Grade 8 Ela Practice Test Scoring Guide

Smarter Balanced Assessment
Consortium:
ELA Practice Test Scoring Guide
Grade 8
08/14/2019
Grade 8 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 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 8. 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.
Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 2

Grade 8 ELA
Read the text and answer questions 1–9.
Antoine of Oregon
A Story of the Oregon Trail

by James Otis
Susan rode with me, as she had from the beginning of the journey. Nothing of note
happened to us, unless I should set down that this day was stormy, and on that day the
sun shone, until we came into the valley of the North Fork of the Platte, through a pass
which is known as Ash Hollow.
There we drove down a dry ravine on our winding way to the river bottoms, stopping
now and then to gather a store of wild currants and gooseberries which grew in
abundance.
Near the mouth of the ravine we came upon a small log cabin, which had evidently been
built by trappers, but the emigrants on their way into the Oregon country had converted it
into a post office, by sticking here and there, in the crevices of the logs, letters to be
forwarded to their friends in the States. Hung on the wall where all might see it, was a
general notice requesting any who passed on their way to the Missouri River to take these
missives, and deposit them in the nearest regular post office.
The little cabin had an odd appearance, and Susan confessed that, almost for the first time
since leaving Independence, she was growing homesick, solely because of seeing this
post office.
After crossing the stream we came upon a party of emigrants from Ohio, having only four
wagons drawn by ten yoke of oxen, and driving six cows.
Truly it was a small company to set out on so long a march, and when the leader begged
that they be allowed to join us, I could not object, understanding that unless the strangers
had someone of experience to guide them, the chances were strongly against their
arriving at the Columbia River.
There was in the company a girl of about Susan's age, whose name was Mary Parker, and
from that time I had two companions as I rode in advance of the train.
I could have found no fault with these new members of our company, for they obeyed my
orders without question from the oldest man to the youngest child.
Mary Parker was a companionable girl, and she and Susan often cheered me on the long

Grade 8 ELA
way, for even when the rain was coming down in torrents, drenching them to the skin,
they rode by my side, laughing and singing.
On the twenty-fourth day of June we arrived at Fort Laramie, in the midst of a heavy
storm. We had traveled six hundred sixty-seven miles since leaving Independence, if our
course had been the most direct; but allowing for the distances some of us had ridden in
search of cattle or here and there off the trail looking for a camping place it must have
been that we made at least a hundred miles more.
Fort Laramie is on the west side of a stream known as Laramie's Fork and about two
miles from the Platte River. It is a trading post belonging to the North American Fur
Company, and built of adobe, by which I mean sun dried bricks, with walls not less than
two feet thick and twelve or fourteen feet high.
This fort, if it can be called such, is simply a wall enclosing an open square of twenty-
five yards each way, along the sides of which are the dwellings, storerooms, blacksmith
shops, carpenter shops, and offices all fronting inside, while from the outside can be seen
only two gates, one of which faces the north and the other the south.
Just south of the fort is a wall enclosing about an acre of land, which is used as a stable or
corral, while a short distance farther on is a cultivated field, the scanty crops of which
give good evidence that the soil is not suitable for farming.
About a mile below Fort Laramie, and having much the same appearance as that
fortification, although not so large, is Fort John, which is in possession of the St. Louis
Fur Company.
We were given quarters inside Fort Laramie, which was much to our liking.
Then, when we set off once more, it was with greater cheerfulness and increased hope,
for the way could not have been improved nor made more pleasant.
Ten days after we celebrated the independence of this country we encamped near the
Narrows, within sight of the snow-capped Wind River Mountains, and then it was that
our company got some idea of what a herd of buffaloes looked like.
When we broke camp in the morning it seemed as if the entire land was covered with the
animals. They were in such throngs that the sound of their hoofs was like the rumbling of
distant thunder.
One could compare the scene to nothing more than to an ocean of dark water surrounding
us on every side, pitching and tossing as if under the influence of a strong wind.

Grade 8 ELA
It was such a sight as I had seen more than once, but to my companions it was terrifying
at the same time that it commanded their closest attention.
"Antoine of Oregon" by James Otis, from

http://www.gutenberg.org/cache/epub/43897/pg43897.txt. In the public domain.

