright © 2013 by

Highlights for Children. Reused by permission of Highlights for
Children.

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Item Grade Claim Target DOK Standard(s)

#21 7 3 4 3 SL.2

Evidence Statement

The student will analyze how information is presented and/or the effects of the delivery.

Key: Part A: A
Part B: A
Rubric: (1 point) The student selects the correct option for part A and the correct option for part B.

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Item Grade Claim Target DOK Standard(s)

#22 7 3 4 2 SL.2

Evidence Statement

The student will analyze how information is presented and/or the effects of the delivery.

Key: C
Rubric: (1 point) The student selects the correct option.

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Item Grade Claim Target DOK Standard(s)

#23 7 3 4 2 SL.2

Evidence Statement

The student will identify, interpret, or analyze the point of view, purpose, central idea, or key points of a
presentation.

Key: used clay: modeling

sketched ideas: preparing
visited museums: preparing
made scale model: modeling
made wire skeleton: modeling
Rubric: (1 point) The student selects the correct five options.

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 Grade 7 ELA

Pre-Ordered Healthy Lunches

Listen to the presentation. Then answer questions 24–26.

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 Grade 7 ELA

Item Grade Claim Target DOK Standard(s)

#24 7 3 4 3 SL.2

Evidence Statement

The student will identify, interpret, or analyze the point of view, purpose, central idea, or key points of a
presentation.

Key: D
Rubric: (1 point) The student selects the correct option.

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 Grade 7 ELA

Item Grade Claim Target DOK Standard(s)

#25 7 3 4 1 SL.3

Evidence Statement

The student will identify, interpret, or analyze the point of view, purpose, central idea, or key points of a
presentation.

Key: A, B, D
Rubric: (1 point) The student selects the correct three options.

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 Grade 7 ELA

Item Grade Claim Target DOK Standard(s)

#26 7 3 4 2 SL.2

Evidence Statement

The student will identify, interpret, or analyze the point of view, purpose, central idea, or key points of a
presentation.

Key: B
Rubric: (1 point) The student selects the correct option.

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 Grade 7 ELA

Item Grade Claim Target DOK Standard(s)

#27 7 4 3 2 [Link]-8

Evidence Statement

The student will use reasoning, evaluation, and evidence to assess the credibility of each source in order to
select relevant information to support research.

Key: B
Rubric: (1 point) The student selects the correct option.

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 Grade 7 ELA

Item Grade Claim Target DOK Standard(s)

#28 7 4 2 2 RI.8

Evidence Statement

The student will analyze information within and among sources of information.

Key: However, those that challenge this idea feel that graduating from high school should be enough
of a reward for students.; Nevertheless, students who received money from their school for good
grades are glad they had the opportunity.
Rubric: (1 point) The student selects the correct two options.

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 Grade 7 ELA

Item Grade Claim Target DOK Standard(s)

#29 7 4 4 2 W.1b

Evidence Statement

The student will cite evidence to support analyses, arguments, or critiques.

Key: Claim 1, Source 1; Claim 2, Both Sources; Claim 3, Neither Source

Rubric: (1 point) The student selects the correct three options.

Smarter Balanced Grade 7 ELA Practice Test Scoring Guide 44