PSSA Grade 8 English Language Arts Item Sampler 2023-2024

The Pennsylvania System

of School Assessment

English Language Arts

Item and Scoring Sampler

2023–2024

Grade 8

Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—August 2023

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

TABLE OF CONTENTS

INFORMATION ABOUT ENGLISH LANGUAGE ARTS ....................................1

Introduction .................................................................1

General Introduction .......................................................1

Pennsylvania Core Standards (PCS) ...........................................1

What Is Included ..........................................................1

Purpose and Uses .........................................................1

Item Format and Scoring Guidelines ..........................................2

Testing Time and Mode of Testing Delivery for the PCS-Based PSSA .................3

English Language Arts Grade 8 ..............................................3

Item and Scoring Sampler Format ............................................4

PSSA ENGLISH LANGUAGE ARTS GRADE 8 ..........................................6

English Language Arts Test Directions for Reading Passages and Questions ..............6

Passage 1 ...................................................................8

Multiple-Choice Questions .................................................11

Evidence-Based Selected-Response Question .................................18

Passage 2 ..................................................................20

Text-Dependent Analysis Prompt ............................................22

Text-Dependent Analysis Scoring Guideline ....................................26

English Language Arts Test Directions for Conventions of Standard English Questions ......42

Conventions of Standard English Multiple-Choice Questions ..........................43

English Language Arts—Sample Item Summary Data ................................47

ACKNOWLEDGEMENTS ..........................................................49

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

INFORMATION ABOUT ENGLISH LANGUAGE ARTS

INTRODUCTION

General Introduction

The Pennsylvania Department of Education (PDE) provides districts and schools with tools to

assist in delivering focused instructional programs aligned with the Pennsylvania Core Standards

(PCS). These tools include Academic Standards, Assessment Anchors and Eligible Content (AAEC)

documents, assessment handbooks, and content-based item and scoring samplers. This Item and

Scoring Sampler is a useful tool for Pennsylvania educators in preparing local instructional programs

by providing samples of released test items, of test item types, and scored student responses. The

item sampler is not designed to be used as a pretest, a curriculum, or any other benchmark for

operational testing.

This Item and Scoring Sampler is available in Braille format. For more information regarding Braille,

call (717)901-2238.

Pennsylvania Core Standards (PCS)

This sampler contains examples of test questions designed to assess the Pennsylvania Assessment

Anchors and Eligible Content aligned to the PCS. The Mathematics, Reading, and Writing PSSA

transitioned to PCS-based operational Mathematics and English Language Arts assessments

starting with the spring 2015 PSSA administration.

The PCS-aligned Assessment Anchors and Eligible Content documents are posted on this portal:

¾ www.education.pa.gov [Hover over “Data and Reporting,” select “Assessment and

Accountability,” and select “PSSA-PA System of School Assessment.” Then select

“Assessment Anchors/Eligible Content” on the right side of the screen.]

What Is Included

This sampler contains stimulus reading passages with test questions, Conventions of Standard

English questions, and a text-dependent analysis (TDA) prompt that have been written to align to

the Assessment Anchors, which are based on the PCS. The sample test questions model the types

of items that may appear on an operational PSSA. Each sample test question has been through a

rigorous review process to ensure alignment with the Assessment Anchors prior to being piloted

in an embedded field test within a PSSA assessment and then used operationally on a PSSA

assessment. Answer keys, scoring guidelines, and any related stimulus material are also included.

Additionally, sample student responses are provided with each open-ended item to demonstrate the

range of responses that students provided in response to these items.

Purpose and Uses

The items in this sampler may be used

as examples for creating assessment items at the classroom

level. Classroom teachers may find it beneficial to have students respond to the text-dependent

analysis prompt question in this sampler. Educators may then use the sampler as a guide to score

the responses either independently or together with colleagues within a school or district.

The permission to copy and/or use these materials does not extend to commercial purposes.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

INFORMATION ABOUT ENGLISH LANGUAGE ARTS

Item Format and Scoring Guidelines

The 2023 PCS-based PSSA has multiple types of test questions. For grade 8, the types of test

questions are multiple-choice (MC) questions, evidence-based selected-response (EBSR) questions,

and text-dependent analysis (TDA) prompts.

Multiple Choice: Each of this type of test question has four answer choices. Some MC test

questions are based on a stimulus reading passage, while Conventions of Standard English MC test

questions are independent of a passage. Each correct response to an MC test question is worth

onepoint.

Evidence-Based Selected-Response: Each two-part EBSR question is designed to elicit an

evidence-based response from a student who has read either a literature or an informational text

passage. In Part One, which is similar to an MC question, the student analyzes a passage and

chooses the best answer from four answer choices. In Part Two, the student utilizes evidence from

the passage to select one or more answers based on the response to Part One. Part Two is different

from an MC question in that there may be more than four answer options and more than one correct

answer. Each EBSR test question is worth either two or threepoints, and students can receive

points for providing a correct response to Part One or for providing one or more correct responses in

PartTwo.

Text-Dependent Analysis Prompt: The TDA prompt is a text-dependent analysis prompt based on

a passage or passage set that each student has read during the test event. There are three response

pages in the paper-and-pencil format and up to 5,000 characters in the online format. Both literature

and informational text passages are addressed through this item type. Students use explicit and

implicit evidence to make inferences leading to a conclusion or generalization in response to the task

stated in the prompt. Students construct a well-written analytical essay to communicate inferences

and connections to the evidence using grade-appropriate writing skills. The TDA response is scored

using a holistic scoring guideline on a 1–4-point scale.

Non-score Considerations: For TDA items, responses can be designated as non-scorable

(NS). While every effort is made to score each student response, a response may receive an

NSdesignation if it falls into one of five categories:

Blank – Blank, entirely erased, entirely crossed out, or consists entirely of whitespace

Refusal – Refusal to respond to the task

Non-scorable – In a language other than English, incoherent, illegible, insufficient, unrelated to

the passage, or consisting solely or almost solely of text copied from the passage

Off Topic – Makes no reference to the item or passage but is not an intentional refusal

Copied – Consists of text copied from the item and/or test directions

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

INFORMATION ABOUT ENGLISH LANGUAGE ARTS

Testing Time and Mode of Testing Delivery for the PCS-Based PSSA

The PSSA is delivered in a traditional paper-and-pencil format as well as in an online format. The

estimated time to respond to a test question is the same for both methods of test delivery. The

following table shows the estimated response time for each item type.

English Language Arts Item

Type

MC EBSR TDA

Estimated Response Time

(minutes)

1.5 3 to 5 45

During an official test administration, students are given as much additional time as is necessary to

complete the test questions.

English Language Arts Grade 8

This English Language Arts Sampler is composed of 2 passages, 6 passage-based MC questions,

1EBSR question, 1 TDA prompt, and 4Conventions of Standard English MC questions.

There are 2 passages in this booklet. The first passage is followed by 6 passage-based

MCquestions and 1 EBSR question. The second passage is followed by 1 TDA prompt. This booklet

also contains 4Conventions of Standard English MC questions.

Each question is accompanied by a table that contains the Assessment Anchor and Eligible Content

coding, answer key(s), depth of knowledge, and testing data. Each question is followed by a brief

analysis or rationale. The TDA prompt is displayed with the item-specific scoring guideline and

examples of student responses with scores and annotations at each scoring level.

The PCS-based PSSA may be administered in paper-and-pencil format or online. As a result, this

sampler includes samples of TDA prompt responses in both formats. A sample online response is

noted by the symbol

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

INFORMATION ABOUT ENGLISH LANGUAGE ARTS

Item and Scoring Sampler Format

This sampler includes the test directions and scoring guidelines that appear in previous PSSA

English Language Arts assessments. Each MC item is followed by a table that includes the item

alignment, the answer key, the depth of knowledge (DOK) level, the percentage

of students who

chose each answer option, and a brief answer-option analysis or rationale. The EBSR item is

followed by a table that includes the item alignment, the answer key to Part One of the item, the

answer key to PartTwo of the item, the DOK level, the mean student score, and a brief answer-

option analysis for each part of the item. The TDA prompt is followed by a table that includes the

item alignment, the DOK level, and the mean student score. Additionally, the Text-Dependent

Analysis Scoring Guideline is combined with sample student responses representing two examples

of each score point to form a practical item-specific scoring guideline. The student responses in this

item and scoring sampler are actual student responses; however, the handwriting has been changed

to protect the students’ identities and to make the item and scoring sampler accessible to as many

people as possible.