Grade 8 ELA
Item Grade Claim Target DOK Standard(s)
#1 8 1 1 2 RL.1
Evidence Statement
The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN
inference or conclusion based on the text.
Key: C
Rubric: (1 point) The student selects the correct option.

Grade 8 ELA
2 Points 1 Point
#2 8 1 2 3 RL.2
Evidence Statement
The student will determine or summarize a theme or central idea of a text using supporting evidence.

Grade 8 ELA
Score Rationale Exemplar
2 A response: The author’s message is about

 Gives sufficient evidence of the ability to even though the journey may be
determine/summarize the theme/central tough, with great people around,
idea/message, or to analyze the development of the you can make it in the end and can
central idea have a great reward. In the text, it
states that Susan and Mary Parker
 Includes specific examples/details that make clear were great companions and
reference to the text cheered her on. It also says that
 Adequately explains the theme/central idea/message they were glad to have quarters in
or analysis with clearly relevant information based on Fort Laramie. They faced many
the text roadblocks traveling to Fort
Laramie, including storms and
being homesick, but made to the
camp and pleased to be there.
They felt rewarded for their tough
journey.
1 A response: The authors message is that the

 Gives limited evidence of the ability to Oregon Trail is hard and heart-
determine/summarize the theme/central breaking. Some people may even
idea/message, or to analyze the development of the die. People can also get homesick,
central idea but it is nice when you have friends
to keep you company.
 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 authors message is that its a

 Gives no evidence of the ability to hard trail to go on.
determine/summarize the theme/central
idea/message, or to analyze the development of the
central idea
OR
 Gives the theme/central idea/message or analysis, but
includes no examples or no examples/details that make
OR
 Gives the theme/central idea/message or analysis, but
includes no explanation or relevant information from
the text

Grade 8 ELA
#3 8 1 3 2 RL.4
Evidence Statement
The student will determine the meaning of a word or phrase based on its context in a literary text.
Key: A, D, F
Rubric: (1 point) The student selects the correct three options.

Grade 8 ELA
#4 8 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.
Key: Part A: A
Part B: C
Rubric: (1 point) The student selects the correct option for Part A and selects the correct option for
Part B.

Grade 8 ELA
#5 8 1 2 2 RL.2
Evidence Statement
The student will summarize the central idea of a text and give textual evidence to support their response.
Key: C, B
Part B.

Grade 8 ELA
#6 8 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

Grade 8 ELA
#7 8 1 7 3 RL.4
Evidence Statement
The student will interpret the meaning of figurative language used in context and analyze its impact
on meaning or tone.
Key: B

Grade 8 ELA
#8 8 1 4 4 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.

Grade 8 ELA
2 A response: I think that the narrorator is glad to have

 Gives sufficient evidence of the ability to traveling companions. In the text it says, "Mary
make a clear inference/conclusion Parker was a companionable girl, and she and
Susan often cheered me on the long way, for
 Includes specific examples/details that make even when the rain was coming down in
clear reference to the text torrents, drenching them to the skin, tthey
 Adequately explains inference/conclusion rode by me side by side, laughing and
with clearly relevant information based on the singing." I also think that the narroroator feels
text that he needs to help his traveling
companions. I know this beacuse in the text,
he said,"Truly it was a small company set out
on so long a march, and when the leader
beggged that they be allowed to join us, I
could not object, understanding that unless
the strangers had someone of experience to
guide them, the chances were strongly against
them arriving at the Columbia River."
1 A response: The narrators loves the new traveling

 Gives limited evidence of the ability to make companions, I know this because he says," I
an inference/conclusion could have found no fault with these new
members of our company, for they obeyed my
 Includes vague/limited examples/details that oreders without a question from the oldest
make reference to the text man to the youngest child."
 Explains inference/conclusion with
vague/limited information based on the text
0 A response: They were frightened by them and did not feel

 Gives no evidence of the ability to make an comfortable in their current surrounding with
inference/conclusion the animals often startling them and making
it a stressful enviornment.
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 explanation, but includes no
explanation or no relevant information from
the text

Grade 8 ELA
#9 8 1 3 2 L.4a
Evidence Statement
The student will determine the meaning of a word or phrase based on its context in a literary text.
Key: C

