Three Branches of Government Assessment

Three Branches of Government: Reading Test
Iowa Core Standard (Intermediate: 3-5):

Essential Concept and/or Skill - understand the purpose and function of each of the three
branches of government established by the Constitution.
o Understand that the judicial branch, headed by the Supreme Court, makes decisions
concerning the law that aim to protect individual rights
TESOL Standard
Standard 5: English language learners communicate information, ideas, and concepts
necessary for academic success in the area of social studies.

Objectives: Students will be able understand what they read about the judicial branch and
correctly answer the following questions.

Part 1: Perceptive Reading

Questions 1-4 (1 pt. each): Directions: Each question has three words about the Judicial Branch.
Read aloud each word.

Sample question:

About And Around

1. Judge Justice Laws

2. Supreme Court Judicial

3. Rights Constitution Federal

4. Decision Chief Associate

Part 2: Selective Reading

Questions 5-8 (1 pt. each): Directions: Read the sentences about the Judicial Branch. There are
words missing from each sentence. Pick the word that makes sense in the blank and circle the
correct answer.

Sample question: Ive lived in the United States (21)_________ three years. I (22) _________ live in
Costa Rica. I (23) ___________ speak any English.

21. a. since
b. for
c. during

22. a. used to
b. use to
c. was

23. a. couldnt
b. could
c. can

The (5) ______________ Court is the most powerful court in the United States. It has one (6) __________
justice and eight associate justices. The justices are chosen by the (7) ________________. The job of
the justices is to interpret (8) ____________ passed by Congress.

5.
a. Special
b. Supreme
c. State

6.
a. Chief
b. Chosen
c. Chair

7.
a. Dictator
b. President
c. Person

8.
a. Legal
b. Lawyer
c. Laws

Part 3: Interactive Reading

Questions 9-12 (1 pt. each): Directions: Read each statement carefully. Put the statements in the
correct order. Write a 1 by the first statement, a 2 by the next statement, and a 3 by the last
statement.

Sample Question:
_______ Peter looked outside
_______ and he recognized the tune
_______ he thought he heard someone whistling

9.
________ the supreme court is

________ When questions about laws come up in lower courts

________ in charge of making a decision and explaining the Constitution

10.
________ The nine justices are chosen

________ by a vote of the Senate

________ by the president and approved

11.
________ works for the rest of their life

________ or until they retire

________ A Supreme Court Justice

12.
________ The Supreme Court has the power to

________ are acting within the law

________ decide if a president and the federal, state, and local governments

Scoring Key:
Part 1: Perceptive Reading
Each word read aloud correctly is worth .33 (1/3) points. If the student reads the word correctly record a
+ and if a student reads the word incorrectly record how they pronounced the word.

Number 1 Number 2
Judge Justice Laws Supreme Court Judicial

____________/1 ____________/1

Number 3 Number 4
Rights Constitution Federal Decision Chief Associate

____________/1 ____________/1

Part 2: Selective Reading
Multiple choice. Each correct answer is worth one point.

5. B - Supreme
6. A - Chief
7. B - President
8. C Laws

Part 3: Interactive Reading
Each correct sequence is one point. The entire sequence must be in the right in order to receive a point.

9. 2, 1, 3
10. 1, 3, 2
11. 2, 3, 1
12. 1, 3, 2

Total Correct: ____________/4
Speaking Assessment Scores:
Items 1-4 _______/4
Items 5-8 _______/4
Items 9-12 _______/4
Total _______/12
Three Branches of Government: Speaking Test

o Understand the legislative branch passes laws to protect individual rights.
TESOL Standard

Objectives: Students will be able understand what they hear about the legislative branch and
accurately respond to the following questions/statements.

Part 1: Imitative Speaking

Questions 1-2 (.5 pt. each): Directions: Listen closely to the word or phrase. Repeat the word or
phrase after I say it.

Sample question: Test-taker hears:
Repeat after me:
o beat (pause)
o bit (pause)
o bat (pause)
o vat (pause)

12. Test-taker hears:
o Senate
o Vice President

o House of Representatives
o Speaker of the House

Part 2: Intensive Speaking

Questions 3-4 (2 pts. each): Directions: Listen closely as I read each statement. Respond by
correctly answering the question. Remember to include part of the question in your answer.

Sample question:
Test-taker hears: What did you do last weekend?
Student responds: I played basketball last weekend.
Test-taker hears: Did you score any baskets?
Student responds: Yes, I scored two baskets.

