Transcript Slide 1

Changes in
FCAT Elementary
Writing
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Why change
Partnership for Assessment of Readiness
for College and Careers (PARCC)
assessments in Language Arts will be
implemented in 2014-2015.
FCAT Writing expectations have been
raised to prepare for the increased rigor
our students will encounter with the
implementation of the PARCC writing
component.
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Rubric Changes
The FCAT Writing rubric currently reflects
Focus, Organization, Support, and
Conventions.
The rubric for Spring 2012 FCAT Writing will
not change; however, an increased attention
to the correct use of standard English
conventions will be enforced.
The rubric for Spring 2013 will be modified by
the Florida Department of Education.
Conventions
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Varied Sentence Structure
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simple, compound, complex, compound-complex
sentences
Grammar
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Transitions
Active and Passive Voice
Parallel Sentence Structure
Parts of Speech
Punctuation
Spelling
Scoring
• Scoring will now include increased
attention to the quality of details,
requiring use of relevant, logical and
plausible support.
In other words...
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Students must refrain from writing about
unrealistic situations in response to the
prompt
The response needs to be BELIEVABLE!
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Students should write as though they
were writing realistic fiction.
Consider the DA #1 Prompt
Students are asked to write a story about going on
a trip anywhere in the world.
Unacceptable responses might include:
• A trip to outer space
• A trip in a time machine
• A trip to the future
• A trip with imaginary characters (ie. Fairies,
ghosts, super heros)
Quality Support
• Word choice
• Specificity (elaboration)
• Depth and relevance to topic
• Thoroughness (beginning, middle, end)
• High scoring essays must include
specific and relevant supporting details
that clarify the meaning.
Instruction should
include…
• Building a foundation of writing using
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scaffolding
Teacher modeling
Using mentor text for traits of good writing
Varied beginnings and endings
(NO rhetorical questions)
Student writing with developmentally
appropriate language
Correct use of standard English conventions
2012 Scoring – Focus
Interpretation of the
Rubric for 2012
2010-2011 FCAT
2.0 Rubric
Score
1
2
3
4
5
6
Minimally
addresses the
topic; Little if
any
development of
supporting
ideas;
Unrelated
information
may be
included.
Slightly related
to the topic;
May offer little
relevant
information;
Few supporting
ideas or
examples.
Generally
focused on the
topic; May
contain some
extraneous or
loosely related
information.
Generally
focused on
topic; May
contain some
extraneous or
loosely related
information.
Writing is
Writing is
focused on the focused on the
topic; Adequate topic.
development of
the supporting
ideas.
Lists multiple
responses to
the topic
rather than a
single focus.
Response is
related to the
topic; Focus
not clearly
established
through main
idea.
Generally
focused on
topic;
Contains
some
extraneous
information;
Elimination of
focus words
cause
confusion.
Response is
focused.
Response is
focused on
topic.
Writing is
focused.
Interpretation of the
Rubric for 2012
2010-2011 FCAT
2.0 Rubric
Score
1
2012 Scoring –
Organization
2
3
4
5
6
Relevant
information
does not exhibit
an
organizational
pattern; Few, if
any, transitional
devices
Writing relevant
to the topic
exhibits little
evidence of
organizational
pattern or
transitional
devices.
Organizational
pattern has
been attempted
and some
transitional
devices used
but lapses may
occur. Paper
may lack a
sense of
completeness of
wholeness.
Organizationa
l pattern is
evident,
although
lapses may
occur;
Demonstrates
a sense of
completeness
or wholeness
Has an
organizational
pattern, although
a few lapses may
occur;
Demonstrates a
sense of
completeness or
wholeness.
Logical
organizational
patterns
including a
beginning,
middle, end,
and transitions;
ample
development of
the supporting
ideas;
demonstrates a
sense of
completeness.
Weak
connections
between ideas;
Repetitive use
of transitions;
Sequential text
not
appropriate for
purpose.
Rudimentary
organizational
format;
Repetitive
phrases; Lacks
smooth
connections or
flow to writing.
Organizational
Organizational
pattern
attempted;
Brief
introduction
and
conclusion;
Basic
transitional
devices.
pattern is
apparent;
Transitional
devices are
used.
Organizational
pattern is
apparent,
introduction that
previews
structure; Basic
Transitions
between
paragraphs;
Routine
conclusion.