Grade 8 ELA
Read the text and answer questions 10–15.
Master of Beautiful Music

by Ellen Seiden
The following text describes the music camp run by world famous violinist Itzhak
Perlman and his wife, Toby.
From personal experience, Mr. Perlman advises students that in order to succeed in
music, art, or anything outside of "normal" activities, "First of all, you have to love what
you do. That's number one. And number two, you have to have some sort of discipline. I
always felt I was more successful when I had a routine . . . routine is much easier. You
spend a certain time of the day doing A and a certain time of the day doing B. In music,
for example, no matter how much of a gift you have, practicing is very important, so if
you're serious, you have to practice. Being programmed, in some ways, is very, very
effective. And as long as you program in some free time, just to rest, then you're O.K.
Whatever the extracurricular activities, dancing or sports or music, if you're programmed
up to the gills, as a result—at least I found this in my case—you can lose enjoyment."
Young, musically talented students can put into practice what Mr. Perlman preaches
when they attend the noteworthy, nurturing summer program founded in 1995 by his
wife, Toby, also an accomplished violinist. At the Perlman Music Program in East
Hampton, New York, led by a handpicked, caring faculty, tomorrow's professional
musicians from the ages of eleven to eighteen play to their heart's content.
Special features make this two-week August sleep-away program different and unusual.
As Mrs. Perlman, the artistic director, explained to me, "One of the unique aspects of our
program is that we are small, only thirty-five students, and small means intimate. I
always know what's going on with each child." She continued, "Second, the playing level
is very high, but it's highly noncompetitive." Instead of auditioning for seats in the
orchestra according to ability, as is tradition, "Our kids are seated in the section
randomly. Often the smallest gets to sit in front," she said, laughing. Participants know
there is no penalty for musical problems, and that Toby's motto, "If you don't do well, it
doesn't mean it's your fault," rules.
"We care about the total child. We try to create a healthy, happy, normal environment
during their stay. It doesn't mean they don't work really hard, but there's a lot of talking
that goes on. They come to us and suddenly they're a part of a community, a family, and
they find out that many of the feelings they have are shared by other kids. It's very nice."
The students, who come from all over the world, attend a weekly dinner at the Perlmans'
house, themed to discuss such issues as dealing with stage fright. All students must also

Grade 8 ELA
sing in the chorus, where they harmonize and experience a different form of musical
expression. Time for recreational sports and arts and crafts rounds out the program.
The children are at first awed by, and then come to accept, the active involvement of
famous musicians in their training. Often, Itzhak Perlman and other masters such
as violinist/violist/conductor Pinchas Zukerman and pianist Emanuel Ax drop in to work
with the students. Itzhak Perlman explained, "Not many children have that camp
experience, not only to be taught by world-class artists, but also to participate in playing
and performing with them. We also have an orchestra made up of all the kids, and I try to
conduct and coach them." Invited to attend rehearsals, people who live in the community
during the summer, such as Steven Spielberg and his family, stop by to
listen. Mr. Spielberg became the first major contributor to future expansion plans for the
Perlman Music Program.
Mrs. Perlman said, "At the end of the session, we have two concerts. One is an evening of
orchestral and choral music, and then we have a chamber music marathon. It starts
at 11:00 in the morning on the last day, and the playing goes on until we finish!"
Intensely proud of her program, Toby Perlman enthusiastically states that "It's like a fairy
tale program, it's so wonderful. No matter what I say about it, I can't put into words what
it feels like, tastes like, and smells like when you're there. Everybody who comes to visit
gets it. They're there for a minute and a half and they want to stay forever. We're lucky to
have such a wonderful faculty and wonderful kids."
Reflecting on his own training and lengthy career as a professional musician, Mr.Perlman
believes that he, too, has earned the right to some time off every now and then. "I can
take vacation from music for a while when I just want to relax," he said and chuckled.
But he did caution, "The important thing is not to go on vacation while you do your
music, or while you do anything else in the arts. Once I play, I have to be, and I am,
really committed to it. Your audience can sense this . . . it has to be really given, it has to
be felt across the stage. One should not be a passenger in music, getting on the notes and
riding them. One has to always feel that one is re-creating something, that there's a
spontaneity all the time. The main challenge for a musician is to play something for the
five hundredth time and make your audience think that you're playing it for the first
time."
A modest man, Itzhak Perlman remarked on himself and his tremendous talent, "I don't
think there's anything unusual. People say 'You're amazing,' but I say that I do whatever I
am capable of doing. The important thing is to know what you're capable of and do it.
That's all."
Excerpt from Master of Beautiful Music by Ellen Seiden. Copyright © 2000 by Carus
Publishing Company. Reprinted by permission of Carus Publishing Company.