Example Multiple-Choice Item Information Table

Item Information

Alignment Assigned AAEC

Answer Key Correct Answer

Depth of Knowledge Assigned DOK

p-value A Percentage of students who selected option A

p-value B Percentage of students who selected option B

p-value C Percentage of students who selected option C

p-value D Percentage of students who selected option D

Option Annotations Brief answer-option analysis or rationale

Example Evidence-Based Selected-Response Item Information Table

Item Information

Alignment Assigned AAEC

Answer Key: Part One Correct Answer

Answer Key: Part Two Correct Answer

Depth of Knowledge Assigned DOK

Mean Score Average Score

Option Annotations Brief answer-option analysis or rationale

Example Text-Dependent Analysis Prompt Information Table

Alignment

Assigned

AAEC

Depth of

Knowledge

Assigned

DOK

Mean Score

Average

Score

All p-value percentages listed in the item information tables have been rounded.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

THIS PAGE IS

INTENTIONALLY BLANK.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

ENGLISH LANGUAGE ARTS TEST DIRECTIONS FOR READING PASSAGES

AND QUESTIONS

Directions:

On the following pages are the Reading passages and questions.

Directions for Multiple-Choice Questions:

Some questions will ask you to select an answer from among four choices.

For the multiple-choice questions:

• First, read the passage carefully.

• Read each question and choose the best answer.

• Only one of the answers provided is correct.

• You may look back at the passage to help you answer the question.

• Record your choice in the answer booklet.

Directions for Evidence-Based Selected-Response Questions:

Some questions will have two parts and will ask you to select one or more answers in

each part.

For the evidence-based selected-response questions:

• Read Part One of the question and choose the best answer.

• You may look back at the passage to help you answer Part One of the question.

• Record your answer to Part One in the answer booklet.

• Only one of the answers provided in Part One is correct.

• Then, read Part Two of the question and choose the evidence to support your

answer in Part One. If Part Two tells you to select two answers, be sure to

select two answers.

• You may look back at the passage to help you answer Part Two of the question.

• Record your answer or answers to Part Two in the answer booklet.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Directions for Text-Dependent Analysis (TDA) Prompts:

The English Language Arts TDA prompt will ask you to analyze the passage and use evidence

from the passage to write an essay.

For the TDA Essay:

• Be sure to read the passage and the TDA prompt carefully.

• Review the Writer’s Checklist to help you plan and organize your response.

• You may look back at the passage to help you write your essay.

• Write your essay in the appropriate space in the answer booklet. If you use

scratch paper to write a rough-draft essay, be sure to transfer your final essay to the

answer booklet.

• Be sure to check that your essay contains evidence from the passage to

support your response.

• Be sure to check your essay for errors in capitalization, spelling, sentence

formation, punctuation, and word choice.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

PASSAGE 1

Read the following passage about scientist Richard Feynman’s interest in rainbows. Then answer

questions 1–7 in your answer booklet.

Feynman and the Rainbow

by Stephen Whitt

Like most people, Richard Feynman admired rainbows. Rainbows need light, something the

physicist thought about often.

One kind of rainbow appears in soap bubbles or in oily water puddles. These rainbows form

because of something called interference—the idea that bits of light, called photons, can actually

cancel each other out. In fact, the color you see in a soap bubble or on an oil slick is just the color

left over after some of the photons have canceled each other out.

This idea of interference led to one of Feynman’s great contributions, a way of explaining

something he called “the two-slit experiment.” For Feynman, this experiment contained all the

weirdness of the strange science called quantum mechanics. When dealing with other problems

in quantum mechanics, he would say, “You remember the case of the two-slit experiment? It’s the

same thing.”

Pieces of Light

For the past 100 years, scientists have known that light is made of tiny pieces called photons.

You might think of photons as small, fuzzy balls bouncing about at the speed of light. Keep in mind

that this is just a model. To really “see” a photon, you have to absorb it in your eye, and this destroys

the photon. But our model will be useful for the ideas to come.

Slits in Walls

Imagine a light bulb so dim that it makes only one photon each second. The photon leaves the

bulb and flies toward a wall. Usually the photon hits the wall, but occasionally a photon passes

through a single thin slit in the wall. As it passes through the slit, the photon might be deflected up,

deflected down, or keep going straight—you’re never sure just where the photon will go. After a

short time, the photon runs into a screen that records the spot where the photon lands.

Most of the photons pass through the slit without much deflection, while a few are deflected up

or down quite a bit. Now let’s add a second slit very near the first.

Photons may now pass through either slit to reach the screen. You might think that this second

slit would just increase the number of photons that reach the screen. And you’d be partly right—the

total number of photons does go up. But in certain regions the number of photons actually goes

down.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Two-Slit Experiment

wall with

two slits

movement of photons

screen

light

source

A Deep Mystery

How can this be? How can opening a second slit in the wall actually make fewer photons reach

a particular spot? This is the great beauty and mystery of the double-slit experiment. It turns out

that—just as with our oil-slick rainbow—the photons interfere with one another; they cancel each

other out. But remember: These photons arrive at different times!

Think, for a moment, about how strange this is. A photon that leaves at 10:30 and passes

through one slit apparently “knows” that another photon will leave at 11:00 and pass through the

other slit, traveling just the right distance to cancel out the first photon. As a result, the first photon

doesn’t land in that “forbidden” spot. How can it know ahead of time which spots are forbidden?

How can it know anything about a slit through which it doesn’t pass?

Answers and Questions

Feynman had an answer. He told us that the photon doesn’t pass through one slit. It passes

through both slits. But wait, there’s more. Each photon actually “sniffs out” every possible path to

reach the screen, all at the same time! Every possible path means just what it says. One path goes

through the bottom slit. Another goes through the top slit. A third goes past your elbow, or maybe

through a cat’s whiskers, before reaching the screen, and so on. And—here is the key point—as

some of those paths interfere with each other, the photon won’t take those paths. In effect, the

photon is interfering with itself.

No Peeking

At this point, you’re probably thinking, “This is silly. Why not just look to see which slit the photon

goes through?” But to “look,” you have to change the setup of your experiment, and this changes

the results. For example, to make sure that the photon passed through the top slit, you might block

off the bottom slit. But with the bottom slit blocked, you get the single-slit pattern.

It’s almost as if nature is covering her tracks, making sure that you can’t peek inside to see

what’s “really” happening. When you peek, the weirdness disappears.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

If by now you’re a little dizzy, take heart. Quantum mechanics describes the way nature behaves.

It predicts perfectly the way light bounces off mirrors, passes through windows, and makes

rainbows on oily puddles. Yet even scientists who work with quantum mechanics admit that they

don’t understand why it works that way. Feynman said, “Nobody understands quantum mechanics.

. . . If you will simply admit that maybe nature does behave like this, you will find her a delightful,

entrancing thing. . . . But nobody knows how it can be like that.”

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Multiple-Choice Questions

1. How does the section “Slits in Walls” contribute to the overall structure of the passage?

A. by describing the process of photon behavior

B. by comparing experiments related to photons

C. by introducing a problem associated with studying photons

D. by explaining what causes photons to behave in a certain way

Item Information

Alignment B-C.2.1.2

Answer Key A

Depth of Knowledge 3

p-value A 47% (correct answer)

p-value B 13%

p-value C 17%

p-value D 23%

Option Annotations The student is being asked to determine how the section “Slits in

Walls” contributes to the overall structure of the passage. Option A is

the correct answer since the section explicitly describes the process of

photon behavior. Option B is incorrect; although the section discusses

photons, it does not talk about any experiments that have been done

with photons. Option C is incorrect; although the section states, “You’re

never sure just where the photon will go,” which could be considered

a problem, the section is not written using a problem-and-solution

structure. Option D is incorrect since the section does not discuss what

causes the photons to behave in a certain way.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

2. Read the sentence from the passage.

“Most of the photons pass through the slit without much deflection, while a few are deflected up

or down quite a bit.”

What does the word deflection mean as used in the sentence?

