Yesenia Perez – High School (9-12) ESOL/ELA Teacher

Target-Method-Match + Selected Response Blueprint

Unit Outcome # High Achievement Unit Outcome

Students create and defend a claim and counter claim based on their opinion and support that claim with
Engl 9.4 valid evidence in written form.

Learning Targets Target Type Summative Selected Response Assessment

Assessment Methods
(Include ALL Learning Targets for this unit) K = Knowledge, R = Reasoning,
S = Skill, P = Product
Blueprint

Sample
Test Sizes
SR WR PA PC Question
Target # Learning Targets K R S P Selected Written
Performance,
Product,
Personal Numbers Number Number of
Response Response Comm.
Project
of test Points
Items

Engl 9.4.1 Students identify and analyze the main ideas

and themes of The Tragedy of Romeo & X X SR WR 3, 11-15 6 11
Juliet.

Engl 9.4.2 Students interpret how the author nuances a

X X SR PC 1,5,6,8,10 5 5
claim of a text.

Students evaluate the relevance, accuracy, and

2,4,7,9,
logic of the events in a text and identify X X SR WR 9 9
Engl 9.4.3 evidence that supports it. 16-20

Engl 9.4.4 Students elaborate a contrasting claim and X X WR

counter claim.

Engl 9.4.5 Students support their claim and counter claim X X X WR PC

with relevant evidence from the text.
 Engl 9.4.6 Students prove a claim and counter claim with
X X PA
valid reasoning.

Total Points for Selected Response Assessment 25

Teachers who utilize standards-based grading should display the unit’s total points just as if they were not using the standards-based grading
system. Then in a separate chart below, indicate the number of points that correspond to each mastery level.
Name____________________________________ _______ /25 Points

Unit 4 Assessment
Unit Outcome
Engl 9.4 Students create and defend a claim and counter claim based on their opinion and support that claim with valid
evidence in written form.
Learning Targets
Engl 9.4.1 Students identify and analyze the main ideas and themes of The Tragedy of Romeo & Juliet. (Questions: 3,11-15)
Engl 9.4.2 Students interpret how the author nuances a claim of a text. (Questions: 1,5,6,8,10)
Engl 9.4.3 Students evaluate the relevance, accuracy, and logic of the events in a text and identify evidence that supports it.
(Questions: 2,4,7,9,16-20)

Multiple Choice
Directions: Read read each question carefully. Select the correct answer. Write the letter of the correct answer in the
blank. (1 pt. each)

1.______ In Romeo and Juliet Act I Scene 5, what is there to blame for Romeo and Juliet falling in love with their enemy?
(Engl 9.4.2)
a. their own actions c. their parents’ secret plan
b. destiny or fate d. the attractiveness they found on each other

2.______ In Romeo and Juliet Act II, which of these events is the most important development? (Engl 9.4.3)
a. Friar Lawrence discovers a new plant. c. Romeo and Juliet decide to get married.
b. Benvolio and Mercutio search for Romeo d. The Montagues receive Tybalt’s letter.

3.______ What point does Juliet make when she speaks these lines in Act II, Scene 2, of f Romeo and Juliet? (Engl 9.4.1)
What’s in a name? That which we call a rose
By any other name would smell as sweet.
a. She wishes Romeo would change his name c. She thinks Romeo’s name is sweet
b. She loves Romeo even though he is a Montague d. The love she feels for Romeo is like a rose
4.______Which excerpt In Act II, Scene 2, of Romeo and Juliet best describes the contrast in personality between Juliet
and Romeo? (Engl 9.4.3)
a. Juliet. How camest thou hither, tell me, and wherefore? c. Juliet. I have forgot why I did call thee back.
The orchard walls are high and hard to climb, Romeo. Let me stand here till thou remember it.
And the place death considering who thou art …
Romeo. With love’s light wings did I o’erperch these walls;
For stony limits cannot hold love out ….

b. Romeo. Lady, by yonder blessèd moon I vow, d. Juliet. Good night, good night! Parting is such sweet sorrow
That tips with silver all these fruit-tree tops That I shall say good night till it be morrow.
Juliet. O, swear not by the moon, th’ inconstant moon, Romeo. Sleep dwell upon thine eyes, peace in thy breast!
That monthly changes in her circle orb … Would I were sleep and peace, so sweet to rest!