Grade 8 ELA
#10 8 1 8 2 RI.1
Evidence Statement
The student will identify text evidence to support a GIVEN inference based on the text.
Key: A

Grade 8 ELA
2 Points 1 Point
#11 8 1 9 3 RI.2
Evidence Statement
The student will summarize a central idea in a text using supporting evidence.

Grade 8 ELA
2 A response: The Perlmans' dedication to the camp is one

that is filled with passion and excitement.
 Gives sufficient evidence of the ability to
They have an overall look on what exactly they
determine/summarize the author’s want the camp to be like, and they follow
message/claim/point/central idea, or to through with that vision. In the text it says
explain the support for a central idea things such as "play to their hearts content"
 Includes specific examples/details that make and "love what you do." These are quotes that
clear reference to the text show that music is something they think
comes from the heart. It shows that the
 Adequately explains the author’s Perlmans' have a goal, and that is to want the
message/claim/point/central idea or children to play music from their hearts. They
explanation with clearly relevant information also have a certain system that happens at
based on the text the camp. For example in the text it says that
at the end of the session, they have two
concerts; and orchestral and choral concert
and then a chamber music marathon. It
seems as though the Perlmans' put a lot of
time and effort into creating their camp and
their dedication to it shines through.
1 A response: The Perlmans' dedication to their sleep away

camp is very strong. They care about taking
 Gives limited evidence of the ability to
care of the kids, trying to give them a happy
determine/summarize the author’s and healthy environment. They try to make it
message/claim/point/central idea, or to as fun as possible for them so they can do
explain the support for a central idea what they really want to do which is make
 Includes vague/limited examples/details that beautiful music.
 Explains the author’s message/claim/
point/central idea or explanation with
0 A response: this camp was about helping kids succeed at

the activity they like to do
 Gives no evidence of the ability to determine/
summarize author’s message/claim/point/
central idea, or to explain the support for a
central idea
OR
 Gives the author’s message/claim/point/
central idea or explanation, but includes no
examples or no examples/details that make
OR
 Gives the author’s message/claim/point/
central idea or explanation, but includes no
explanation or no relevant information from
the text

Grade 8 ELA
2 Points 1 Point
#12 8 1 11 3 RI.1
Evidence Statement
The student will make an inference about an informational text and identify evidence within the text that
supports that inference.

Grade 8 ELA
2 A response: i think that the author's opinion is that

 Gives sufficient evidence of the ability to students will return to mr. perlman's camp for
make a clear inference/conclusion multiple years. i think this because the author
describes the camp as a 'noteworthy and
 Includes specific examples/details that make nurturing summer program.' the author tells
clear reference to the text the reader that the camp has special features
 Adequately explains inference/conclusion that make the program different and unusual.
with clearly relevant information based on the for example, mrs. perlman is caring of all the
text children and, since it is an intimate group,
knows what might be troubling the children.
the camp is highly noncompetitive and mrs.
perlman's motto is 'if you don't do well, it
doesn't mean it's your fault.' so i think the
author is recommending this summer program
because it is safe, secure, noncompetitive,
and devoid of pressure.
1 A response: The author has a very confident view on

 Gives limited evidence of the ability to make students returning. "Everybody who comes to
an inference/conclusion visit gets it. They're there for a minute and a
half and they want to stay forever."
 Includes vague/limited examples/details that
 Explains inference/conclusion with
0 A response: You can infer that students that return there

 Gives no evidence of the ability to make an will accomplish many good things in music.
inference/conclusion
OR
 Gives an inference/conclusion but includes
no examples or no examples/details that
OR
 Gives an inference/conclusion but includes no
explanation or relevant information from the
text

Grade 8 ELA
#13 8 1 11 3 RI.8
Evidence Statement
The student will make an inference about an informational text and identify evidence within the text that
supports that inference.

Grade 8 ELA
Key: Part A: C
Part B: "We care about the total child. We try to create a healthy, happy, normal environment during
their stay. It doesn't mean they don't work really hard, but there's a lot of talking that goes on. They
come to us and suddenly they're a part of a community, a family, and they find out that many of the
feelings they have are shared by other kids. It's very nice."
Part B.

