ccps district writing assessment fcat writing performance task scoring

CCPS CCPS District Writing District Writing

AssessmentAssessment

FCAT WritingFCAT Writing

Performance Task ScoringPerformance Task Scoring

AgendaAgenda

Session GoalsSession GoalsOverview of Holistic ScoringOverview of Holistic ScoringReview Scoring Criteria and RubricReview Scoring Criteria and RubricExamine Writing Prompt & Allowable Examine Writing Prompt & Allowable InterpretationsInterpretationsRead Anchor Papers & DiscussRead Anchor Papers & DiscussShare Scores & DiscussShare Scores & DiscussReview/Q & A/EvaluationReview/Q & A/Evaluation

GoalsGoals

Participants will:Participants will:

Understand and Understand and use the rubric.use the rubric.

Read, discuss, and Read, discuss, and score papers to score papers to within one point of within one point of the DOE scores.the DOE scores.

MaterialsMaterials

RubricRubric

__________________________________________________

Anchor Papers : 2007 Qualifying SetsAnchor Papers : 2007 Qualifying Sets

____http://test.collier.k12.fl.us/FcatTraining/Indehttp://test.collier.k12.fl.us/FcatTraining/Index.aspxx.aspx______________________________________________

Verification ScoresVerification Scores

Holistic ScoringHolistic Scoring

Holistic Scoring is a method Holistic Scoring is a method

by which trained readers by which trained readers

evaluate the overall quality evaluate the overall quality

of a piece of writing of a piece of writing

according to according to

pre-determined criteria .pre-determined criteria .

Holistic ScoringHolistic ScoringPoints to RememberPoints to Remember

A score cannot be assigned A score cannot be assigned until the last word is read.until the last word is read.

Only whole numbers are Only whole numbers are assigned. assigned.

Two raters’ average must be Two raters’ average must be 3.5 or above to pass3.5 or above to pass

Holistic ScoringHolistic ScoringPoints to RememberPoints to Remember

The score is dependent upon the The score is dependent upon the interplay of four criteria in the rubric interplay of four criteria in the rubric (focus, organization, support, and (focus, organization, support, and conventions).conventions).

Holistic scoring honors the writer’s Holistic scoring honors the writer’s message as the assessment focus, as message as the assessment focus, as opposed to the structure of the opposed to the structure of the writing.writing.

Holistic ScoringHolistic ScoringFormulaic WritingFormulaic Writing

The five-paragraph essay is not a “one-The five-paragraph essay is not a “one-size-fits-all” model.size-fits-all” model.

Formulaic writing does not guarantee a Formulaic writing does not guarantee a higher score.higher score.

However, struggling writers need the However, struggling writers need the structure of the five-paragraph essay.structure of the five-paragraph essay.

Keep in mind that writers will outgrow the Keep in mind that writers will outgrow the formula; the bar has been raised.formula; the bar has been raised.

Holistic ScoringHolistic ScoringFormulaic WritingFormulaic Writing

According to the FDOE, “Teachers are According to the FDOE, “Teachers are encouraged to recognize the encouraged to recognize the limitations of presenting and limitations of presenting and accepting as correct one accepting as correct one organizational plan over all others.”organizational plan over all others.”

Holistic ScoringHolistic ScoringReader BiasReader Bias

Reader bias has no basis in the Reader bias has no basis in the scoring criteria or rubric.scoring criteria or rubric.

The appearance of the response is The appearance of the response is the number one reader bias.the number one reader bias.

Readers do not “grade” the response Readers do not “grade” the response by responding to its mechanical, by responding to its mechanical, grammatical, or linguistic grammatical, or linguistic weaknesses.weaknesses.

Four Scoring CriteriaFour Scoring Criteria

FocusFocus

OrganizationOrganization

SupportSupport

ConventionsConventions

Criterion 1:Criterion 1:FocusFocus

Does the writer address the prompt?Does the writer address the prompt?

Does the writing illustrate the main idea or Does the writing illustrate the main idea or theme and stay on topic?theme and stay on topic?

If extraneous or loosely related If extraneous or loosely related information is included, does the writer information is included, does the writer come back to the topic without changing come back to the topic without changing the focus?the focus?

Essays at the higher end of the scale do Essays at the higher end of the scale do not contain extraneous information.not contain extraneous information.

