Transcript OCPS Presents Orange Writes! District Writing Assessment

CCPS
District Writing
Assessment
FCAT Writing
Performance Task Scoring
Agenda
Session Goals
Overview of Holistic Scoring
Review Scoring Criteria and Rubric
Examine Writing Prompt & Allowable
Interpretations
Read Anchor Papers & Discuss
Share Scores & Discuss
Review/Q & A/Evaluation
Goals
Participants will:
Understand and
use the rubric.
Read, discuss,
and score papers
to within one
point of the DOE
scores.
Materials
Rubric
_________________________
Anchor Papers : 2007 Qualifying Sets
__http://test.collier.k12.fl.us/FcatTraining/Index.aspx
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Verification Scores
Holistic Scoring
Holistic Scoring is a method
by which trained readers
evaluate the overall quality
of a piece of writing
according to
pre-determined criteria .
Holistic Scoring
Points to Remember
A score cannot be
assigned until the last
word is read.
Only whole numbers are
assigned.
Two raters’ average must
be 3.5 or above to pass
Holistic Scoring
Points to Remember
The score is dependent upon the
interplay of four criteria in the
rubric (focus, organization, support,
and conventions).
Holistic scoring honors the writer’s
message as the assessment focus, as
opposed to the structure of the
writing.
Holistic Scoring
Formulaic Writing
The five-paragraph essay is not a “one-sizefits-all” model.
Formulaic writing does not guarantee a
higher score.
However, struggling writers need the
structure of the five-paragraph essay.
Keep in mind that writers will outgrow
the formula; the bar has been raised.
Holistic Scoring
Formulaic Writing
According to the FDOE, “Teachers are
encouraged to recognize the
limitations of presenting and
accepting as correct one
organizational plan over all others.”
Holistic Scoring
Reader Bias
Reader bias has no basis in the
scoring criteria or rubric.
The appearance of the response is the
number one reader bias.
Readers do not “grade” the response
by responding to its mechanical,
grammatical, or linguistic
weaknesses.
Four Scoring Criteria
Focus
Organization
Support
Conventions
Criterion 1:
Focus
Does the writer address the prompt?
Does the writing illustrate the main idea
or theme and stay on topic?
If extraneous or loosely related
information is included, does the writer
come back to the topic without changing
the focus?
Essays at the higher end of the scale do not
contain extraneous information.
Criterion 2:
Organization
Does the writer follow a plan that
includes an introduction, effective
transitional devices, and a conclusion?
Can the reader identify a beginning,
middle, and an end?
Papers at the higher end of the scale use
transitions to connect ideas from sentence
to sentence, group similar ideas within
paragraphs, order paragraphs according
to importance, and end with a memorable
conclusion.
Criterion 3:
Support
Does the writer include sufficient
information as supporting details and use
personal experiences or anecdotes to
explain or persuade?
Does the writer use precise words and
phrases that show a mature command of
language?
Essays on the higher end of the scale
provide elaborated examples and fully developed illustrations.
Criterion 4:
Conventions
Does the writer exhibit basic writing
skills in the use of punctuation,
capitalization, spelling, parts of speech
usage, and sentence variety?
Errors are considered unacceptable if they
seriously impede the flow and
understanding of the essay. Even at the
higher end of the scale, a few errors are
acceptable. Spelling of common gradelevel words is expected.
Unscorable
A paper may be unscorable because the
response is:
not related to what the prompt
requested the student to do.
simply a rewording of the prompt.
illegible.
written in a foreign language.
incomprehensible.
Unscorable
A paper may also be unscorable
because:
the student refused to write.
the response contains an insufficient
amount of writing to determine if
the student was attempting to
address the prompt.
the writing folder is blank.