A. delay

B. detour

C. distraction

D. difference

Item Information

Alignment B-V.4.1.1

Answer Key B

Depth of Knowledge 2

p-value A 24%

p-value B 44% (correct answer)

p-value C 18%

p-value D 14%

Option Annotations The student is being asked to use context clues to determine the

meaning of the word “deflection.” Option B is the correct answer since

the word “deflection” means “detour” as it is used in the sentence. In the

sentence, the phrase “up or down” supports this definition. Options A,

C, and D are incorrect since they do not provide an accurate definition

for the word “deflection.”

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

3. Read the claim from the section “No Peeking.”

“When you peek, the weirdness disappears.”

How does the author support the claim?

A. by describing the path a photon takes to reach a screen

B. by explaining that the behavior of light can be predicted

C. by describing the way a photon can cancel out another photon

D. by explaining the complications that arise when adjusting the number of slits

Item Information

Alignment B-C.3.1.1

Answer Key D

Depth of Knowledge 3

p-value A 14%

p-value B 25%

p-value C 22%

p-value D 39% (correct answer)

Option Annotations The student is being asked to determine how the author supports a

specific claim in the passage. Option D is the correct answer since the

passage states, “But with the bottom slit blocked, you get the single-slit

pattern,” which explains the complications that arise when you change

the number of slits. Option A is incorrect since this section does not talk

about the path a photon takes to reach the screen. Option B is incorrect;

although the section states that scientists know the path the light is

going to take, this does not support the claim stated in the question.

Option C is incorrect since this section does not describe how one

photon can cancel out another photon.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

4. Which evidence most suggests that Richard Feynman is a prominent physicist?

A. “This idea of interference led to one of Feynman’s great contributions, a way of explaining

something he called ‘the two-slit experiment.’ ”

B. “For Feynman, this experiment contained all the weirdness of the strange science called

quantum mechanics.”

C. “When dealing with other problems in quantum mechanics, he would say, ‘You remember

the case of the two-slit experiment?’ ”

D. “He told us that the photon doesn’t pass through one slit. It passes through both slits.”

Item Information

Alignment B-K.1.1.1

Answer Key A

Depth of Knowledge 2

p-value A 53% (correct answer)

p-value B 19%

p-value C 18%

p-value D 10%

Option Annotations The student is asked to determine which evidence shows that Richard

Feynman is a prominent physicist. Option A is the correct answer since it

mentions “one of Feynman’s great contributions,” which indicates he has

made several important contributions. Options B, C, and D are incorrect;

while all of these pieces of evidence are related to Feynman, they do not

support the idea that Feynman is a prominent physicist.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

5. Read the sentence from the section “No Peeking.”

“If by now you’re a little dizzy, take heart.”

What is meant by the phrase “take heart”?

A. do not make changes

B. do not give things away

C. do not try to understand

D. do not feel discouraged

Item Information

Alignment B-V.4.1.2

Answer Key D

Depth of Knowledge 2

p-value A 10%

p-value B 7%

p-value C 10%

p-value D 73% (correct answer)

Option Annotations The student is being asked to determine the meaning of the phrase “take

heart.” Option D is the correct answer since the meaning of “take heart,”

as it is used in the passage, is “do not feel discouraged.” Options A, B,

and C are incorrect since they do not convey the meaning of “take heart”

as it is used in the passage.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

6. Which claim is supported by the section “Answers and Questions”?

A. “Rainbows need light . . .”

B. “To really ‘see’ a photon, you have to absorb it in your eye . . .”

C. “. . . you’re never sure just where the photon will go.”

D. “ ‘Nobody understands quantum mechanics.’ ”

Item Information

Alignment B-C.3.1.1

Answer Key C

Depth of Knowledge 3

p-value A 9%

p-value B 22%

p-value C 56% (correct answer)

p-value D 13%

Option Annotations The student is being asked to determine which claim is supported in the

section “Answers and Questions.” Option C is the correct answer since

the section states, “As some of those paths interfere with each other, the

photon won’t take those paths,” which supports the claim that you never

know where the photon is going to go. Options A, B, and D are incorrect

since none of these claims are supported in the section “Answers and

Questions.”

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

THIS PAGE IS

INTENTIONALLY BLANK.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Evidence-Based Selected-Response Question

7. This question has two parts. Answer Part One and then answer Part Two.

Part One

Which central idea about the study of science is developed in the passage?

A. Some studies in science deserve more attention than others.

B. Some questions in the field of science have answers that are difficult to find.

C. Some researchers in the field of science report results that have not been proven.

D. Some results from scientific research should not be shared with others.

Part Two

Which evidence from the passage best supports the answer in Part One? Choose one answer.

A. “In fact, the color you see in a soap bubble or on an oil slick is just the color left over after

some of the photons have canceled each other out.”

B. “For the past 100 years, scientists have known that light is made of tiny pieces called

photons.”

C. “And—here is the key point—as some of those paths interfere with each other, the photon

won’t take those paths.”

D. “Yet even scientists who work with quantum mechanics admit that they don’t understand

why it works that way.”

811896811896

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Item Information

Alignment B-K.1.1.2

Answer Key: Part One B

Answer Key: Part Two D

Depth of Knowledge 3

Mean Score

1.37

Option Annotations The student is being asked to determine which central idea about the

study of science is developed in the passage and to select the evidence

that best supports this central idea.

Part One: Option B is the correct answer since the idea that quantum

mechanics is not fully understood by scientists is a central idea of

the passage. Option A is incorrect since the passage is not making

comparisons between scientific studies. Option C is incorrect since

the passage does not discuss the results of researchers. Option D is

incorrect since there is no information in the passage to support this

idea.

Part Two: Option D is the correct answer since the idea that scientists

do not fully understand how quantum mechanics works suggests that

the answers to some scientific questions are difficult to find. OptionsA,

B, and C are incorrect since the information in these quotes does not

support the idea in Part One.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

PASSAGE 2

Read the following passage that is a Greek myth. Then answer question 8 in your answer booklet.

The Picture Minerva Wove

retold by Carolyn Sherwin Bailey

Arachne, the wonderful girl weaver of Greece, took a roll of white wool in her skilled hands and

separated it into long white strands. Then she carded it until it was as soft and light as a cloud. She

was at work out of doors in a green forest, and her loom was set up under an old oak tree with the

sunlight shining down between the leaves to brighten the pattern that she set up on it. In and out her

shuttle flew without stopping until she had woven at last a fair piece of fabric.

Then Arachne threaded a needle with wool dyed in rainbow colors. She had all the colors of this

long arch, that the sunbeams shining through raindrops make, to use in her work.

“What design will the clever Arachne embroider on her tapestry today?” one of the nymphs of the

forest who had clustered about her to watch her work asked. Then all the nymphs, looking like a part

of the forest in their soft green garments, crowded close as Arachne began to embroider a picture.

The grass seemed to grow in it beneath her needle, and the flowers bloomed just as they always

bloom in the spring.

“You weave and sew as if the great Minerva herself had taught you her arts,” a nymph said

timidly to Arachne.

The girl’s face flushed with anger. It was true that the goddess Minerva, who presided over the

arts that weavers need to know, spinning, weaving, and needlework, had taught Arachne her skill,

but the girl was vain and always denied it.

“My skill is my own,” she replied. “Let Minerva try to compete with me, and if she is able to finish

a rarer piece of work than mine, I am willing to pay any penalty.”

It was a thoughtless, daring boast which Arachne had made. As she spoke the leaves of the trees

fluttered, for the nymphs, frightened at a mortal’s presumption, were moving away from Arachne.

She looked up and in their place saw an old dame standing beside her.

“Challenge your fellow mortals, my child,” she said, “but do not try to compete with a goddess.

You ought to ask Minerva’s forgiveness for your rash words.”

Arachne tossed her head in disdain.

“Keep your counsel,” she replied, “for your hand-maidens. I know what I say and I mean it. I am

not afraid of the goddess. I repeat it; let Minerva try her skill with mine if she dare venture.”

“She comes!” said the old dame, dropping her disguise and appearing before Arachne in the

shining silver mail of the goddess Minerva.

