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K-4 Grade Level Illinois Alternative Assessment Program Scoring Rubric ITEM: Make A Map This item presents students with a map containing only a compass rose and the location of Linda's school. It asks them to follow a set of directions to locate Central Park and to draw on the map the streets mentioned in the directions. Students are expected to use their understanding of primary and intermediate directions to complete the task. Level Four Performance The Level Four response is characterized by an accurate drawing of the streets mentioned in the directions, e.g., Main and Chestnut Streets are drawn as east-west streets and Lincoln and Jefferson Streets are drawn as north-south streets. Distance between streets is correct, e.g., Chestnut is three blocks north of Main Street and Jefferson is three blocks east of Lincoln. Streets are laid out in correct relative location to the school and the park, e.g., Linda's school is on the southwest corner of Main and Lincoln, and Central Park is located correctly on the northeast corner of Chestnut and Jefferson Streets. Organization of the response is evident in the arrangement, labeling, and spacing of the streets, e.g., street names are placed on the north and east sides of the streets and streets are laid out in a realistic looking grid. Level Three Performance At this level, accuracy of the design and drawing of the map suffers somewhat. For example, more than three east-west streets intersecting Jefferson north of Main and less than three north-south streets east of Lincoln are drawn on the map. Distance between streets begins to vary and street segments are used, i.e., streets are not drawn to the edge of the map area. In some cases, only the streets cited in the directions are placed on the map, leaving large empty areas. Also, the location of the school and park in relation to the correct streets may be somewhat inaccurate, e.g., Main may be drawn so as to end at the east side of the school, rather than passing north of it. Central Park is located correctly in the Northeast corner of the map area, indicating that students can follow the directions provided to identify the location of the park. Organization of the response is somewhat deficient in the arrangement, labeling, and spacing of streets. Consistency in the labeling of streets may vary, e.g., on some the writing may be oriented north to south and on others, south to north. The spacing of streets varies, creating a somewhat unrealistic looking grid pattern and block size. Level Two Performance Performance at this level reveals a number of weaknesses in the design and drawing of the map. Consequently, the maps often are not laid out in a completed grid pattern and frequently they contain segments of streets without names. The location of the streets in relation to the park and the school is often inaccurate and sometimes streets look like blocks placed end to end. Proportionality also suffers. On some responses, streets are drawn as single lines; on others they vary greatly in width. Often the size of the park is out of proportion to other features on the map. In addition, there is evidence of student difficulty in interpreting and following the directions provided with the question. Frequently, the park is located in the wrong place on the map, e.g., the northwest or southeast corner. Organization of the response also is lacking, as evidenced by the arrangement, labeling, and spacing of streets. Level One Performance Responses at this level show very little evidence of ability to follow instructions to design and draw a grid map. Some maps contain no streets at all and show only a circle for the park. Others may have streets laid out in a circular design with radiating connecting streets or streets drawn diagonally across the map to the park. Seldom are streets drawn correctly in relation to the school and the park. There is limited evidence at this level that students can apply understandings of primary and intermediate directions to locate the park correctly. Seldom do responses provide any indication of correct interpretation of the directions in the item. Organization of responses is very weak, as evidenced by frequent erasings and the marking out of initial drawings. Most responses contain large areas of blank space.