Grade Level Rubrics
Please refer to…
Yellow slides for Grade 10
Green slides for Grade 8
Pink slides for Grade 4
Grade 10
Score Point 1
Addresses topic but
includes loosely
related ideas
Lacks completeness
and control of
conventions
Contains sparse
support, if any
Grade 10
Score Point 2
Addresses topic but focus may wander
Beginning, middle, and end provide a
“skeleton”
Support may be erratic, repetitive, and
non-specific
Limited word choice
Grade 10
Score Point 3
Shows focus but
uneven development
of support
Organizational
pattern but may lack
logical progression of
ideas
Adequate word choice
Grade 10
Score Point 4
Support is consistent
but may lack
specificity
Effective use of
transitional devices
Demonstrates
variation in sentence
structure
Grade 10
Score Point 5
Support is ample,
specific and
contains examples
Mature command
of language
Sense of
completeness
Grade 10
Score Point 6
Support is substantial, specific,
relevant, and concrete
May employ creative writing
strategies
Freshness of expression
Few, if any, errors in conventions
Grade 10 Expository
Qualifying Prompt
Writing Situation:
Teachers and employers want people to
have good work habits.
Directions for Writing:
Think about the good work habits
people should have.
Now write to explain what good work
habits people should have.
Grade 10
Anchor Prompt
Allowable Interpretations
The student is allowed considerable
latitude in interpretation of the prompt;
therefore, the words in the prompt may be
broadly defined.
The student may present information as
“factual” even if the information is not.
The student may explain one or more
work habits he, she, or others should have
and may include positive and/or negative
aspects.
Grade 10
Anchor Prompt
Allowable Interpretations
The student may explain work habits
people have that are not good.
The reader should not judge the “logic” of
the facts.
Narration, description, and persuasion
“work” if they provide explanatory
information related to the prompt.
2007 Grade 10
Persuasive Qualifying Prompt
Writing Situation:
A newspaper article said that high school athletes
should be paid to play sports for their schools.
Directions for Writing:
Think about whether or not high school athletes
should be paid to play sports for their schools.
Now write to convince the editor of the newspaper
whether high school athletes should be paid to play sports
for their high schools.
Grade 10
Qualifying Prompt
Allowable Interpretations
The student may present
information as “factual” even if it is
not.
The student may write about sports
or only one sport.
The student may cite one or more
arguments and may include positive
and/or negative aspects.
Grade 10
Verification Prompt
Allowable Interpretations
Narration, description, and exposition
“work” if the they provide support
related to the persuasive prompt.
The student may take the position that
the decision should be left to others or
influenced by other factors, or the student
may take another qualified stand to
provide an alternative. e.g. “School is
about academics, so students should be
paid according to their grade point
averages.”
Score Point 1
Minimally addresses the topic
Little idea development or incoherent
/illogical listing of ideas
Introduction, conclusion, and transitions
are absent
Immature word choice and few details
Gross errors may impede communication
Score Point 2
Addresses topic but main idea is unclear and poor
analytical thinking exists
Minimal logical sequencing with introduction,
conclusion and transitional devices generally
absent
Details may be repeated and nonspecific
Limited, redundant, or vague word choice
Conspicuous errors in grammar, usage,
punctuation, and/or spelling
Score Point 3
Generally focused on topic, but
incomplete composition
Attempts organizational pattern,
but lacks completeness
Details lack elaborations
Predictable word choices
Few errors interfere with meaning
Score Point 4
Sense of completeness, but
elaboration is uneven
Predicatable sequencing
Adequate support but uneven
development
Common word choices
Generally follows conventions;
come variation in sentence length
and structure
Score Point 5
Well-developed using ample support and
elaboration
Logical sequencing and effective
organization
Mature command of language and ample
elaborations/support
Variation in sentence structure
Few errors in grammar, usage, and spelling
Score Point 6
Focused, purposeful, and exceptional
analytical thinking
Sophisticated introduction, conclusion, and
transitioning with effective sequencing
Concrete elaborations with vivid word
choices and freshness of expression
Few, if any, errors in conventions and
sentences are fluent and varied.
Grade 8 FCAT 2007
Expository Prompt
Writing Situation:
Most students learn by listening,
reading, or doing.
Directions for Writing:
Think about the way you like to
learn.
Now write to explain why you
like to learn this way.
Grade 8 Prompt
Allowable Interpretations
The student may write about one “way”
or more than one “way that he/she likes
to learn.
The student may select a way to learn that
is not mentioned in the prompt. The “way
to learn” may be construed to mean the
student likes to learn “about” a particular
topic.
