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K-4 Grade Level Illinois Alternative Assessment Program Scoring Rubric ITEM: Houses Around the World This item asks the student to draw pictures of two houses that are very different from those found in Illinois, to indicate where each house is located, and to give at least two reasons why the houses are not seen in Illinois. Students are expected to draw on their understanding of other cultures around the world and their knowledge of the relationship between type of housing and physical and economic conditions in different places to complete the task. Level Four Performance A Level Four response contains easily recognizable drawings of past or present-day house types that are associated correctly with a geographic location, e.g., pueblos in the southwestern United States. There is evidence of understanding of the scale of distribution of each house type presented. For example, houses are associated with discreet geographical areas or regions, such as the southwestern United States or Japan, and are not considered ubiquitous to a whole continent. Both reasons given as to why the house types are not found in Illinois relate correctly to climate, physical terrain, cultural preferences, economic circumstances, or available building materials. The response is well organized and follows the order prescribed in the question. Level Three Performance A Level Three response is characterized by recognizable drawings of past or present-day house types that are associated correctly with a geographic location, e.g., the colonial mansion of the southeastern United States. There is some evidence of understanding of the scale of distribution of the house types presented, but student knowledge may be somewhat inaccurate, e.g., the student may associate tepees with all native Americans of the western United States. One of the two reasons provided relates correctly to climate, physical terrain, cultural preference, economic circumstances, or available building materials, but the other reason does not, e.g., "Africa has to make homes from sticks and leaves because they don't have siding and brick." The response is well organized and follows the order prescribed in the question. Level Two Performance The Level Two response contains two drawings of past or present-day house types, only one of which is recognizable and correctly associated with a geographic location, e.g. igloos in Arctic North America. The other house type drawing may be nondescript or incorrectly associated with a geographic location. There is little evidence of understanding of the scale of distribution of either house type, e.g., "It might be located in Africa." Reasons provided by the student are not associated with climate, physical terrain, cultural preference, economic circumstances, or available building materials, e.g., "We don't have tepees in Illinois. Indians don't believe in making real homes." The response is generally organized according to the order prescribed in the question. Level One Performance The response at this level, if one is provided at all, often is brief and frequently does not address the question. Both drawings are nondescript and incorrectly associated with geographic locations. Usually no reference is made to scale of distribution. If reasons are provided by the student at all, they relate incorrectly to climate, physical terrain, cultural preference, economic circumstances, or building materials, e.g., "We don't have the resources to make a house like theirs." The response is poorly organized and does not address all the information called for the in the item.