Criterion 2:Criterion 2:OrganizationOrganization

Does the writer follow a plan that includes Does the writer follow a plan that includes an introduction, effective transitional an introduction, effective transitional devices, and a conclusion?devices, and a conclusion?Can the reader identify a beginning, Can the reader identify a beginning, middle, and an end?middle, and an end?Papers at the higher end of the scale use Papers at the higher end of the scale use transitions to connect ideas from sentence transitions to connect ideas from sentence to sentence, group similar ideas within to sentence, group similar ideas within paragraphs, order paragraphs according paragraphs, order paragraphs according to importance, and end with a memorable to importance, and end with a memorable conclusion.conclusion.

Criterion 3:Criterion 3:SupportSupport

Does the writer include sufficient Does the writer include sufficient information as supporting details and use information as supporting details and use personal experiences or anecdotes to personal experiences or anecdotes to explain or persuade?explain or persuade?

Does the writer use precise words and Does the writer use precise words and phrases that show a mature command of phrases that show a mature command of language? language?

Essays on the higher end of the scale Essays on the higher end of the scale provide elaborated examples and fully -provide elaborated examples and fully -developed illustrations.developed illustrations.

Criterion 4:Criterion 4:ConventionsConventions

Does the writer exhibit basic writing skills Does the writer exhibit basic writing skills in the use of punctuation, capitalization, in the use of punctuation, capitalization, spelling, parts of speech usage, and spelling, parts of speech usage, and sentence variety?sentence variety?

Errors are considered unacceptable if they Errors are considered unacceptable if they seriously impede the flow and seriously impede the flow and understanding of the essay. Even at the understanding of the essay. Even at the higher end of the scale, a few errors are higher end of the scale, a few errors are acceptable. Spelling of common grade-acceptable. Spelling of common grade-level words is expected.level words is expected.

UnscorableUnscorable

A paper may be unscorable because A paper may be unscorable because the response is:the response is:

not related to what the prompt not related to what the prompt requested the student to do.requested the student to do.

simply a rewording of the prompt.simply a rewording of the prompt.

illegible.illegible.

written in a foreign language.written in a foreign language.

incomprehensible.incomprehensible.

UnscorableUnscorable

A paper may also be unscorable A paper may also be unscorable because:because:

the student refused to write.the student refused to write.

the response contains an insufficient the response contains an insufficient amount of writing to determine if the amount of writing to determine if the student was attempting to address student was attempting to address the prompt.the prompt.

the writing folder is blank.the writing folder is blank.

Grade Level RubricsGrade Level Rubrics

Please refer to…Please refer to…

Yellow slides for Grade 10 Yellow slides for Grade 10

Green slides for Grade 8Green slides for Grade 8

Pink slides for Grade 4Pink slides for Grade 4

Grade 10Grade 10Score Point 1Score Point 1

Addresses topic but Addresses topic but includes loosely includes loosely related ideasrelated ideas

Lacks completeness Lacks completeness and control of and control of conventions conventions

Contains sparse Contains sparse support, if anysupport, if any


Addresses topic but focus may wanderAddresses topic but focus may wander

Beginning, middle, and end provide a Beginning, middle, and end provide a “skeleton”“skeleton”

Support may be erratic, repetitive, and Support may be erratic, repetitive, and non-specific non-specific

Limited word choiceLimited word choice


Shows focus but Shows focus but uneven development uneven development of supportof support

Organizational pattern Organizational pattern but may lack logical but may lack logical progression of ideasprogression of ideas

Adequate word choiceAdequate word choice


Support is consistent Support is consistent but may lack but may lack specificity specificity

Effective use of Effective use of transitional devicestransitional devices

Demonstrates Demonstrates variation in sentence variation in sentence structurestructure


Support is ample, Support is ample, specific and specific and contains examplescontains examples

Mature command of Mature command of languagelanguage

Sense of Sense of completenesscompleteness


Support is substantial, specific, Support is substantial, specific, relevant, and concreterelevant, and concrete

May employ creative writing May employ creative writing strategiesstrategies

Freshness of expression Freshness of expression

Few, if any, errors in conventionsFew, if any, errors in conventions

Grade 10 ExpositoryGrade 10 ExpositoryQualifying PromptQualifying Prompt

Writing Situation:Writing Situation:Teachers and employers want people Teachers and employers want people

to have good work habits. to have good work habits.

