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Study Guide

Field 281 Principal: Subtest II
Sample Written Performance Assignments

The following materials contain:

Sample Test Directions for Written Performance Assignments

This section of the test consists of two performance assignments: a School Data Assignment and a Student Diversity Assignment. Your response to each assignment should be of sufficient length to cover the topic in depth (500–800 words). You should use your time to plan, write, review, and edit your responses to the assignments.

Read each assignment carefully before you begin to type. Think about how you will organize each of your responses. You may use the erasable sheets to make notes, write an outline, or otherwise prepare your responses. However, your score on each assignment will be based solely on the version of your response typed in the on-screen response box presented with the assignment.

As a whole, your responses must demonstrate an understanding of the knowledge and skills of the field. In your responses to the assignments, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.

Your response to each assignment will be evaluated on the basis of the following criteria:

PURPOSE: the extent to which the response achieves the purpose of the assignment

CONTENT KNOWLEDGE: accuracy and appropriateness in the application of content knowledge

SUPPORT: quality and relevance of supporting details

RATIONALE: soundness of argument in relation to the assigned topic

The performance assignments are intended to assess content knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit scorers to make a valid evaluation of your responses according to the criteria listed above. Your responses should be written for an audience of educators in this field. The final versions of your responses should conform to the conventions of edited American English. Your written responses must be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topics. You may not use any reference materials during the test. Remember to review your work and make any changes you think will improve your responses.

Sample Written Performance Assignment 1: School Data

Use the information below to complete the task that follows.

You were recently appointed principal of Delmar High School. You currently work in another region of the state, so your knowledge of the school and the local community is limited. Before you arrive at Delmar, the central office in your new district sends you some information about the school, including data derived from Delmar's most recent school report card.

State Test Results for Delmar High School
Standardized Testing and Reporting Results for all Students
Three-Year Comparison

This table displays the percent of students meeting or exceeding the state standards.
School District State
Subject 3 Years Ago 2 Years Ago Last Year 3 Years Ago 2 Years Ago Last Year 3 Years Ago 2 Years Ago Last Year
Reading 47 50 52 46 48 51 54 57 58
Writing 45 43 46 48 50 50 51 50 53
Mathematics 30 29 33 38 40 42 40 41 44
Science 41 45 46 43 44 46 42 42 45

Standardized Testing and Reporting Results, by Student Group
Three-Year Comparison

This table displays the percent of students, by group, meeting or exceeding the state standards.
Percent of School Population 3 Years Ago 2 Years Ago Last Year
Rdg. Math Rdg. Math Rdg. Math
Female 51% 49 28 53 26 55 29
Male 49% 44 32 47 32 49 34
Low Income 52% 30 21 28 20 30 24
English Learners 22% 26 16 27 14 25 17
Students w/ Disabilities 11% 25 14 30 11 27 12
Students Receiving Migrant Education Services 15% 23 15 22 13 26 16

Attendance and Graduation Rates, Last Year
School State
Attendance Rate 93% 94%
Graduation Rate 78% 84%

Write an analysis of 500–800 words in which you analyze the data provided. In your analysis:

Sample Response for Written Performance Assignment 1: Score Point 4

School Data

One important issue related to student achievement and/or teacher effectiveness suggested by the data is the consistently low test scores in mathematics at our school. Over the past three years, the percentage of students meeting or exceeding the state standards ranged from 30% to 33%, well below the district and state averages. Further, the data for student groups suggest that many student groups have made minimal gains in mathematics over the past three years. In particular, females, low income students, English Learners, students with disabilities, and migrant education students are not making expected gains.

It is important to identify gaps between current outcomes in mathematics and future goals. The test results guide continuous improvement. In order to close achievement gaps and improve learning, it is critical to formulate an action plan based on students’ needs. The data analysis suggests where the achievement gaps are in our school.

One approach to learn more about the low test scores in mathematics is to examine additional data from district assessments and mathematics teachers' pacing guides to determine where the students are struggling. Breaking the data down into smaller parts will help determine specific areas of mathematics, such as computation or word problems, where improvement is needed. District assessment data will be useful to see if students are in the appropriate mathematics classes based on their skill levels and entrance criteria. Student readiness for specific mathematics courses may be a factor influencing low test scores.