Arachne grew pale with fear at first, but her presumption overcame her fear. Her heart was full

of her foolish conceit, and she set a new piece of work on her loom as Minerva produced a second

loom, and the contest began. They attached the web to the beam and began tossing their slender

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

shuttles in and out of the threads. They pushed the wool up into place with their fine reeds until the

fabric was compact. Then the needlework was begun.

Arachne, though, had decided to work something that was forbidden by the gods. She was going

to use her skill of hand and all her art for evil instead of good.

She began embroidering a picture that would be displeasing to the gods, and she was able to

make it seem as if it were alive, because of the figures and scenes she could outline with her needle

and fill in with her colored wools. The picture Arachne embroidered was that of the fair Princess

Europa tending her father’s herds of cattle beside the sea. One of the bulls seemed so tame that

Europa mounted his back, and he plunged into the sea with her and carried her far away from her

native shores to Greece. Arachne pictured this bull as the great god Jupiter.

Minerva’s embroidery was of a very different pattern from this. She was the goddess of wisdom,

and her gift from Mount Olympus to the earth had been the beautiful olive tree that gave mortals

shade, and fruit, and oil, and wood for their building. Minerva stitched the pattern of a green olive

tree on the tapestry she was embroidering.

Among the leaves of the olive tree Minerva embroidered a butterfly. It seemed to live and flutter

in and out among the olives. One could almost touch the velvet nap that lay on its wings and the

silk down which covered its back; there were its broad, outstretched horns, its gleaming eyes, its

glorious colors. Minerva’s workmanship was more wonderful than Arachne could ever hope to learn.

As they finished she knew that she was outdone.

Minerva looked at Arachne’s tapestry, woven of pride and a desire for vain conquest. It could not

be allowed to stand beside hers that showed the gift of life to humans in the olives and such beauty

as that of the butterfly. The goddess struck Arachne’s tapestry with her shuttle and tore it in pieces.

Arachne was suddenly filled with an understanding of how she had wasted her skill, and she

longed to get away from all sight and sound of her weaving. A vine trailed down to the ground from

a nearby tree. Arachne twisted it about her body and tried to pull herself up by it to the tree, but

Minerva would not allow this. She touched Arachne’s form with the juices of aconite and at once her

hair came off, and her nose and her ears as well. Her body shrank and shriveled and her head grew

smaller. Her fingers fastened themselves to her side and served for legs. She hung from the vine

which changed to a long gray thread.

Arachne, the skillful weaver of Greece, was changed to Arachne, the spider of the forest. Through

all the centuries since then she has been spinning her fragile threads and weaving her frail webs that

a breath of wind, even, can destroy.

125861125861

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Text-Dependent Analysis Prompt

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

Writer’s Checklist for the

Text-Dependent Analysis Prompt

PLAN before you write

• Make sure you read the prompt carefully.

• Make sure you have read the entire passage carefully.

• Think about how the prompt relates to the passage.

• Organize your ideas on scratch paper. Use a thought map, outline, or other

graphic organizer to plan your essay.

FOCUS while you write

• Analyze the information from the passage as you write your essay.

• Make sure you use evidence from the passage to support your response.

• Use precise language, a variety of sentence types, and transitions in your essay.

• Organize your paper with an introduction, body, and conclusion.

PROOFREAD after you write

 I wrote my final essay in the answer booklet.

 I stayed focused on responding to the prompt.

 I used evidence from the passage to support my response.

 I corrected errors in capitalization, spelling, sentence formation, punctuation,

and word choice.

903145903145

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Text-Dependent Analysis Scoring Guideline

#8 Item Information

Alignment A-K.1.1.2

Depth of

Knowledge

3 Mean Score 2.10

Assessment Anchor:

E08.A-K.1—Key Ideas and Details

Specific Assessment Anchor Descriptor addressed by this item:

E08.A-K.1.1.2—Determine a theme or central idea of a text and analyze its development over

the course of the text, including its relationship to the characters, setting, and plot; provide an

objective summary of the text.

Score

Description

• Effectively addresses all parts of the task demonstrating in-depth analytic

understanding of the text(s)

• Effective introduction, development, and conclusion identifying an opinion, topic, or

controlling idea related to the text(s)

• Strong organizational structure that effectively supports the focus and ideas

• Thorough analysis of explicit and implicit meanings from text(s) to effectively support

claims, opinions, ideas, and inferences

• Substantial, accurate, and direct reference to the text(s) using relevant key details,

examples, quotes, facts, and/or definitions

• Substantial reference to the main idea(s) and relevant key details of the text(s) to

support the writer’s purpose

• Skillful use of transitions to link ideas

• Effective use of precise language and domain-specific vocabulary drawn from the

text(s) to explain the topic and/or to convey experiences/events

• Few errors, if any, are present in sentence formation, grammar, usage, spelling,

capitalization, and punctuation; errors present do not interfere with meaning

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Score

Description

• Adequately addresses all parts of the task demonstrating sufficient analytic

understanding of the text(s)

• Clear introduction, development, and conclusion identifying an opinion, topic, or

controlling idea related to the text(s)

• Appropriate organizational structure that adequately supports the focus and ideas

• Clear analysis of explicit and implicit meanings from text(s) to support claims,

opinions, ideas, and inferences

• Sufficient, accurate, and direct reference to the text(s) using relevant details,

examples, quotes, facts, and/or definitions

• Sufficient reference to the main idea(s) and relevant key details of the text(s) to

support the writer’s purpose

• Appropriate use of transitions to link ideas

• Appropriate use of precise language and domain-specific vocabulary drawn from the

text(s) to explain the topic and/or to convey experiences/events

• Some errors may be present in sentence formation, grammar, usage, spelling,

capitalization, and punctuation; errors present seldom interfere with meaning

• Inconsistently addresses some parts of the task demonstrating partial analytic

understanding of the text(s)

• Weak introduction, development, and/or conclusion identifying an opinion, topic, or

controlling idea somewhat related to the text(s)

• Weak organizational structure that inconsistently supports the focus and ideas

• Weak or inconsistent analysis of explicit and/or implicit meanings from text(s) that

somewhat supports claims, opinions, ideas, and inferences

• Vague reference to the text(s) using some details, examples, quotes, facts, and/or

definitions

• Weak reference to the main idea(s) and relevant details of the text(s) to support the

writer’s purpose

• Inconsistent use of transitions to link ideas

• Inconsistent use of precise language and domain-specific vocabulary drawn from the

text(s) to explain the topic and/or to convey experiences/events

• Errors may be present in sentence formation, grammar, usage, spelling, capitalization,

and punctuation; errors present may interfere with meaning

• Minimally addresses part(s) of the task demonstrating inadequate analytic

understanding of the text(s)

• Minimal evidence of an introduction, development, and/or conclusion

• Minimal evidence of an organizational structure

• Insufficient or no analysis of the text(s); may or may not support claims, opinions,

ideas, and inferences

• Insufficient reference to the text(s) using few details, examples, quotes, facts, and/or

definitions

• Minimal reference to the main idea(s) and/or relevant details of the text(s)

• Few, if any, transitions to link ideas

• Little or no use of precise language or domain-specific vocabulary drawn from the

text(s)

• Many errors may be present in sentence formation, grammar, usage, spelling,

capitalization, and punctuation; errors present often interfere with meaning

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 4 points

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

In folktales and other such stories, gods and goddesses are of great respect by mortals:

Every now and then, a mortal feels that gods and goddesses do not deserve that respect

and feel that they are better than a god and/or a goddess. In the story “The Picture Minerva

Wove,” the theme vanity can be the cause of reckless actions is portrayed by Arachne in

her selfishness, confidence and her foolishness.

In the story, Arachne claims her skills as her own instead of giving credit to Minerva for

teaching them to her. She does so in saying, “My skill is my own.” The author describes

this as a thoughtless, daring boast. Arachne knows her skill comes from Minerva, but she

denies it and claims her skill as her own, self-taught talent. Doing so makes her selfish and

it is also taking away from Minerva while claiming the skill, which in-turn causes a reckless

action in putting herself in a bad position.

Arachne becomes over-confident in her skill in weaving and says things that she later

regrets in her will to defeat Minerva. Arachne calls out Minerva, not knowing she was in

disguise, “I know what I say and I mean it. I am not afraid of the goddess. Arachne is

over-confident in her decision to challenge Minerva. She feels the need to prove that she

is better than Minerva because she does not want to keep hearing of all the talk about

Minerva. Arachne wants to be known as the best weaver, which leads to a reckless action

in challenging a goddess in a competition.