Directions for Writing:Directions for Writing:Think about the good work habits Think about the good work habits

people should have.people should have.

Now write to explain what good work Now write to explain what good work habits people should have.habits people should have.

Grade 10 Grade 10 Anchor PromptAnchor Prompt

Allowable InterpretationsAllowable Interpretations

The student is allowed considerable The student is allowed considerable latitude in interpretation of the prompt; latitude in interpretation of the prompt; therefore, the words in the prompt may be therefore, the words in the prompt may be broadly defined.broadly defined.The student may present information as The student may present information as “factual” even if the information is not. “factual” even if the information is not. The student may explain one or more work The student may explain one or more work habits he, she, or others should have and habits he, she, or others should have and may include positive and/or negative may include positive and/or negative aspects.aspects.

Grade 10 Grade 10 Anchor PromptAnchor Prompt


The student may explain work habits The student may explain work habits people have that are not good.people have that are not good.

The reader should not judge the “logic” of The reader should not judge the “logic” of the facts.the facts.

Narration, description, and persuasion Narration, description, and persuasion “work” if they provide explanatory “work” if they provide explanatory information related to the prompt.information related to the prompt.

2007 Grade 102007 Grade 10Persuasive Qualifying PromptPersuasive Qualifying Prompt

Writing Situation:Writing Situation:A newspaper article said that high school athletes A newspaper article said that high school athletes

should be paid to play sports for their schools.should be paid to play sports for their schools.

Directions for Writing:Directions for Writing:Think about whether or not high school athletes Think about whether or not high school athletes

should be paid to play sports for their schools.should be paid to play sports for their schools. Now write to convince the editor of the newspaper Now write to convince the editor of the newspaper

whether high school athletes should be paid to play sports whether high school athletes should be paid to play sports for their high schools.for their high schools.

Grade 10Grade 10Qualifying PromptQualifying Prompt


The student may present information The student may present information as “factual” even if it is not.as “factual” even if it is not.The student may write about sports The student may write about sports or only one sport.or only one sport.The student may cite one or more The student may cite one or more arguments and may include positive arguments and may include positive and/or negative aspects.and/or negative aspects.

Grade 10Grade 10Verification PromptVerification PromptAllowable InterpretationsAllowable Interpretations

Narration, description, and exposition Narration, description, and exposition “work” if the they provide support related “work” if the they provide support related to the persuasive prompt. to the persuasive prompt. The student may take the position that the The student may take the position that the decision should be left to others or decision should be left to others or influenced by other factors, or the student influenced by other factors, or the student may take another qualified stand to may take another qualified stand to provide an alternative. e.g. “School is provide an alternative. e.g. “School is about academics, so students should be about academics, so students should be paid according to their grade point paid according to their grade point averages.”averages.”

Score Point 1Score Point 1

Minimally addresses the topicMinimally addresses the topic

Little idea development or incoherent Little idea development or incoherent /illogical listing of ideas/illogical listing of ideas

Introduction, conclusion, and transitions Introduction, conclusion, and transitions are absentare absent

Immature word choice and few detailsImmature word choice and few details

Gross errors may impede communicationGross errors may impede communication


Addresses topic but main idea is unclear and poor Addresses topic but main idea is unclear and poor analytical thinking existsanalytical thinking exists

Minimal logical sequencing with introduction, Minimal logical sequencing with introduction, conclusion and transitional devices generally conclusion and transitional devices generally absentabsent

Details may be repeated and nonspecific Details may be repeated and nonspecific

Limited, redundant, or vague word choiceLimited, redundant, or vague word choice

Conspicuous errors in grammar, usage, Conspicuous errors in grammar, usage,

punctuation, and/or spellingpunctuation, and/or spelling


Generally focused on topic, but Generally focused on topic, but incomplete compositionincomplete composition

Attempts organizational pattern, but Attempts organizational pattern, but lacks completenesslacks completeness

Details lack elaborationsDetails lack elaborations

Predictable word choicesPredictable word choices

Few errors interfere with meaningFew errors interfere with meaning

Score Point 4Score Point 4Sense of completeness, but Sense of completeness, but elaboration is unevenelaboration is uneven