3.
o Test-taker hears: How many members are in the House of Representatives?
o Student responds: ___________________________________
o Test-taker hears: How many members are in the Senate?
o Student responds:____________________________________

4.
o Test-taker hears: How is a bill introduced?
o Test-taker hears: Who must pass a bill before it can become law?

Part 3: Responsive Speaking

Questions 5-7 (2 pts. each): Directions: Listen closely to the following sentences. Using your own
words, paraphrase the information.

Sample Question:
o Test-taker hears: My weekend in the mountains was fabulous. The first day we backpacked
into the mountains and climbed 2,000 feet. The hike was strenuous but exhilarating. By
sunset we found these beautiful alpine lakes and made camp there. The sunset was
amazingly beautiful. The next two days we just kicked back and did little day hikes, some
rock climbing, bird-watching, swimming, and fishing. The hike out on the next day was
really easy-all downhill-and the scenery was incredible.
o Test-taker responds with two or three sentences.

o For a bill to come a law, it can be introduced in either the House of Representatives or
the Senate. The bill is first assigned to a committee where it is reviewed and edited.
After the committee, the bill can do one of two things. One option is for it to be set aside
and tabled if the committee doesnt think its worthy or important. Or if the committee
thinks it is worthy of further action it can be sent to the entire other house for debate.

o If the bill passes debate, it is sent to the other house. Another committee is in charge of
working out any differences or disagreements between the Senate and the House of
Representatives. When both houses agree that a bill should become a law two people
must sign it. For the House of Representatives, the Speaker of the House must sign it.
For the Senate, the Vice President must sign it. Both of these important people have to
sign it before sending the bill to the president.

o If the president signs the bill then it becomes law, but he does not have to sign it. When
the president chooses to say no he is vetoing the bill and it does not become law. If this
happens, the bill can be sent back to Congress. It takes two-thirds of all the members of
Congress to vote yes to make the bill become a law and override the President.

Part 4: Interactive Speaking

Questions 8-10 (2 pts. each): Directions: Listen closely to each scenario. Play the role of the given
person by acting how they would act and saying what they would say.

Sample Question:
Test-taker hears: Pretend youre a tourist asking me for directions.

8. Test-taker hears: Pretend you are the Speaker of the House and members of the House of
Representatives propose a bill.

9. Test-taker hears: As the Speaker of the House, pretend the bill has been voted on and
approved by the House of Representatives.

10. Test-taker hears: Pretend you are the Speaker of the House after the bill has been vetoed
by the president.

Part 5: Extensive Speaking

Question 11 (2 pts.): Directions: Look at the following pictures. Explain the five steps of a bill
becoming a law based on the pictures.

Sample Question:

.

11.

http://blog1.glencoe.com/georgia/files/2010/04/6_Bill_Becomes_Law_P4_U2_L6_201A-B1.jpg

Scoring Key/Rubrics:

Part 1: Imitative Speaking
Student receives half a point for each word/phrase that is repeated back with 100% accuracy. If the
student pronounces in correctly, put a plus in the box. If the student pronounces it incorrectly, record
how they say it. Total the points for each item and for part 1.

Item 1
Senate Vice President

_______/.5 _______/.5
Total #1: _________/1

Part 2: Intensive Speaking
Student can receive up to one point for each response given, two points per question. Use the rubric
below to assess the student. If they answer the student receives full credit put a plus in the box. If they do
not receive full credit make a note indicating why they lost points (inaccurate answer or doesnt include
part of question).

Full Credit (1 point) Partial Credit (.5 point) No Credit (0 points)
Response accurately answers the
given question and part of the
question is included in the
response.
Response accurately answers the
given question or part of the
question is included in the
response.
Response does not accurately
answer the question and part of
the question is not included in
the response.

Item 2
House of Representatives Speaker of the House

_______/.5 _______/.5
Total #2: _________/1

Total Part 1: ________________/2
Item 3
Response 1 Response 2

_______/1 _______/1
Total #1: _________/2
Item 4
Response 1 Response 2

_______/1 _______/1
Total #1: _________/2

Total Part 2: ________________/4
Part 3: Responsive Speaking
Student can receive up to two points for each paraphrase given. Use the rubric below to assess the
student.

Full Credit (2 points) Partial Credit (1 point) No Credit (0 points)
Response accurately paraphrases
the statement including at least
three of the original details.
Response accurately paraphrases
the statement including one or
two of the original details.
Response includes only one
original detail or is not
relevant/comprehensible.

Suggestions for original points:
5. Bill can be introduced in either house, it is reviewed and edited, can be tabled or debated.
6. Both houses have to agree on the bill, the Speaker of the House has to sign it, and so does
the Vice President.
7. For a bill to become a law the president has to sign it, if he vetoes it it goes back to
Congress, it takes 2/3 of a vote to override the President.