5.______ In the Literary Criticism Piece “Rome and Juliet: A Tragedy? Or A Tragic Misunderstanding?” What is the author’s
claim? (Engl 9.4.2)
The main characters of William Shakespeare’s Romeo and Juliet have long inspired audiences’ pity. For hundreds of years,
people have watched as the two characters meet, fall in love, and—both heartbroken—take their last breaths. While the
play’s ending is tragic, the famous lovers’ deaths are the result of their own impulsive decisions. Romeo and Juliet were not
destined to die in each other’s arms. That outcome was not inevitable. Instead, their own bad decisions brought them to that
terrible point.

a. Falling in Love with their enemy caused tragedy c. Their decisions were not inevitable
b. Destiny controlled their tragedy and death d. The tragic death of Romeo and Juliet was caused
by their own actions.
True or False
Directions: Read each question carefully. Write T if the statement is true or F if the statement is false in the blank. (1 pt.
each)
6.______ In the prologue before Act I, The Chorus claims the reason why both the Montagues and Capulets have been in a
feud. (Engl 9.4.2)
7.______ Prince Escalus determined that if another fight breaks in the streets between Capulets and Montagues, they will
pay with their life, This is an example of how actions have consequences. (Engl 9.4.3)
8.______ Romeo blames the stars for his misfortune. “I defy you stars” (Engl 9.4.2)
9.______ In Act I Scene 1, Romeo appears eager about life. (Engl 9.4.3)

10._____ Juliet’s soliloquy on Act II “What’s in a name”, illustrates the conflict between love and family. (Engl 9.4.2)

Match
Directions: Match each Act correctly with a main idea on the first column and a theme on the second column. Write both
letters on the blank. (2 pt. each) (Engl 9.4.1)
11.____ ____ Act I a. Rome and Juliet are married but can g. death and grief
not be together
12.____ ____ Act II b. The Feud between the families h. social labels
13.____ ____ Act III c. The lovers end their lives and the i. violence
families end their feud
14.____ ____ Act IV d. The problem with Romeo’s name j. power and law
15.____ ____ Act V e. Juliet’s plan and Romeo’s k. love and secrecy
miscommunication
f. The lovers confront their actions l. lies and fate
Fill-In-The-Blank
Directions: Read each sentence carefully. Answer the question with the correct answer on the blank. Use one word from
the word bank for each question. (1pt. each) (Engl 9.4.3)
Word Bank: peaceful shameful aggressive depressed feast potion garden poison balcony

16. What word that best describes Tybalt according to his actions through the acts? _____________________
17. What does Romeo take to end his life? ________________
18. What word that best describes Benvolio according to his actions through the acts? _____________________
19. What does Juliet take to pretend her death? _______________
20. Where does Romeo and Juliet meet for the first time? ________________
 Unit 4 Assessment: Answer Key
1. b 11. b, i
2. c 12. d, h
3. a 13. a, k
4. a 14. e, l
5. d 15. c, g
6. F 16. aggressive
7. T 17. poison
8. T 18. peaceful
9. F 19. potion
10. T 20. feast
 Validity Checklist
_____ Assessment Construction: Did you follow the specific guidelines for creating questions for each assessment type, such as selected
response, written response, performance, or personal communication?

_____ Coverage and Alignment: Did you compare—question by question—the test items to the outcome and components? You should be
able to show precisely where each question matches an outcome or component/learning target. Likewise, there should be no
components/learning targets untested.

_____ Variety and Bias: Examine the assessment items, as a whole, to ensure they support a variety of learning styles or multiple intelligences.
Did you avoid using language that might be offensive to students based on their gender, ethnicity, socioeconomic status, religion, or
other group-defining characteristics? Also, did you avoid using a context that might be unfamiliar to some of the students being
assessed?