The explanation may be fact or fantasy.
Grade 8 Prompt
Allowable Interpretations
Narration, description, and persuasion “work” if they
provide explanatory information related to the prompt.
The reader should not judge the logic or correctness of
facts.
The student may provide one or more reasons for his/her
preference, and/or may explain multiple aspects (positiv
and/or negative of the preference.
The way of learning may be implied rather than explicitly
stated.
Grade 8 FCAT 2007
Persuasive Prompt
Writing Situation:
Some schools have candy and soda
machines.
Directions for Writing:
Think about whether this is a
good idea for your school.
Now write to persuade your
principal to accept your opinion
about the candy and soda machines.
Grade 8 Prompt
Allowable Interpretations
Narration, description, and exposition
“work” if they support the prompt.
The student may cite one or more
arguments and may include positive
and/or negative aspects.
The student may present information as
“factual” even if the information is not
based on fact.
Grade 8 Prompt
Allowable Interpretations
Students may interpret the “candy and soda
machines” to be any type of machine containing
items to eat or drink, and/or the student may
assume that the items to eat or drink are being
provided free of charge.
The writer may take the position that the
decision should be left to others or influenced by
other factors, or the student may take another
qualified stand to provide an alternative. “If
you’re asking me about machines, Mr. Power, we
do not need anything else unhealthy. You need to
get some machines to help us get in shape, like
treadmills, bicycles, and weight benches.”
Grade 4
Score Point 1
“Tossed salad” Effect
Shows lack of control
Repetitious, sparse,
scrambled, and/or
vague
Errors in conventions
may impede
communication
Grade 4
Score Point 2
“Just
the facts,
ma’am.”
List-like
content
Rushed or
poor story line
Grade 4
Score Point 3
“Skeleton”
May contain a few
specifics
First score point in
which focus is
mentioned
First score point in
which students
must demonstrate
basic skills with
conventions
Grade 4
Score Point 4
“Hit or miss” paper
Uneven support
First score point in which
paper has sense of
completeness or wholeness
Grade 4
Score Point 5
Shows consistency with focus,
organization, support, and
conventions
First score point in which spelling,
subject/verb agreement, and
standard forms of nouns and verbs
are mentioned
Sentence structure must be varied
Grade 4
Score Point 6
“Hit the Wow!”
First and only score point for ample
development of supporting ideas
Mature command of language
Precision in word choice
Sentences are complete, except when
fragments are used purposefully
Qualifying Set: Narrative Prompt
Grade 4 2007 FCAT
Writing Situation:
Imagine a field trip to a special
place.
Directions for Writing:
Think about what might happen
on a field trip to a special place.
Now write a story about a field
trip to a special place.
Grade 4 Prompt
Allowable Interpretations
The student may include or be limited to the time
period before, during, or after the event(s).
The student may cite one or more things that
happened, may write about all the things that
happened or may write about only one aspect.
The writer may tell the negative or positive
aspects of the time/event, the consequences of
the time/event, and /or the reactions to the
time/event.
Grade 4 Prompt
Allowable Interpretations
Narration, description, and persuasion
“work” if they provide information about
the event or events.
The writer may include any number
and/or types of characters.
The story may be fact or fantasy.
Qualifying Set: Expository
Grade 4 2007 FCAT Prompt
Writing Situation:
Many people have something special to
them, like a toy, a book, or an award.
Directions for Writing:
Think about something that is special
to you and what makes it special.
Now write about something that is
special, and explain why it is special to
you.
Grade 4 Prompt
Allowable Interpretations
The explanation may be fact or fantasy.
The student may provide a reason or
reasons to support what is or shat is not
special.
The student may write about one “thing”
or more than one “thing” that is special.
Grade 4 Prompt
Allowable Interpretations
Narration, description, and persuasion “work” if
they provide information related to the prompt.
The writer may present information as “factual”
even if the information is not based on fact.
The student may provide one or more reasons
something is special, and/or the student may
explain multiple aspects (positive and/or
negative) of “something special. “special” may be
implied rather than explicitly stated.