Item | Score | Scoring rule |
---|---|---|
Complexity of Ideas | 5 | (Same as in manual) |
4 | The midpoint between some complexity and complex (abstract) if a child produced one additional detail beyond what was shown on the page | |
3 | Some complexity would be marked if a child produced one or two nonliteral ideas in his or her story | |
2 | The midpoint between simple (concrete) and some complexity would be marked if a child used a listing or description of each panel | |
1 | Simple (concrete): Children told a story that did not contain any literal ideas | |
Grammatical Complexity | 5 | Complex sentences: Indicates two or more examples of complex sentences |
4 | (Same as in manual) | |
3 | (Same as in manual) | |
2 | (Same as in manual) | |
1 | (Same as in manual) | |
Creativity | 5 | (Same as in manual) |
4 | The midpoint between uninteresting and somewhat captivating indicates production of at least 1 creative element (e.g., humor, irony, suspense, metaphors, and surprises) | |
3 | Somewhat captivating indicates production of 2-3 creative elements | |
2 | The midpoint between somewhat captivating and interesting and captivating indicates production of 4-5 creative elements | |
1 | Interesting and captivating indicates production of more than 5 creative elements |
Note. See original for additional scoring criteria. From Dynamic Assessment and Intervention: Improving Children’s Narrative Skills, by L. Miller, R. B. Gillam, and E. D. Peña, 2001, Austin, TX: Pro-Ed. Copyright 2001 by Pro-Ed. Adapted with permission.