released assessment: item-specific rubrics and sample ... · scoring guide for junior short writing...

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Assessment of Reading, Writing and Mathematics:

Junior Division, 2016

Released Assessment: Item-Specific Rubrics and

Sample Student Responses with Annotations

Student Booklet: English, Junior Writing


http://www.eqao.com/



Scoring Guide for Junior Short Writing (2016) Topic Development – Rubric

Small town, large city or countryside? – Question A13

Prompt: Would you rather live in a small town, a large city or the countryside? Write a detailed paragraph explaining your choice.

Code Descriptor

B

Blank: nothing written or drawn in the space provided

I

Illegible: cannot be read; completely crossed out / erased; not written in English

OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”)

OR Off topic: no relationship of written work to assigned prompt OR Errors in conventions prevent communication

10

Response is not developed; ideas and information are limited and unclear. Organization* is random with no links between ideas. Response has a limited relationship to the assigned task.**

20

Response is minimally developed with few ideas and little information. Organization* is minimal with weak links between ideas. Response is partly related to the assigned task.**

30

Response has a clear focus, adequately developed with ideas and supporting details. Organization* is simple or mechanical with adequate links between ideas. Response is clearly related to the assigned task.**

40

Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization* is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task.**

*Organization refers to the sequencing of information and events. The links may be explicit (e.g., transition words) or implicit (the right information at the right time). **Task refers to form, purpose and audience.

Scoring Guide for Junior Short Writing (2016)

Topic Development


Code 10

Annotation: Response is not developed; ideas and supporting details for the student’s choice of

small town are limited (e.g., ...not many people. …it wouldn’t take long to travel to a store or a

resturant… … meet a lot of people a become good friends with them.). Organization is random

because the ideas are not connected (note that there are simple opening and closing sentences).

Response has a limited relationship to the assigned task.


Topic Development


Code 20

Response is minimally developed with few ideas and simple supporting details for the student’s choice of

large city (e.g., ...its safer…police around and hospitals are closer… …easyier…lots of communication…

Tons of stores to get food at. …easyier to spread news around.). Organization is minimal with simple

opening and closing sentences and weak links between ideas (e.g., I like living…. Some

reasons…because…because… Theres lots… Tons of stores… Also it’s easyier… I think living in a big

city…).

Response is partly related to the assigned task.


Topic Development


Code 30

Annotation: Response has a clear focus with adequately developed ideas and supporting details for the

student’s choice of small town (e.g., …countryside…too quiet…love hearing noises…too much wakes me up…

…small toen…some noise…not too much…isn’t too busy… …wont have too many flashing lights… a few

people living around… …huge city…too much traffic…wouldn’t get to work on time…job too far away.

…small town…almost no traffic…job close by…). Organization is simple with opening and closing sentences

and adequate links between ideas (e.g., There are sooo many choices…but… well I would

like…because…and…however... Thats why…but…and… A small town…like…and…unlike… A huge

city…and… My job would be… However…and…so...).

Response is clearly related to the assigned task.


Topic Development


Code 40

Annotation: Response has a clear focus with well-developed ideas and specific supporting details (e.g., …it’s

awesome! …you get a lot of land. …be a farmer…have your own little garden. …room for animals!! …great danes,

Alpacas …giant pond for turtles! …usally a pretty big house. … quiet and peaceful…giant spaces between you and

your neighbor. …dogs barking your neighbor can’t complain… …it would be a lot of work…). Organization is

logical with opening and closing sentences and clear links between ideas (e.g., If I could choose... I would

love…because… Living out… Just think… You could… You would… You could… If I lived… In the

countryside…there is usually… I live…and… In the countryside…because… If your dogs are barking

then…because…… Living in the countryside… But it’s all worth it…).

Response has a thorough relationship to the assigned task.

Scoring Guide for Junior Short Writing 2016 Use of Conventions - Rubric

Small town, large city or the countryside? – Question A13 Prompt: Would you rather live in a small town, a large city or the countryside? Write a detailed paragraph explaining your choice.

Conventions refers to grammar, usage, spelling and punctuation.

1 prevent: Errors prevent understanding. The reader cannot determine what the piece of writing is saying. 2 interfere: Reading rhythm is constantly interrupted. The errors disrupt clear communication of ideas. 3 insufficient evidence: The student has not written enough to assess his/her use of conventions. A minimum of two sentences (or their equivalent) are required to receive at least a Code 10. 4 do not interfere: Reading rhythm may be interrupted. The errors do not disrupt communication of ideas. 5 Conventions (e.g., punctuation, grammar, syntax and spelling) are used appropriately: Conventions are used accurately and consistently. Response reflects the standard of written communication expected by the Ontario Curriculum to the end of the grade being assessed.

B

Blank: nothing written or drawn in the space provided

I

Illegible: cannot be read; completely crossed out / erased; not written in English

OR

Errors in conventions prevent1 communication

10

Errors in conventions interfere2 with communication

OR

Insufficient evidence3 to assess the use of conventions

20

Errors in conventions do not interfere4 with communication

30

Conventions are used appropriately5 to communicate

Scoring Guide for Junior Short Writing (2016) Conventions


Code 10

Annotation: Response has errors in conventions (e.g., run-on sentence; missing upper case letters to begin sentences; a lower case letter used for the word i; missing commas after friends and

peaceful; a misspelled word: wher; missing end punctuation after be) that interfere with communication. The response contains one correctly punctuated sentence.

Response does not demonstrate the use of grade-level conventions or control of conventions.



Code 20

Annotation: Response has errors in conventions (e.g., missing commas after busy, shop, town, towns; missing apostrophes: doesnt, Its; misspelled words: rathe, city’s, wildernest; a misplaced upper case letter: Shop; incorrect homonyms: to for ‘too’; awkward phrasing due to missing words: like living in the middle, Its not

busy as a big city would be…, ...nice houses like the countryside; a comma splice: …still have shopping centers, they still have land.) that do not interfere with communication. The response demonstrates control of simple

sentences.

Response demonstrates the use of some grade-level conventions and some control of conventions.



Code 30

Annotation: Response uses conventions appropriately to communicate (e.g., correct use of beginning and end punctuation; correct comma usage; some variety in the ending punctuation of sentences; correct use of

an apostrophe for contractions). Some errors exist (e.g., a missing period at the end of the response, missing commas after job, it, walk; incorrect noun/verb agreement; awkward phrasing: I wouldn’t find

house there…). The response demonstrates consistent control of compound and complex sentences.

Response demonstrates the use of grade-level conventions and control of grade-level conventions.

released assessment: item-specific rubrics and sample ... · scoring guide for junior short writing...

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