Arachne is foolish in choosing a forbidden piece of work by the gods and goddesses,

against a goddess. The author explains Arachne’s rebellious act in stating, “Arachne,

though, had decided to work something that was forbidden by the gods. She was going to

use her skill of hand and all her art for evil instead of good.” Arachne chooses a forbidden

piece of work for the competition to try and create more of a rebellious feel in saying that

she can do what she wants, even in the presence of and against a goddess, which then

caused a reckless action in giving Minerva more of an urge to defeat Arachne.

In the story, “The Picture Minerva Wove,” the theme vanity can be the cause of reckless

actions is portrayed through Arachne in her selfishness, confidence and foolishness.

Reading this story helps to teach people to know their place and that there is almost always

somebody better, and to stay humble, even with the most talent.



PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

This response effectively addresses all parts of the task, demonstrating in-depth analytic understanding of the task.

A strong organizational structure effectively supports the focus and ideas. The effective introduction begins with a

generalization (In folktales and other such stories, gods and goddesses are of great respect by mortals: Every now

and then, a mortal feels that gods and goddesses do not deserve that respect and feel that they are better than a

god and/or a goddess.), which connects to a main idea of the text as well as to the task. Next, the student identifies

three ways that the theme from the prompt is revealed in the text (the theme . . . is portrayed by Arachne in her

selfishness, confidence and her foolishness). The first body paragraph focuses on Arachne’s selfishness, beginning

the development with an inference (Arachne claims her skills as her own instead of giving credit to Minerva for

teaching them to her), which is supported by a relevant quote (“My skill is my own.”). The thorough analysis that

follows demonstrates in-depth understanding of the text (Arachne knows her skill comes from Minerva, but she

denies it and claims her skill as her own, self-taught talent.). Additional analysis (Doing so makes her selfish and it is

also taking away from Minerva while claiming the skill, which in-turn causes a reckless action in putting herself in a

bad position.) further extends the development and demonstrates insight in connecting Arachne’s ingratitude and

lack of respect to her selfishness. The second body paragraph shifts focus to Arachne’s confidence, the second idea

identified in the introduction. Strong analysis begins the development (Arachne . . . says things that she later regrets

in her will to defeat Minerva. Arachne calls out Minerva . . .). Next, an apt quote is presented (“I know what I say and

I mean it. I am not afraid of the goddess.), followed by thorough, in-depth analysis (Arachne is over-confident in her

decision to challenge Minerva. She feels the need to prove that she is better than Minerva because she does not

want to keep hearing of all the talk about Minerva. Arachne wants to be known as the best weaver, which leads to a

reckless action in challenging a goddess in a competition.). In the final body paragraph, the focus shifts to Arachne’s

foolishness, the third idea identified in the introduction (Arachne is foolish in choosing a forbidden piece of work by

the gods and goddesses, against a goddess.). The student presents a well-chosen quote to highlight Arachne’s foolish

rebelliousness (“Arachne, though, had decided to work something that was forbidden by the gods. She was going to

use her skill of hand and all her art for evil instead of good.”). In-depth analysis (Arachne chooses a forbidden piece

of work for the competition to try and create more of a rebellious feel in saying that she can do what she wants, even

in the presence of and against a goddess, which then caused a reckless action in giving Minerva more of an urge

to defeat Arachne.) of explicit and implicit meanings in the text clarifies the significance of the quote. The response

concludes with another insightful generalization (Reading this story helps to teach people to know their place and that

there is almost always somebody better, and to stay humble, even with the most talent.) that connects the text to the

task. Skillfully employed transitions (Every now and then; In the story; but; also) link ideas throughout the response,

and an effective use of precise language (folktales; giving credit; self-taught; regrets; rebellious; urge; know their place;

humble; talent) conveys experiences and events. The few errors present do not interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 4 points

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

Authors develop theme throughout certain events ocuring

throughout a pasage. In this pasage, Arachne makes the rash decision

to chalenge the godes, Minerva, to a weaving contest. In the Grek

myth, “The Picture Minerva Wove,” retold by Carolyn Sherwin Bailey,

the theme is revealed by the events throughout the pasage, such as

Arachne’s negative decisions, rash boasting, and waste of skil.

Arachne’s vanity was the cause of her negative actions. Notably,

Arachne mets an old woman, who is secretly Minerva, and speaks

negatively about her (Bailey 40). Furthermore, Minerva tries to warn

Arachne of what her bad decisions wil cost her, but Arachne further

chalenges Minerva. As found in the pasage, “The girl’s face flushed

with anger … but the girl was vain” (Bailey 40). Now, Arachne always

denies her conections to Minerva because Arachne wants to fel as if

she is the best weaver. One can infer that Arachne’s vain actions wil be

the cause of her terible fate. As sen in the text, Arachne’s boasting

also wil reveal the theme of the text.

The strugle to fel god about herself caused Arachne’s senseles

boasting. Bailey pens that Arachne is lying about teaching herself to

weave, and dares Minerva to compete against her in a weaving contest

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

(Bailey 40). Arachne wanted to compete against her teacher, Minerva,

to prove herself. Acording to the pasage, “Arachne grew pale with fear

at first, but her presumption overcame her fear” (Bailey 41). Also, when

Minerva sudenly apeared to her, Arachne was scared, but her desire

to beat Minerva overcame it. The reader can infer that by boasting

about her talents, Arachne acidentaly caused Minerva to a weaving

contest, and where the ods were stacked against Arachne. On the other

hand, the way Arachne used her talent also caused her to fail.

By not using her talents for the beter, Arachne set herself up

for failure. Bailey writes that Arachne wanted to work on something

forbiden by the gods to displease them (Bailey 41). Therefore, Arachne

wove a tapestry for her pride and selfish reasons, while Minerva decided

to weave a tapestry about wisdom. Arachne purposely decided not to

chose god and to upset the gods. As found in the text, “Arachne was

sudenly filed with an understanding of how she had wasted her skil,

and she longed to get away from al sight and sound of her weaving”

(Bailey 41). To sum up, Arachne felt remorse for the awful tapestry she

had weaved, and wanted to get away from the reminder that she had

failed. One can asume that Arachne had a revelation that she had

chose wrong and would face her consequences because of her choices.

Lastly, Arachne’s vanity was the cause of her reckles actions.

Arachne’s negative actions, rash boasting, and waste of skil help to

reveal the theme of the pasage, “The Picture Minerva Wove,” by

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

Carolyn Sherwin Bailey. Hence, Arachne’s vanity was the cause of her

negative actions. Subsequently, because she wanted to fel god

about herself, Arachne’s mindles boasting led her to chalenge Minerva.

Consequently, by not making smart decisions, Arachne set herself up for

failure. Revealed throughout the events in the pasage, Arachne’s vanity

is the cause of her reckles actions.

This response effectively addresses all parts of the task, demonstrating in-depth analytic understanding of the

text. A strong organizational structure effectively supports the focus and ideas. The effective introduction engages

the reader’s attention by means of a generalization (Authors develop theme throughout certain events occurring

throughout a passage.) that is then connected to the text (In this passage, Arachne makes the rash decision to

challenge the goddess, Minerva, to a weaving contest.). Next, the student presents an effective controlling idea (the

theme is revealed by the events throughout the passage, such as Arachne’s negative decisions, rash boasting, and

waste of skill) that reflects the task. The first body paragraph focuses on Arachne’s vanity as a root cause of her

negative/reckless actions. The student weaves relevant text details with strong analysis to show how the theme

is revealed (Notably, Arachne meets an old woman, who is secretly Minerva, and speaks negatively about her . . .