_____ Vocabulary: Check your vocabulary and grammar. For example, a third grade test should not have any words above a third grade
reading level unless they are specialized words in the content of the outcome, such as photosynthesis in a science outcome. Likewise, at
all levels, keep grammar as simple as possible. Unless you are testing grammar or higher-level reading comprehension, don’t use
complex, compound sentences, or items set off in parentheses. To do so is to cause a reading comprehension issue. Students may know
the subject content very well, but they get bogged down in the way the questions or instructions are worded.

_____ Format: Be sure to consider the format of your assessment. Font size should be age-appropriate. Any graphics should be clear enough
and large enough for good viewing, and easily located from the related test questions. Be sure to leave ample space for students to
write answers if it is a paper test.

_____ Scoring and Criteria: Be sure each item can be scored reliably and efficiently using criteria and a key by a variety of testers. Did you
attach the key and/or rubric? Have levels of performance been established? A description should exist of what student performance
looks like at each level, including establishing rubrics or cut scores that differentiate among the levels (Beginning, Progressing, Proficient,
Advanced, for example).

You do not have to do “Administrative Guidelines” for this assignment, but should address this for tests that involves other teachers
administering the same assessment.

_____ Administrative Guidelines: Is there a standard set of directions for all teachers administering the assessment? Does it include
information such as how long the assessment should take, in what time frame it should be administered, what directions the teacher
should give, and how much and what kinds of assistance the teacher should offer students who struggle or ask questions?
 Selected Response Test Quality Checklist
1. General guidelines for all formats
Keep wording simple and focused. Aim for lowest possible reading level.
Ask a question. (Dr.Limpert is okay with statements in True or False, Fill-in-the-Blank, or Multiple Choice – use your judgment.)
Avoid providing c lu e s within and between items.
Correct answer should not be obvious without mastering material tested.
Highlight critical words (e.g., most, least, except, not).
2. Guidelines for multiple-choice items
State whole question/statement in item stem.
Eliminate repetition of material in response options.
Be sure there is only one correct or best answer. (Use your judgment in upper level courses)
Keep response options brief and parallel.
Make all response options the same length.
Limit use of "all" or "none of the above."
Use "always" and "never" with caution.
3. Guideline for true/false items
Make them entirely true or entirely false as stated.
4. Guidelines for matching items
Provide clear directions for the match to be made.
Keep list of items to be matched (stems) brief (maximum length is 10).
Include only homogeneous items.
Keep wording of response options brief and parallel.
Provide more response options than stems.
5. Guidelines for fill-in items (Note: If you use a Word Bank, have at least one extra word option.)
Provide one blank per item.
Do not make length of blank a clue.
6. Formatting test items
Be consistent in the presentation of an item type.
 Keep all parts of a test question on one page.
Avoid crowding too many questions on one page.
Arrange items from easy to hard.
Try to group similar formats together.
Avoid misleading layout.
7. Writing directions
Write clear, explicit directions for each item type.
State the point value of each item type or the score for Standards Referenced Grading.
Indicate how the answer should be expressed (e. g., should the word true or false be written, or T or F? Should numbers be rounded to the
nearest tenth? Should units such as months, meters, or grams be included in the answer?)
8. Time
Make sure the test is not too long for the time allowed.
9. Heading on the test
_____Write the name of the test
_____Have a place for the student’s name and any other information you want
_____Include a place to write the score such as: _______/25 Possible Points or the score/Learning Trget for Standards Referenced Grading if you
don’t go by points to get a percentage grade
_____Type the High Achievement Unit Outcome on the test
_____Type only the Learning Targets/Components that this test addresses
_____For each Learning Target/Component indicate the question #s, such as:
Learning Targets/Components Questions
ALG2.4.1 Identify general shapes of graphs. 2, 12, 13

ALG2.4.8 Solve equations by factoring. 33 – 36

(This is a good check to see if you have enough, but not too many questions/Learning Target)
OR you can put the question numbers in parentheses following each Learning Target.

_____Leave space between the heading and where the questions begin; leave spaces between each category or draw a line between each
category to separate them.
_____Bold the title of each category: Matching, True or False, Multiple Choice, & Fill-in-the- Blank (be sure to include all 4 of these types of
questions on this test)