Item 5 Item 6 Item 7
________/2 ________/2 ________/2

Total Part 3: ________________/6

Part 4: Interactive Speaking
Student can receive up to two points for each role-play. Use the rubric below to assess the student.

Accurately assumes the role of
the Speaker of the House and
make at least two relevant and
appropriate comments.
Accurately assumes the role of
the Speaker of the House and
makes at least one relevant and
Does not accurately assume the
role of the Speaker of the House
and make no relevant and

Suggestions for comments:
5. Assign the bill to a committee and facilitate debate.
6. Sign the bill and send it to the Senate.
7. Put the bill up for a vote and then send it to Senate for a vote.

Item 8 Item 9 Item 10
________/2 ________/2 ________/2

Total Part 4: ________________/6

Part 5: Extensive Speaking
Student can receive up to two points for their monologue. Use the scoring rubric below to score students
explanations of how a bill becomes a law.

Accurately describes the process
of a bill becoming a law. Includes
all five steps.
Somewhat accurately describes
the process of a bill becoming a
law. Includes at least 3 steps.
Inaccurate description of the
process of a bill becoming a law.
Includes less than 3 steps.

Total Part 5: ____________/2

Steps:
1. A bill is proposed to either the House of Representatives or the Senate.
2. Members of the House of Representatives or the Senate form a committee to discuss the
bill.
3. If worthy, the bill is voted on by Congress.
4. The president has the ability to sign a bill and make it a law or veto it.
5. If the president vetoes it, the bill goes back to Congress to be re-voted on. 2/3rds must
approve it to override the president.

Speaking Assessment Scores:

Items 1-2

_______/2

Items 3-4

_______/4

Items 5-7

_______/6

Items 8-10

_______/6

Items 11

_______/2

Total

_______/20
Three Branches of Government: Listening Test

o Understand the executive branch carries out and enforces laws to protect individual
rights.
TESOL Standard

Objectives: Students will be able understand what they hear about the executive branch and
correctly answer the following questions.

Part 1: Intensive Listening

Questions 1-3 (1 pt. each): Directions: Listen closely to the sentence. Choose if the sentence is a
question, statement, or exclamation. Circle the correct answer.

Sample question: Test-take hears: Tomorrow is my birthday!
a. Statement
b. Question
c. Exclamation

14. Test-taker hears: The president is the leader of the Executive Branch.
a. Statement
b. Question
c. Exclamation

15. Test-taker hears: The president has the power to veto bills!
a. Statement
b. Question
c. Exclamation

16. Test-taker hears: Who is on the presidents cabinet?
a. Statement
b. Question
c. Exclamation

Part 2: Responsive Listening

Questions 4-6 (1 pt. each): Directions: Listen closely to the question. Choose the correct answer
from the choices. Circle the correct answer.

Sample question: Test-taker hears: How much time did you take to do your homework?
a. In about an hour.
b. About an hour.
c. About $10.
d. Yes, I did.

17. Test-taker hears: Where must you be born if you want to be President of the United States?
a. On the United States.
b. At the United States
c. In the United States
d. About the United States

18. Test-taker hears: What is the longest time that one person can be president?
a. 8 years
b. 8 days
c. 4 months
d. 12 dollars

19. Test-taker hears: Who becomes in charge if something happens to the president?
a. Vice Senator
b. Vice President
c. Vice Representative
d. Vice Teacher

Part 3: Selective Listening

Questions 7-8 (1 pt. each): Directions: Look closely at the chart. Listen to the statement. Use the
chart to decide if the statement is true or false. Circle the correct answer.

Test-taker sees:

(Image from: http://mrsmertens.pbworks.com)

Sample Question: Test-taker hears: The House of Representatives and Senate are part of the
legislative branch.
a. True
b. False

20. Test-taker hears: The president and vice-president form the executive branch.
a. True
b. False

21. Test-taker hears: The executive branch is housed in the U.S. Capitol.
a. True
b. False

Part 4: Extensive Listening

Questions 9-10 (1 pt. each): Directions: Listen to the conversation between the President and his
cabinet. You will hear the conversation two times. After you hear the conversation the second
time read questions 9 and 10. Choose and circle the correct answer from the choices.

Sample Question:
Test-taker hears:
Doctor: Good morning, Lynn. Whats the problem?
Lynn: Well, you see, I have a terrible headache, my nose is running, and Im really
dizzy.
Doctor: Okay. Anything else?
Lynn: Ive been coughing, I think I have a fever, and my stomach aches.