Furthermore, Minerva tries to warn Arachne of what her bad decisions will cost her, but Arachne further challenges

Minerva.). Next, a quote that expresses Arachne’s negativity/recklessness is presented (“The girl’s face flushed with

anger … but the girl was vain”) and developed with thorough analysis (Now, Arachne always denies her connections

to Minerva because Arachne wants to feel as if she is the best weaver. One can infer that Arachne’s vain actions will be

the cause of her terrible fate.) that effectively connects Arachne’s recklessness to her vanity. A transitional sentence

at the end of the paragraph (As seen in the text, Arachne’s boasting also will reveal the theme of the text.) shifts the

reader’s focus to the next point from the controlling idea: rash boasting. The second body paragraph opens with

thorough analysis (The struggle to feel good about herself caused Arachne’s senseless boasting.), which is supported

with relevant text references (Arachne is lying about teaching herself to weave, and dares Minerva to compete against

her in a weaving contest). Additional strong analysis (Arachne wanted to compete against her teacher, Minerva, to

prove herself.) and a well-chosen quote (“Arachne grew pale with fear at first, but her presumption overcame her

fear”) extend the development. The paragraph concludes with additional thorough development embedded with

text references (Also, when Minerva suddenly appeared to her, Arachne was scared, but her desire to beat Minerva

overcame it. The reader can infer that by boasting about her talents, Arachne accidentally caused Minerva to a weaving

contest, and where the odds were stacked against Arachne.). Another transitional sentence shifts the focus to the last

point made in the controlling idea (On the other hand, the way Arachne used her talent also caused her to fail.). The

last body paragraph begins with insightful analysis (By not using her talents for the better, Arachne set herself up for

failure.). Well-chosen, paraphrased text details provide support (. . . Arachne wanted to work on something forbidden

by the gods to displease them . . . Therefore, Arachne wove a tapestry for her pride and selfish reasons, while Minerva

decided to weave a tapestry about wisdom). The development continues with additional insightful analysis (Arachne

purposely decided not to choose good and to upset the gods.) supported with relevant text (“Arachne was suddenly

filled with an understanding of how she had wasted her skill, and she longed to get away from all sight and sound

of her weaving”). The paragraph ends with additional thorough analysis (Arachne felt remorse for the awful tapestry

she had weaved, and wanted to get away from the reminder that she had failed. One can assume that Arachne had

a revelation that she had chose wrong and would face her consequences because of her choices . . . vanity was the

cause of her reckless actions) to summarize the student’s ideas. In the effective conclusion, the student elaborates

on the three points made in the controlling idea (Arachne’s negative actions, rash boasting, and waste of skill help to

reveal the theme of the passage) to conclude the response. Transitions skillfully link ideas throughout the response

(Notably; Furthermore; As found in; Now; As seen in; Also; On the other hand; By not using; Therefore; To sum up;

Lastly; Hence; Subsequently; Consequently), and an effective use of precise language (rash; challenges; negatively;

terrible fate; senseless; desire; overcame; odds were stacked against her; talents; revelation; consequences) conveys

experiences and events. The few errors present do not interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 3 points

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

The passage “A Picture minerva wove” expresses vanity

throughout the whole story. It is seen directly when someone

even mentions minerva to Arachne. Vanity is shown when

Archane has the idea of what to make of her design. When

she made this reckless decision, minerva punished her by

turning her into a spider. All of these events led up to Arachne

having consequences. This essay will analyze examples of how

vanity can be the cause of reckless actions and the events

leading up.

Arachne made her first mistake by underestimating

Minerva in the first place. She should have never even

thought that she could beat the best. She did not Know

what she was getting herself into. She also should not have

spoke about Minerva in such a way without really Knowing

her or her skill. Even the people surrounding her agreed and

suggested that she ask Minerva for forgivness for her words.

Another example of Arachnes reckless actions is when

she went against goddess rules with her design. She let her

vanity get in the way and ruined her chance of ever doing

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

better than Minerva. She should have known the second

that she started making it that it was a bad idea. This

definately effected Arachne in the long run. She knew

the moment this happened she would be suffering from

consequences.

Minerva brutally punishes Arachnae for all she has done.

Arachnae deep down knew that she had deserved this.

Because of these reckless decisions, she will have to suffer

the consequences. Arachne let her foolish heart get in the

way and should have never let her vanity over power her

intelligance. Minerva turning Arachne into a spider was a very

clever thing to do.

The passage gave off three main highlights of how vanity

is the cause of reckless actions. Araches weaving design

was an irrational thought. Her underestimating how much

power and skill Minerva had. Finally, the punishment Arachne

recieved at the end. This essay analyzed how vanity can be

the cause of reckless actions and the events that led up.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

This response adequately addresses all parts of the task, demonstrating sufficient analytic understanding of the text.

An appropriate organizational structure supports the focus and ideas. The clear introduction recounts the role vanity

plays in the story’s events (The passage . . . expresses vanity throughout the whole story. It is seen directly when

someone even mentions minerva to Arachne. Vanity is shown when Archane has the idea of what to make of her

design. When she made this reckless decision, minerva punished her by turning her into a spider. All of these events

led up to Arachne having consequences.), melding clear analysis with relevant text references. The introductory

paragraph concludes with a controlling idea (This essay will analyze examples of how vanity can be the cause of

reckless actions and the events leading up.) that provides a structure for the development that follows. Adhering to

the controlling idea, the first body paragraph presents a key event from the text in which vanity plays a role (Arachne

made her first mistake by underestimating Minerva in the first place.). The student clarifies the event’s significance

with strong analysis (She should have never even thought that she could beat the best. She did not know what she

was getting herself into. She also should not have spoke about Minerva in such a way without really Knowing her

or her skill.). The paragraph concludes with a sentence that combines clear inferencing with an appropriate text

detail (Even the people surrounding her agreed and suggested that she ask Minerva for forgivness for her words.).

Although the word vanity is not used in the paragraph, that concept’s connection to Arachne’s reckless actions is

clearly addressed within the analysis. In the next paragraph, the student presents another event that demonstrates

Arachne’s vanity/recklessness (when she went against goddess rules with her design). Clear analysis embedded with

relevant text clarifies the role vanity plays in Arachne’s reckless actions (She let her vanity get in the way and ruined

her chance of ever doing better than Minerva. She should have known the second that she started making it that it was

a bad idea.). The development concludes with additional clear analysis (This definately effected Arachne in the long

run. She knew the moment this happened she would be suffering from consequences.) that supports the student’s

claims. The last body paragraph addresses the consequences of the events presented earlier. The paragraph begins

with a key detail (Minerva brutally punishes Arachnae for all she has done.) that is developed with strong analysis

of explicit and implicit meanings from the text (Arachnae deep down knew that she had deserved this. Because of

these reckless decisions, she will have to suffer the consequences. Arachne let her foolish heart get in the way and

should have never let her vanity over power her intelligance.). The paragraph concludes with an evaluative statement

that contains a relevant text detail (Minerva turning Arachne into a spider was a very clever thing to do.), all of which

supports the student’s ideas. The conclusion reiterates the ideas from the introduction (The passage gave off three

main highlights of how vanity is the cause of reckless actions. Araches weaving design was an irrational thought. Her

underestimating how much power and skill Minerva had. Finally, the punishment Arachne recieved at the end. This

essay analyzed how vanity can be the cause of reckless actions and the events that led up.), appropriately summing

up the development. Transitions are used appropriately (When she made this reckless decision; All of these events;

also; Another example; Finally) to link ideas, and there is an appropriate use of precise language (consequences;

underestimating; surrounding; ruined; suffering; brutally; irrational) throughout the response. The few errors present in

spelling (forgivness; Arachnae; definately; intelligance; recieved) do not interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 3 points

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

In this Greek myth a boastful girl named Arachne challenges the godess of weaving.

She weaves an evil image of the gods so she is turned into a spider. The theme of the

passage, which is vanity can be the cause of reckless actions, is reveled by these events,

Arachne claiming her skill is her own, challenging the godess Minerva and weaving an evil

image.

The theme of the story, which is vanity can be the cause of reckless action, is reveled

by Arachne claming her skill is her own. The following quote shows this, “my skill is my

own, she replied.” This quote is showing that because Arachne is so skilled she that she

becomes boastful and will make reckless decisions. She dosen’t give credit to the origon

of her skill and claims it is her own. Her vanity is causing her to be boastful and to make

reackless decisions.

The theme of the story, which is vanity can be the cause of reckless actions, is reveled

by Arachne challenging minerva to a contest. This edvidence shows this, “Let Minerva

compete with me.” This quote is showing us how Arachne’s skill and vanity have made her

actions reckless. Because she is the most skilled mortal She becomes arrogent and thinks

none can best her. After she is beaten she regrets her decisions.