Predicatable sequencingPredicatable sequencing

Adequate support but uneven Adequate support but uneven developmentdevelopment

Common word choicesCommon word choices

Generally follows conventions; Generally follows conventions; come variation in sentence length come variation in sentence length and structure and structure


Well-developed using ample support and Well-developed using ample support and elaborationelaboration

Logical sequencing and effective Logical sequencing and effective organizationorganization

Mature command of language and ample Mature command of language and ample elaborations/supportelaborations/support

Variation in sentence structureVariation in sentence structure

Few errors in grammar, usage, and spellingFew errors in grammar, usage, and spelling


Focused, purposeful, and exceptional Focused, purposeful, and exceptional analytical thinkinganalytical thinking

Sophisticated introduction, conclusion, and Sophisticated introduction, conclusion, and transitioning with effective sequencing transitioning with effective sequencing

Concrete elaborations with vivid word Concrete elaborations with vivid word choices and freshness of expressionchoices and freshness of expression

Few, if any, errors in conventions and Few, if any, errors in conventions and sentences are fluent and varied.sentences are fluent and varied.

Grade 8 FCAT 2007 Grade 8 FCAT 2007 Expository PromptExpository Prompt

Writing Situation:Writing Situation:

Most students learn by listening, Most students learn by listening, reading, or doing.reading, or doing.

Directions for Writing:Directions for Writing:

Think about the way you like to Think about the way you like to learn. learn.

Now write to explain why you Now write to explain why you like to learn this way.like to learn this way.

Grade 8 PromptGrade 8 Prompt


The student may write about one “way” or The student may write about one “way” or more than one “way that he/she likes to more than one “way that he/she likes to learn. learn. The student may select a way to learn that The student may select a way to learn that is not mentioned in the prompt. The “way is not mentioned in the prompt. The “way to learn” may be construed to mean the to learn” may be construed to mean the student likes to learn “about” a particular student likes to learn “about” a particular topic. topic. The explanation may be fact or fantasy.The explanation may be fact or fantasy.

Grade 8 PromptGrade 8 PromptAllowable InterpretationsAllowable Interpretations

Narration, description, and persuasion “work” if they Narration, description, and persuasion “work” if they provide explanatory information related to the prompt. provide explanatory information related to the prompt.

The reader should not judge the logic or correctness of The reader should not judge the logic or correctness of facts.facts.

The student may provide one or more reasons for his/her The student may provide one or more reasons for his/her preference, and/or may explain multiple aspects (positiv preference, and/or may explain multiple aspects (positiv and/or negative of the preference.and/or negative of the preference.

The way of learning may be implied rather than explicitly The way of learning may be implied rather than explicitly stated.stated.

Grade 8 FCAT 2007 Grade 8 FCAT 2007 Persuasive PromptPersuasive Prompt

Writing Situation:Writing Situation:Some schools have candy and Some schools have candy and

soda machines.soda machines.Directions for Writing:Directions for Writing:

Think about whether this is a Think about whether this is a good idea for your school.good idea for your school.

Now write to persuade your Now write to persuade your principal to accept your opinion principal to accept your opinion about the candy and soda machines.about the candy and soda machines.



Narration, description, and exposition Narration, description, and exposition “work” if they support the prompt.“work” if they support the prompt.The student may cite one or more The student may cite one or more arguments and may include positive arguments and may include positive and/or negative aspects.and/or negative aspects.The student may present information as The student may present information as “factual” even if the information is not “factual” even if the information is not based on fact.based on fact.



Students may interpret the “candy and soda Students may interpret the “candy and soda machines” to be any type of machine containing machines” to be any type of machine containing items to eat or drink, and/or the student may items to eat or drink, and/or the student may assume that the items to eat or drink are being assume that the items to eat or drink are being provided free of charge. provided free of charge. The writer may take the position that the decision The writer may take the position that the decision should be left to others or influenced by other should be left to others or influenced by other factors, or the student may take another qualified factors, or the student may take another qualified stand to provide an alternative. “If you’re asking stand to provide an alternative. “If you’re asking me about machines, Mr. Power, we do not need me about machines, Mr. Power, we do not need anything else unhealthy. You need to get some anything else unhealthy. You need to get some machines to help us get in shape, like treadmills, machines to help us get in shape, like treadmills, bicycles, and weight benches.”bicycles, and weight benches.”