Examining the mathematics teachers' pacing and instruction is critical to determine if the content addressed on the state test is taught before testing. Teaching the skills indicated in the standards includes monitoring student progress in achieving mastery of the standards. Comparing similar classes, such as pre-algebra, and the teachers’ pacing guides may yield useful information about instructional consistency. The pacing guides may indicate if one teacher is further behind the others and whether or not the teachers adequately review material and prepare students for testing. By pinpointing the areas for improvement, an action plan can be developed.

One strategy to consider in developing a plan to address the issue of low mathematics scores is to create an advisory committee. The members would include the principal, vice principal, district curriculum specialist, the parent representative from the school site council, and the mathematics teachers. The principal and chair of the Mathematics Department need to meet and analyze the data in order to help the other members of the committee understand the specific areas where students are struggling. Throughout the school year, the committee would meet to discuss student progress and brainstorm possible solutions for closing the achievement gaps.

This strategy would be effective because each member of the advisory committee will bring a different perspective and possible solutions to address the issue. Administrators and mathematics teachers working together toward a common goal--to promote success for every student--is a powerful team. It is important to include the parent representative of the site council in order to keep parents informed and solicit opinions. The advisory committee allows everyone to provide input, to share and discuss ideas, and to investigate solutions. This process will lead to collaboration and an increased sense of common purpose.

Another strategy that should be considered is to examine instructional staff and resources. Several questions should be explored. Are mathematics teachers highly qualified? Do we have a large staff turnover in mathematics? How frequently does the Mathematics Department meet to discuss pacing, successful instructional practices and results from formative assessments? How are students performing on benchmark tests and progressing towards meeting the standards? Are teachers using the district approved curriculum? Through both formal and informal observations, conferences with the mathematics teachers, and analysis of individual strengths and weaknesses, the principal can determine teacher effectiveness.

This strategy will be effective in addressing low mathematics scores because teacher effectiveness influences student learning. If teachers are ineffective, then support through mentoring, collaborative meetings among other mathematics teachers, and other appropriate actions should be provided. Teachers are on the frontline of closing achievement gaps.

Sample Written Performance Assignment 2: Student Diversity

Use the information below to complete the task that follows.

You are the new principal of a middle school that enrolls nearly 600 students. The school has a culturally and ethnically diverse population of students, 30 percent of whom are from one particular ethnic group. Soon after your arrival at the school, you learn that only 4 percent of the students in the gifted and talented program are from this particular group. You are concerned about this ethnic group's underrepresentation in the gifted and talented program.

Write a response of 500–800 words about efforts to increase the representation of students from a particular ethnic group in the gifted and talented program. In your response:

Sample Response for Written Performance Assignment 2: Score Point 4

Student Diversity

Arizona is a state with many culturally, linguistically and socioeconomically diverse gifted students. It is important to increase the representation of students from a particular ethnic group in our gifted and talented program for two reasons: (1) providing educational equity, and (2) eliminating potential biases in the identification of students as gifted and talented.

As principal, I will be an advocate for educational equity. Students who are gifted or possess advanced learning abilities do not always qualify for Gifted Education programs due to difficulty in writing, speaking or understanding English. These students often come from backgrounds in which a language other than English is primarily spoken. Students from underrepresented populations in gifted education programs often share common characteristics such as mastery of skills and concepts, high motivation, and creativity and sensitivity to the arts.

Generally, students who score at or above a specific percentile in any one of three areas (verbal, nonverbal, or quantitative reasoning) on a nationally normed, State Board-approved test qualify for gifted education services. However, there are many students who are gifted and talented who do not meet this criterion. Using a single assessment for identification can exclude students who are culturally and linguistically diverse. It is an issue of fairness.

Teachers are one source of information that would be helpful in initiating planning to increase the representation of students from a particular ethnic group in the Gifted Education program. Teachers can complete a simple checklist of gifted characteristics for all students. The checklist, coupled with teacher observations and recommendations, will provide a preliminary list of students recommended for further assessment. As appropriate, these students should be given the Bilingual Verbal Ability Tests (BVAT) by a trained person. This assessment provides a measure of overall verbal ability for bilingual individuals. The assessment is available in many languages, including Spanish, Navajo, and Chinese. The data from this board approved assessment will be helpful in identifying students from diverse linguistic backgrounds for the Gifted Education program.