The theme of the story, which is vanity can be the cause of reckless actions, is reveled

by Arachne weaving an evil image of the gods. The following quote demonstrates this,

“she was going to use her skill for evil instead of good.” This quote is showing Arachne’s

intentions. Even though she can weave for good things she uses her skill for evil. Her vanity

is causeing her to make evil things and there will be conciquenceis for her reckless actions.

The theme of the story, which is vanity can be the cause of reckless actions, is reveled

by these events, Arachne claiming her skill is her own, challenging Minerva to a contest and

Arachne weaving an evil image of the gods. Arachne had skill and should have givin the

credit to Minerva, but instead she said it was her own and had to pay for it.



PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

This response adequately addresses all parts of the task, demonstrating sufficient analytic understanding of the text.

An appropriate organizational structure groups ideas logically and adequately supports the focus. The introduction

begins with a synopsis of the story events (a boastful girl named Arachne challenges the godess of weaving. She

weaves an evil image . . . so she is turned into a spider) that contains an inferential characterization of Arachne. The

introductory paragraph concludes with a controlling idea (The theme of the passage, which is vanity can be the cause

of reckless actions, is reveled by these events, Arachne claiming her skill is her own, challenging the godess Minerva

and weaving an evil image.) that provides structure for the development that follows. Adhering to the controlling idea,

the first body paragraph focuses on Arachne’s claim that her skill is her own. The student begins with a relevant quote

(“my skill is my own, she replied.”). Clear analysis develops the quote (This quote is showing that because Arachne is

so skilled she that she becomes boastful and will make reckless decisions. She dosen’t give credit to the origon of her

skill and claims it is her own. Her vanity is causing her to be boastful and to make reackless decisions.) and supports

the student’s ideas. The second body paragraph addresses the second point from the controlling idea—challenging

minerva to a contest. The student develops this idea with a relevant quote (“Let Minerva compete with me.”), which is

clarified with analysis containing relevant text references (Arachne’s skill and vanity have made her actions reckless.

Because she is the most skilled mortal She becomes arrogent and thinks none can best her. After she is beaten she

regrets her decisions). The third body paragraph shifts focus to the final idea from the controlling idea (Arachne

weaving an evil image of the gods). A relevant quote supports the development (“she was going to use her skill for evil

instead of good.”), and clear analysis is used to explain the significance of Arachne’s deliberate choice (This quote is

showing Arachne’s intentions.). Additional clear analysis completes the development (Even though she can weave for

good things she uses her skill for evil. Her vanity is causeing her to make evil things and there will be conciquenceis

for her reckless actions.). The response’s conclusion reiterates the ideas from the introduction and presents additional

clear analysis (Arachne had skill and should have givin the credit to Minerva, but instead she said it was her own

and had to pay for it.) to summarize the student’s ideas regarding the theme. Transitions between paragraphs are

appropriate, though basic and/or repetitive at points (The theme of the story, which is vanity can be the cause of

reckless action, is reveled by; This edvidence shows this; The following quote demonstrates; This quote is showing).

There is an appropriate use of precise language (origon; arrogent; intentions; conciquenceis) throughout the response.

Errors present in spelling (godess; reveled; claming; dosen’t; origon; reackless; edvidence; arrogent; causeing;

conciquenceis), usage (an extra word [she]), punctuation, and capitalization do not seriously interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 2 points

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

Throughout the story “The Picture Minerva Wove” Arachne shows alot of reckless Choices.

Something reckless Arachne did was Challenge minerva to see who could weave a better

picture. Arachne was being boastful and didn’t think about what would happen if she was

lost. Minerva Accepted this because she knew she would win. Another reckless thing

Arachne did was using a forbiden scene. This was reckless because Arachne knew minerva

would not like this. Minerva then got angry and punished Arachne by turning herinto a

spider. In conclusion, Arachne should have been morecarful and shouldn’t have had been

so boastful.



This response inconsistently addresses some parts of the task, demonstrating partial analytic understanding of

the text. A weak organizational structure inconsistently supports the focus and ideas. The response focuses on

two examples of Arachne’s reckless actions, which are then loosely connected to her vanity. To begin, the student

presents a limited example (Something reckless Arachne did was Challenge minerva to see who could weave a better

picture.) followed by weak analysis (Arachne was being boastful and didn’t think about what would happen if she was

lost.) and a limited inference (Minerva Accepted this because she knew she would win.). The response continues with

another limited text example (Another reckless thing Arachne did was using a forbiden scene.) followed by a vague

inference (because Arachne knew minerva would not like this). Sparse text details address the consequences of

Arachne’s reckless actions (Minerva then got angry and punished Arachne by turning herinto a spider.), albeit without

any clarifying analysis. The brief conclusion attempts to evaluate Arachne’s vanity and recklessness (Arachne should

have been morecarful and shouldn’t have had been so boastful), but the attempt at analysis is weak. There is an

inconsistent use of transitions to link ideas (Another; because; and; In conclusion), and little precise language is drawn

from the text (Challenge; boastful; forbiden). The errors in sentence construction (run-on), usage (have had been),

spelling (forbiden; morcarful), punctuation, and capitalization may interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 2 points

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

“The Picture Minerva Wove,” by Carolyn Sherwin Bailey is about two

weaver’s named Arachne, and Minerva. Arachne got so mad that she

challenged Minerva to a weave off. In the passage it says, “My skill is

my own,” she replied. “Let Minerva try to compete with me.” She feels so

confindent in her work that she challenged one of the best weavers. They

did the weave off and Arachne lost. So Minerva punished Arachne. Thats

the events that lead up to the theme of the passage.

This response inconsistently addresses some parts of the task, demonstrating partial analytic understanding of

the text. A weak organizational structure groups ideas ineffectively and only inconsistently supports the focus. The

response consists of a limited summary of the story with weak inferencing and vague references to the text. The

body of the response begins with a weak inference (Arachne got so mad that she challenged Minerva to a weave off.)

followed by a quote for support (“My skill is my own,” she replied. “Let Minerva try to compete with me.”). Another

weak inference is then presented (She feels so confindent in her work that she challenged one of the best weavers.)

with another supporting, limited text reference (They did the weave off and Arachne lost.). While the response does

move beyond a literal interpretation of the text, the two inferences do not rise to the level of clear analysis. Transition

use is limited (In the passage; So), and there is little use of precise language (challenged; weave off; confindent). Errors

in usage (Thats for Those are), spelling (confindent), and punctuation may interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 1 point

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

In the story “The picture Minerva wove” retold

by carolyn Sherwin bailey the author describes

a young weaver Arachne Who was told to be

the best in grece but when conpared by the

god minerva she gets scared, and challenges the

godess When minerva came they had a weaving

contest. Minerva sew a beautiful embroidery,

of an olive tree and nature but arachne wove

a diffrent storry of a bull or god taking away

a princess needless to say she lost and minerva

turned her into a spider.

This response minimally addresses part of the task, demonstrating inadequate analytic understanding of the text.

There is minimal evidence of an organizational structure. The response consists of a minimal retelling of the story

(a young weaver Arachne Who was told to be the best in grece . . . and challenges the godess . . . Minerva sew a

beautiful embroidery, of an olive tree and nature but arachne wove a diffrent storry . . . she lost and minerva turned

her into a spider). While there is one very minimal inference (she gets scared), holistically, it is not enough to move

the response to a higher score. Few transitions link ideas (but; When; needless to say) in the response, and there is

little use of precise language (challenges; beautiful; olive tree; scared). Errors in sentence formation (run-ons), spelling

(grece; conpared; godess; diffrent; storry), capitalization, and punctuation sometimes interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

STUDENT RESPONSE

Response Score: 1 point

8. A theme of the passage is vanity can be the cause of reckless actions. Write an essay analyzing

how this theme is revealed by the events throughout the passage. Use evidence from the

passage to support your response.

The theme is Vanity because in the story it’s say that the two girls are aguaring about Who

is better at an art Project accoriding to the text it say that Arachne was being Forced to

aplogize to Minerva but She Say no cause She ment what She Said and She not taking it

back.



This response minimally addresses part of the task, demonstrating inadequate analytic understanding of the text.