Grade 8 ELA
#14 8 1 13 3 RI.5
Evidence Statement
The student will interpret why the author structured elements within the text in a certain manner and the
impact of that structure on meaning.
Key: C, F
Rubric: (1 point) The student selects the correct two options.

Grade 8 ELA
#15 8 1 14 3 L.5
Evidence Statement
The student will interpret the meaning of figurative phrases used in context.
Key: A, F

Grade 8 ELA
#16 8 2 6bE 2 W.1b
Evidence Statement
The student will revise arguments by identifying best use of elaboration techniques such as including
relevant reasons to support claim.
Key: Each year, television manufacturers and broadcast companies make new products like high-
definition screens and on-demand program selection.; News programs also provide information to
stay updated on current events.

Grade 8 ELA
#17 8 2 1bO 2 W.3a
Evidence Statement
The student will revise narrative texts by identifying/choosing narrative elements such as, a logical
sequence of events/experiences.
Key: Many types of flour exist, but I chose bread flour because it is high in protein.; My mixer is a
swanky, bright blue stand-up type with a large bowl—very impressive, if I do say so myself.

Grade 8 ELA
2 Points 1 Point
#18 8 2-W 1aE 3 W.3
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, and including descriptive
details and sensory language to convey events/experiences.

Grade 8 ELA
2 A response: I do not know what to do next. Should I choose my best friend or the
 Provides appropriate opportunity to be on the volleyball team? I mean, I Love Katelyn, as
and mainly specific she is my best friend. However, volleyball is important to me, too! I
descriptive details have been playing volleyball since I can remember, and it is a part of
and/or dialogue who I am. Panic spreads throughout my body as I can think of a
solution to my problem. Maybe if Katelyn’s dance recital is in the
 Provides adequate afternoon, I can go after my tryouts. Or if my tryouts are in the
development of morning, and her recital is in the afternoon, I could still go. My heart is
experiences, beating really fast. I can feel the beads of sweat forming on my
characters, setting, forehead. What should I do!? Should I go talk to my mom and ask for
action, and/or events advice? Suddenly, I remember she went grocery shopping. Now I
 Uses adequate know that is out of the question. I should probably handle this by
sensory, concrete, myself. I don’t know if I should choose sports over my best friend.
and/or figurative They are both important to me and I love them both. I made a mental
language list of pros and cons of how it would affect me to go to my tryouts first.
The disadvantage of going to my tryouts first is that I could lose my
 Is mostly “shown” best friend. Katelyn might never talk to me again. When I thought of
the consequences, I suddenly knew what I should do… After a
thoughtful discussion with myself, I decided to call Katelyn. After the
third ring, she answered. She said, “Hey, what’s going on?” “Hey
Katelyn,” I said. “Your dance recital happened to be on the same day
as my volleyball tryouts. I decided I’m going to your dance recital
instead. I know you know how much being in this volleyball team
means to me, but my bestfriend is more important than anything. My
tryouts can wait until the second day. I want to be there for you for
moral support. So…yeah. What do you think?” Katelyn said, “Oh my
gosh, really? Uh, okay! Thank you so much! I will return to the favor to
you eventually. I will be there whenever you need me. Thank you! I
owe you one! Oh – I got to practice again. Talk to you later, bye! Love
you!” And with that, she hung up the phone. I knew I made the right
choice.

Grade 8 ELA
1 A response: I think to myself what am i going to do, i can’t miss the tryouts or
 Provides mostly Katelyn’s recital. My life feels like a disaster as my mind fights its self
general descriptive trying to choose between my dream and my best friend. I have to
details and little or no think of of the effects of choosing one over the other, if i choose
dialogue, and may vollyball than Katelyn would lower her opinion of me and might not be
include extraneous my friend, and if i choose the recital all the time of training would
details that are come to a waste but i would still have my best friend. As I finally made
unrelated or only a choice I called her up and tell her what i was going to do.
loosely related
 Provides limited
development of
experiences,
characters, setting,
action, and/or events
 Uses limited sensory,
concrete, and/or
figurative language
 Is somewhat “told”
0 A response: Katelyn’s dance recital is the same date as the tryouts for volleyball
 Gives no evidence of but Katelyn needs friends support witch will be hard to choose what
the ability to make an to do.
inference/conclusion
OR
 Gives an inference
/conclusion but
includes no examples
or no examples/
details that make
OR
 Gives an inference/
conclusion but
includes no
explanation or
relevant information
from the text