““Tossed salad” EffectTossed salad” Effect

Shows lack of controlShows lack of control

Repetitious, sparse, Repetitious, sparse, scrambled, and/or scrambled, and/or vaguevague

Errors in conventions Errors in conventions may impede may impede communicationcommunication


““Just the facts, Just the facts, ma’am.” ma’am.”

List-like List-like contentcontent

Rushed or poor Rushed or poor story linestory line


““Skeleton”Skeleton”

May contain a few May contain a few specificsspecifics

First score point in First score point in which focus is which focus is mentionedmentionedFirst score point in First score point in which students which students must demonstrate must demonstrate basic skills with basic skills with conventionsconventions


““Hit or miss” paperHit or miss” paper

Uneven supportUneven support

First score point in which First score point in which paper has sense of paper has sense of completeness or wholenesscompleteness or wholeness


Shows consistency with focus, Shows consistency with focus, organization, support, and organization, support, and conventionsconventions

First score point in which spelling, First score point in which spelling, subject/verb agreement, and subject/verb agreement, and standard forms of nouns and verbs standard forms of nouns and verbs are mentionedare mentioned

Sentence structure must be variedSentence structure must be varied


““Hit the Wow!”Hit the Wow!”First and only score point for ample First and only score point for ample development of supporting ideasdevelopment of supporting ideas

Mature command of languageMature command of language

Precision in word choicePrecision in word choice

Sentences are complete, except when Sentences are complete, except when fragments are used purposefullyfragments are used purposefully

Qualifying Set: Narrative Prompt Qualifying Set: Narrative Prompt Grade 4 2007 FCAT Grade 4 2007 FCAT

Writing Situation: Writing Situation: Imagine a field trip to a special Imagine a field trip to a special

place.place.

Directions for Writing:Directions for Writing: Think about what might happen Think about what might happen

on a field trip to a special place. on a field trip to a special place. Now write a story about a field Now write a story about a field

trip to a special place.trip to a special place.



The student may include or be limited to the time The student may include or be limited to the time period before, during, or after the event(s).period before, during, or after the event(s).

The student may cite one or more things that The student may cite one or more things that happened, may write about all the things that happened, may write about all the things that happened or may write about only one aspect.happened or may write about only one aspect.

The writer may tell the negative or positive The writer may tell the negative or positive aspects of the time/event, the consequences of aspects of the time/event, the consequences of the time/event, and /or the reactions to the the time/event, and /or the reactions to the time/event.time/event.



Narration, description, and persuasion Narration, description, and persuasion “work” if they provide information about “work” if they provide information about the event or events.the event or events.

The writer may include any number and/or The writer may include any number and/or types of characters.types of characters.

The story may be fact or fantasy.The story may be fact or fantasy.

Qualifying Set: Expository Qualifying Set: Expository Grade 4 2007 FCAT PromptGrade 4 2007 FCAT Prompt

Writing Situation: Writing Situation: Many people have something special Many people have something special

to them, like a toy, a book, or an award.to them, like a toy, a book, or an award.

Directions for Writing:Directions for Writing: Think about something that is special Think about something that is special

to you and what makes it special. to you and what makes it special. Now write about something that is Now write about something that is

special, and explain why it is special to special, and explain why it is special to you.you.



The explanation may be fact or fantasy.The explanation may be fact or fantasy.

The student may provide a reason or The student may provide a reason or reasons to support what is or shat is not reasons to support what is or shat is not special.special.

The student may write about one “thing” The student may write about one “thing” or more than one “thing” that is special.or more than one “thing” that is special.



Narration, description, and persuasion “work” if Narration, description, and persuasion “work” if they provide information related to the prompt.they provide information related to the prompt.

The writer may present information as “factual” The writer may present information as “factual” even if the information is not based on fact.even if the information is not based on fact.

The student may provide one or more reasons The student may provide one or more reasons something is special, and/or the student may something is special, and/or the student may explain multiple aspects (positive and/or explain multiple aspects (positive and/or negative) of “something special. “special” may negative) of “something special. “special” may be implied rather than explicitly stated.be implied rather than explicitly stated.

ccps district writing assessment fcat writing performance task scoring

Documents

holistic scoring points

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verification scores

reviewq aevaluation

piece of writing

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rubric focus

score papers