Logical
organizational
pattern;
illustrative
introduction;
Develops body
paragraphs; A
conclusion
maintains tone
& mood.
2012 Scoring – Support
Interpretation of the
Rubric for 2012
2010-2011 FCAT
2.0 Rubric
Score
1
2
3
4
5
Supporting
ideas may be
sparse &
usually provided
through lists,
clichés, limited
or immature
word choice.
Some
development of
supporting
ideas may be
inadequate or
illogical, Word
choice may be
limited or
immature.
Some of the
supporting
ideas may not
be developed
with specifics &
details, Word
choice is
adequate but
limited,
predictable and
often vague.
Supporting
Word choice is
ideas may
adequate but may
contain
lack precision.
specifics &
details in
some areas,
Areas
supporting
ideas may not
be developed,
Word choice
is generally
adequate.
Mature
command of
language
including
precision in
word choice.
Development
of supporting
ideas is
sparse,
immature, and
list like.
Development
of support
inadequate;
Some
supported
ideas briefly
referenced;
Other
supporting
ideas not
developed;
Word choice is
limited and
immature.
Supporting
ideas
sometimes
developed with
meaningless
figurative
language;
Other ideas
lack specific
information;
Word choice is
vague &
sometimes
inappropriate.
Two reasons
presented;
One reason
has loosely
related
information;
The other
reason is
adequately
developed.
Word choice
sometimes
precise.
Careful use
of figurative
Supporting
ideas are
effectively
developed with
relevant
information;
Mature
command of
language is
demonstrated;H
as a sense of
completeness.
Word choice is
adequate overall;
Last sentence in
each body
paragraph is
repetitive & lacks
precision;
Sufficient
development of
supporting ideas
provides a sense
of wholeness to
the response.
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Interpretation of the
Rubric for 2012
2010-2011 FCAT
2.0 Rubric
Score
1
2012 Scoring –
Conventions
2
3
4
5
6
Frequent errors
in spelling,
capitalization,
punctuation, &
sentence
structure impede
communication;
Simple sentence
construction.
Frequent
errors may
occur in
basic
punctuation,
capitalization
; Commonly
used words
frequently
misspelled;
May have
simple
sentence
structure.
Knowledge of
conventions,
punctuation &
capitalization is
demonstrated;
Commonly
used words
usually spelled
correctly;
Attempt to use
variety of
sentence
structures
although most
are simple.
Punctuation and
capitalization is
shown; Common
words are
spelled correctly;
Attempt to use a
variety of
sentence
structures,
although most
are simple
constructions.
Complete
sentences,
although few
fragments occur;
occasional errors in
subject/verb
agreement and in
standard forms of
verbs and nouns,
doesn’t impede
communication;
Punctuation,
capitalization, and
spelling are
generally followed;
Various sentence
structures.
Subject/verb
agreement;
Verb and noun
forms are
generally
correct; With
few exceptions,
the sentences
are complete
except for
purposeful
fragments;
Various
sentence
structures are
used.
Frequent &
blatant errors in
sentence
structure;
Commonly used
words are
misspelled &
sometimes
impeding
understanding.
Frequent
errors in
of
Knowledge of
capitalization
and
punctuation is
capitalization,
demonstrated;
punctuation,
An attempt to
vary sentence
structure;
Most
sentences
have simple
constructions.
Some errors in
spelling;
Common
words spelled
correctly;
Overall
conventions
are followed in
punctuation,
capitalization
and spelling;
Various
Sentence
structure shows
some variation;
Has demonstrated
knowledge of the
correct use of
conventions of
punctuation,
capitalization, and
spelling.
Conventions
are generally
correct;
Sentence
structures are
varied.
conventions
and usage;
Commonly
used words
are
misspelled.
Main Points
• Scoring for standard English conventions will
become more stringent.
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Scores of 4 or 5 must at least follow the conventions of sentence
structure, mechanics, usage, punctuation, and spelling.
Score of 6 will need varied sentence structure, and few if any
errors in mechanics, usage, punctuation, and spelling
A preponderance of commonly misspelled words being used
could negatively impact scoring.
Higher level vocabulary words which are misspelled will NOT
negatively impact scoring.
Look to the
future…Spring 2013
• Specific rubrics will be developed for
each grade and writing purpose.
• Grade 4- narrative or expository
• Grades 8 & 10- expository or
persuasive
• Each rubric will be customized to
evaluate the writer’s skill in responding
to the writing task.