Grade 8 ELA
#19 8 2 8 2 W.2d
Evidence Statement
The student will identify and use the best academic or domain-specific word or words to convey the precise
or intended meaning of a text.
Key: D

Grade 8 ELA
#20 8 2 9 1 L.2c
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: A computer technician sometimes has to be industreous in his or her job.; The grocery store
superviser watched over the cashiers closely during the busy time of the day.

Grade 8 ELA
#21 8 2 9 1 L.2a
Evidence Statement
The student will identify and/or edit for correct use of commas to indicate a pause or break. The student will
identify and/or edit for correct run-together sentences. The student will identify and/or edit for correct
comma splices.
Key: B, E

Grade 8 ELA
A Flower Power: Planting for the Past and the Future
Listen to the presentation. Then answer questions 22–24.
Excerpt from “Flower Power: Planting for the Past and the Future” by the US Forest
Service and Cradle of Forestry in America Interpretive Association, from the Natural
Inquirer Monograph Series. In the public domain.

Grade 8 ELA
#22 8 3 4 3 SL.2
Evidence Statement
The student will draw and/or support a conclusion based on content in a presentation.
Key: A

Grade 8 ELA
#23 8 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: D

Grade 8 ELA
#24 8 3 4 2 SL.2
Evidence Statement
The student will identify, interpret, or analyze the point of view, purpose, motive, central idea, or key points
of a presentation.
Key: B, D

Grade 8 ELA
A Search for Identity
Listen to the presentation. Then answer questions 25–27.
Excerpt from “A Search for Identity” by James C. Hall, from Footsteps, Vol. 6, No. 2,
2004. Copyright © 2004 by Carus Publishing Company. Reused by permission of Carus
Publishing Company.

Grade 8 ELA
#25 8 3 4 1 SL.3
Evidence Statement
The student will identify textual evidence to support a given inference based on the text.
Key: B

Grade 8 ELA
#26 8 3 4 2 SL.3
Evidence Statement
The student will identify, interpret, or analyze the point of view, purpose, motive, central idea, or key points
of a presentation.
Key: A

Grade 8 ELA
#27 8 3 4 3 SL.3
Evidence Statement
The student will draw and/or support a conclusion based on content in a presentation.
Key: D

Grade 8 ELA
#28 8 4 3 2 RS.3
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, F

Grade 8 ELA
#29 8 4 2 2 RLiteracy.9
Evidence Statement
The student will analyze information within and among sources of information.
Key: Years of research have shown that we "rebuild" our memories, and to rebuild them we fill in the
gaps with things that seem right.; Other times, if we think a lot about one part of a memory, we
exaggerate how much we really know about it.

Grade 8 ELA
#30 8 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.

Grade 8 Ela Practice Test Scoring Guide

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Smarter Balanced Assessment

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 2

A Story of the Oregon Trail

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 3

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 4

"Antoine of Oregon" by James Otis, from

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 5

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Item Grade Claim Target DOK Standard(s)

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Score Rationale Exemplar

2 A response: The author’s message is about

1 A response: The authors message is that the

0 A response: The authors message is that its a

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 8

Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 13

Item Grade Claim Target DOK Standard(s)

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Score Rationale Exemplar

2 A response: I think that the narrorator is glad to have

1 A response: The narrators loves the new traveling

0 A response: They were frightened by them and did not feel

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 15

Item Grade Claim Target DOK Standard(s)

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Master of Beautiful Music

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Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)

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Score Rationale Exemplar

2 A response: The Perlmans' dedication to the camp is one

1 A response: The Perlmans' dedication to their sleep away

0 A response: this camp was about helping kids succeed at

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 21

Item Grade Claim Target DOK Standard(s)

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 22

Score Rationale Exemplar

2 A response: i think that the author's opinion is that

1 A response: The author has a very confident view on

0 A response: You can infer that students that return there

Smarter Balanced Grade 8 ELA Practice Test Scoring Guide 23

Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)

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Item Grade Claim Target DOK Standard(s)