After reading Task Two, I would use the Analytic Scoring. The score that I would give the test- taker would be a 3 (Sample A and B). The test-taker did identify the different strategies and explain each one like a task analysis. The test-taker also answered each part of the question.

Shenell Taylor

For Sample C, I would give the test-taker a score of a 2. The Test-taker didn’t separate the strategies from the explanation. The test-taker terms or vocabulary was very simple. They could have used more Special Education terms like Sample A and B. Knowing the terms allows the scorer to know that you have the knowledge about Special Education.

In my opinion, I would rate samples A and B with a score of 3 on the rubric. Both seemed to cover all aspects of a score of 3. I decided to give sample C a score of 2. My decision behind that was the fact that in the first paragraph, I thought that all three strategies had been addressed. However, as I got to the second paragraph, there seemed to be another strategy being addressed while also discussing a couple of the previous strategies. Also, all of the strategies were explaining how it would help Megan but not how it should be used.

It was a pleasure reading the samples in task two. After thoroughly reviewing the rubric I would rate samples A and B with a score of 3.Both A and B Samples were very detailed and demonstrates a thorough understanding of the aspects of special education relevant to the question. However, I felt that Sample C should receive a score of a 1.The response demonstrates little or no understanding of the aspects of special education relevant to the questions. When reading Sample C, I felt like it started off providing me with the strategies and then became vague in the second paragraph.