Students can also be assessed using an instrument called DISCOVER (Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses). This assessment is designed to identify gifted students from diverse ethnic and linguistic backgrounds. This assessment provides data in verbal, non-verbal, and quantitative areas. It can be administered in a group setting by a trained person. A profile of students’ strengths is generated to assist classroom teachers in differentiating instruction. It is free from cultural and linguistic biases.

Parents, teachers, administrators, and community members are stakeholders who can help in increasing the representation of students from a particular ethnic background in the Gifted Education program. Parents can offer insight about non-academic characteristics of their children, such as talent in music and art. Teachers’ observations, portfolios of students work, and motivational factors are crucial for identifying overlooked gifted students. Administrators can offer support by allocating funds for alternative testing, training, and resources for the school. Finally, the community offers many cultural, social, and intellectual resources that we need to investigate in support of our school programs and goals.

One key problem involving teacher effectiveness that is likely contributing to the underrepresentation of students from a particular ethnic group in the Gifted Education program may be teachers’ personal biases or preconceptions about certain groups of students. Teachers may be unaware of the extent to which their experiences and cultural biases may be interfering with the identification of students who, while gifted and talented, do not exhibit these traits when tested by more traditional means.

To address this problem, I will foster collaborative partnerships with parents, teachers, staff, and community members. I need to be a positive role model by promoting understanding and appreciation for diversity. During staff meetings, we can discuss this issue and brainstorm ways to involve parents and the community in the identification process. Teachers can work together during grade level meetings to discuss potential students, strategies to differentiate instruction, and the implementation of alternative forms of assessment. We can invite members of the community to meetings to educate staff about outside resources available to our students. Together, we can work to identify more students.

The collaborative approach is effective because parents, teachers, staff and community members are working together for a common goal. Motivation is high when clear goals are stated and support is provided. Working with stakeholders is a way to marshal a variety of resources and skills. The collaborative approach increases communication and problem solving. Through such a process, we are modeling democratic values of equity and fairness.

Scoring Rubric

Performance Characteristics

The following characteristics guide the scoring of responses to the written performance assignment(s).

Performance Characteristics
Purpose The extent to which the response achieves the purpose of the assignment.
Content Knowledge Accuracy and appropriateness in the application of content knowledge.
Support Quality and relevance of supporting details.
Rationale Soundness of argument in relation to the assigned topic.

Scoring Scale

The scoring scale below, which is related to the performance characteristics for the tests, is used by scorers in assigning scores to responses to the written performance assignment(s).

Score Scale with description for each score point.
Score Point Score Point Description
4 The "4" response reflects a thorough knowledge and understanding of the content.
  • The purpose of the assignment is fully achieved.
  • There is a substantial, accurate, and appropriate application of content knowledge.
  • The supporting evidence is strong; there are high quality relevant examples.
  • The response reflects an ably reasoned argument in relation to the assigned topic.
3 The "3" response reflects an adequate knowledge and understanding of the content.
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of content knowledge.
  • The supporting evidence is adequate; there are some acceptable, relevant examples.
  • The response reflects an adequately reasoned argument in relation to the assigned topic.
2 The "2" response reflects a limited knowledge and understanding of the content.
  • The purpose of the assignment is partially achieved.
  • There is a limited, possibly inaccurate or inappropriate application of content knowledge.
  • The supporting evidence is limited; there are few relevant examples.
  • The response reflects a limited, poorly reasoned argument in relation to the assigned topic.
1 The "1" response reflects a weak knowledge and understanding of the content.
  • The purpose of the assignment is not achieved.
  • There is little or no appropriate or accurate application of content knowledge.
  • The supporting evidence, if present, is weak; there are few or no relevant examples.
  • The response reflects little or no reasoning in relation to the assigned topic.
U The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, not of sufficient length to score, or merely a repetition of the assignment.
B The response is blank.