There is minimal evidence of an organizational structure and minimal reference to the main ideas and relevant details

of the text. The response consists of a minimal and simplistic retelling of the story (the two girls are aguaring about

Who is better at an art Project . . . Arachne was being Forced to aplogize . . . She ment what She Said and She not

taking it back). The response lacks analysis and demonstrates minimal understanding of the text and task. Transition

use is minimal (but), and there is a minimal use of precise language (aguaring; Forced; aplogize). The many errors in

sentence formation (run-ons), usage (it’s say for it says; say for says; She for she’s; cause for because), and spelling

(aguaring; accoriding; aplogize; ment) interfere with meaning.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

ENGLISH LANGUAGE ARTS TEST DIRECTIONS FOR CONVENTIONS OF

STANDARD ENGLISH QUESTIONS

Directions:

On the following pages are the Conventions of Standard English questions.

Directions for Multiple-Choice Questions:

Each question will ask you to select an answer from among four choices.

For the multiple-choice questions:

• Read each question and choose the best answer.

• Only one of the answers provided is correct.

• Record your choice in the answer booklet.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

CONVENTIONS OF STANDARD ENGLISH MULTIPLE-CHOICE QUESTIONS

9. Read the paragraph.

(1) It is time to replace the curtains in the school auditorium. (2) Yesterday during play

practice, the curtains stopped on their track twice when they were supposed to close

the scene. (3) Also, the curtains have tears and holes in them. (4) Someone told us the

curtains were bought by some group a long time ago and cost a lot of money. (5) If needed,

students in the drama program could organize fundraisers to help with the expense of new

curtains.

Which sentence should be revised to provide more precise information?

A. sentence 2

B. sentence 3

C. sentence 4

D. sentence 5

Item Information

Alignment D.2.1.2

Answer Key C

Depth of Knowledge 2

p-value A 11%

p-value B 38%

p-value C 44% (correct answer)

p-value D 7%

Option Annotations The student is being asked which sentence in the paragraph needs to

be revised to provide more precise information. Option C is the correct

answer since sentence 4 uses the phrases “Someone told us,” “some

group,” and “cost a lot of money,” all of which could be more precise.

Options A, B, and D are incorrect since these sentences do not require

more precise information.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

10. Read the paragraph.

The ancient Sumerians developed the first system of writing. It was called cuneiform.

Cuneiform consisted of wedge-shaped marks made on clay tablets. How did writers make

the marks? They used a thick reed as a stylus. Traders and merchants first used cuneiform

to record transactions. Later, scribes and priests used the system to record stories and

religious beliefs.

Which revision would most improve the paragraph?

A. rewriting it using active voice

B. correcting the run-on sentences

C. changing the sentence order

D. combining some of the sentences

Item Information

Alignment D.2.1.3

Answer Key D

Depth of Knowledge 2

p-value A 16%

p-value B 15%

p-value C 14%

p-value D 55% (correct answer)

Option Annotations The student is being asked which revision would most improve the

paragraph. Option D is the correct answer since combining sentences 1

and 2 and combining sentences 4 and 5 would create sentence variety

and therefore improve the paragraph. Options A, B, and C are incorrect

since they do not describe revisions that would improve the paragraph.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

11. Read the sentences from a story.

Over lunch in the cafeteria, Joe sat with Jennifer as they listened to Bill talk about his

favorite hobby: building model cars.

“That’s really interesting,” said Jennifer. “What model car are you building now?”

Suddenly, Joe remembered that he needed to meet with his math teacher before class. He

rose to leave.

“I’m working on a 1965 Corvette Joe, don’t leave yet and I plan to take it to the show next

Saturday,” said Bill, as he, too, rose from the table to follow Joe.

Which revision correctly punctuates the underlined group of words to indicate a break in

thought?

A. “I’m working on a 1965 Corvette, Joe, don’t leave yet—and I plan to take it to the show

next Saturday,” said Bill as he, too, rose from the table to follow Joe.

B. “I’m working on a 1965 Corvette—Joe, don’t leave yet—and I plan to take it to the show

next Saturday,” said Bill as he, too, rose from the table to follow Joe.

C. “I’m working on a 1965 Corvette (Joe, don’t leave yet) and I plan to take it to the show next

Saturday,” said Bill as he, too, rose from the table to follow Joe.

D. “I’m working on a 1965 Corvette, Joe, don’t leave yet, and I plan to take it to the show next

Saturday,” said Bill as he, too, rose from the table to follow Joe.

Item Information

Alignment D.1.2.1

Answer Key B

Depth of Knowledge 2

p-value A 21%

p-value B 45% (correct answer)

p-value C 12%

p-value D 22%

Option Annotations The student is being asked which revision correctly punctuates the

underlined group of words to indicate a break in thought. Option B is the

correct answer since it shows the best way to punctuate the underlined

group of words to indicate a break in thought. Options A, C, and D are

incorrect as they do not show the best way to punctuate the group of

words to indicate a break in thought.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

12. Read the paragraph.

(1) Have you ever accidentally shaken a soda bottle and had it erupt when you opened the

cap? (2) This is similar to the violent eruption of a stratovolcano, which has a deep magma

reservoir beneath the surface. (3) Pressure builds in the magma chamber as gases which

have been under immense heat and pressure are dissolved into liquid rock. (4) Because

these types of volcanoes form in a system of underground channels, stratovolcanoes

sometimes blow out the sides of their cone, as well as the crater at the summit.

Which revision should be made to the paragraph?

A. Add a comma before when in sentence 1.

B. Remove the comma before which in sentence 2.

C. Add a comma before which and after pressure in sentence 3.

D. Remove the comma before stratovolcanoes and after cone in sentence 4.

Item Information

Alignment D.1.2.4

Answer Key C

Depth of Knowledge 2

p-value A 11%

p-value B 22%

p-value C 50% (correct answer)

p-value D 17%

Option Annotations The student is being asked to identify which revision should be made

to the paragraph. Option C is the correct answer since adding a

comma before “which” and after “pressure” will fix egregious errors in

sentence3. Options A, B, and D are incorrect since these suggested

revisions do not correct errors in the paragraph.

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

PSSA ENGLISH LANGUAGE ARTS GRADE 8

ENGLISH LANGUAGE ARTS—SAMPLE ITEM SUMMARY DATA

Multiple-Choice and Evidence-Based Selected-Response Questions

Sample

Number

Alignment Answer Key

Depth of

Knowledge

p-value

1 B-C.2.1.2 A 3 47% 13% 17% 23%

2 B-V.4.1.1 B 2 24% 44% 18% 14%

3 B-C.3.1.1 D 3 14% 25% 22% 39%

4 B-K.1.1.1 A 2 53% 19% 18% 10%

5 B-V.4.1.2 D 2 10% 7% 10% 73%

6 B-C.3.1.1 C 3 9% 22% 56% 13%

7 B-K.1.1.2

Part One: B

Part Two: D

3 Mean Score: 1.37

9 D.2.1.2 C 2 11% 38% 44% 7%

10 D.2.1.3 D 2 16% 15% 14% 55%

11 D.1.2.1 B 2 21% 45% 12% 22%

12 D.1.2.4 C 2 11% 22% 50% 17%

Text-Dependent Analysis Prompt

Sample

Number

Alignment Points

Depth of

Knowledge

Mean Score

8 A-K.1.1.2 4 3 2.10

PSSA ENGLISH LANGUAGE ARTS GRADE 8

PSSA Grade 8 English Language Arts Item and Scoring Sampler—August 2023

ACKNOWLEDGEMENTSACKNOWLEDGEMENTS

“Feynman and the Rainbow” by Stephen Whitt from Odyssey, Nov 2004, Vol. 13, Issue 8.

copyrighted by Cricket Media and/or various authors and illustrators. Any commercial use or

distribution of material without permission is strictly prohibited. Please visit

http://cricketmedia.com/childrens-content-licensing for licensing and http://www.cricketmedia.com

for subscriptions.

“The Picture Minerva Wove” by Carolyn Sherwin Bailey from Wonder Stories: The Best Myths for

domain.

PSSA Grade 8 English Language Arts

Item and Scoring Sampler

this publication may be duplicated by Pennsylvania educators for local classroom use. This

permission does not extend to the duplication of materials for commercial use.