Test-taker reads:
What is Lynns problem?
a. She feels horrible.
b. She ran too fast at the lake.
c. Shes been drinking too many hot beverages.

Test-taker hears:

President: The meeting of my cabinet will now come to order. Thank you for coming. You
each have a very important responsibility to represent your executive departments. The
fifteen of you are very powerful.
Cabinet Member: Thank you so much for choosing us to be on your board Mr. President.
President: You are welcome, but please remember that I have the right to remove you at
any point in time.
Cabinet Member: We will not disappoint you Mr. President. We will help you to enforce and
start laws that have been set in place by Congress.

22. Test-taker reads: How many cabinet members does the president have?
a. 5
b. 12
c. 15

23. Test-taker reads: How does one become a member of the presidents cabinet?
a. You are voted on.
b. The president selects you.
c. You win a contest.

Scoring Key:

Each question is worth one point.

1. A

2. C

3. B

4. C

5. A

6. B

7. A

8. B

9. C

10. B

Three Branches of Government: Writing Test

Iowa Core Standard (6-8):
o Understand how the legislative, executive, and judicial branches use checks and
balances.
TESOL Standard

Objectives: Students will be able express what they know about checks and balances through
their writing and correctly answer the following questions.

Part 1: Imitative Writing

Questions 1-4 (1 pt. each): Directions: Copy each word into the space below.

Sample question:

Bit Bet Bat
________ __________ ___________

24. checks

_____________________

25. balances

_____________________

26. separation

_____________________

27. powers

_____________________

Part 2: Intensive (Controlled) Writing

Questions 5-8 (1 pt. each): Directions: Put the words in order to make a sentence about checks
and balances that makes sense.

Sample question:
Test-taker reads: Put the words below into a possible order to make a grammatical
sentence.

e. cold / winter/ is / weather/ the / in / the
f. studying / what / you / are

Test taker writes:

1. The weather is cold in the winter. (or) In the winter the weather is cold.
2. What are you studying?

28. Test-taker reads:
constitutional / passed / judicial / bills / are / if / decides / branch / the


passed / bills / branch / can / veto / executive / the


federal / nominates / branch / the / judges / executive


impeach / legislative / can / branch / the / president / the

Part 3: Responsive Writing

Questions 9-12 (2 pts. each): Directions: Read each question carefully. Answer the question
correctly using complete sentences.

Sample Question:
Where did the story take place?
Who were the people in the story?
What happened first? And then? And then?

32. Who is involved with checks and balances?

33. What are checks and balances?

34. One example of checks and balances is the ________________________ branch and the

____________________________branch because

35. Why are checks and balances important?

Scoring Key:
Part 1: Imitative Writing

Each word copied and written correctly is worth 1 point. The word must be copied exactly correct. If the
student copied the word correctly record a + and if the student copied the word incorrectly record how
they wrote the word.

Number 1 Number 2 Number 3 Number 4
checks balances separation powers

______ / 1 ______ / 1 ______ / 1 ______ / 1
Total Part 1: ________/4

Part 2: Intensive/Controlled Writing

Each sentence correctly ordered is 1 point. The sentence must make sense and be in the correct order.

5. The judicial branch decides if bills are constitutional. ______/1

6. The executive branch can veto passed bills. ______/1

7. The executive branch nominates federal judges. ______/1

8. The legislative branch can impeach the president. ______/1

Total Part 2: ________/4

Part 3: Responsive Writing

Student can receive up to two points for their written response. Use the scoring rubric below to score
students responses to the questions.

Completely answers the question
correctly and writes using
complete sentences.
Somewhat answers the question
correctly and occasionally writes
using complete sentences.
Does not accurately answer the
question and does not write
using complete sentences.

Suggested responses:
9. The three branches of government, Legislative, Judicial, and Executive, all play a part in
checks and balances.

10. Checks and balances is a part of the Constitution that creates a separation of powers.

11. One example of checks and balances is the Executive Branch and Legislative Branch
because the president can veto laws made by Congress.

12. Checks and balances are important because they make sure no branch becomes too
powerful.

Item 9 Item 10 Item 11 Item 12
________/2 ________/2 ________/2 ________/2
Total Part 3: ________/8

Citations:
Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom
practices. White Plains, NY: Pearson.

Writing Assessment Scores:

Items 1-4

_______/4

Items 5-8

_______/4

Items 9-12

_______/8

Total

_______/16

Three Branches of Government Assessment

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Three Branches of Government Assessment

Caricato da

Copyright:

Formati disponibili

Three Branches of Government: Reading Test

Iowa Core Standard (Intermediate: 3-5):

Potrebbero piacerti anche