Writing: Linking Assessment to Instruction

Reading & Writing Across the ContinuumWeek 5AgendaEntry ActivityWriting AssessmentBreaks at about 5:15 and 6:30Next assignmentExit Activity (participation evaluation)1

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Reading & Writing Across the ContinuumWriting: Beginning with AssessmentSteve Isaacson, Ph.D.Portland State UniversityCritical QuestionsHow is the purpose of writing relevant to writing assessment?How do I assess the process of writing?What are six traits to keep in mind when evaluating the writing product?How can text structure be used to evaluate organization?How would I evaluate the writing of young emergent writers?How can I monitor the students progress in writing?

A Note about StandardsState assessments of writing are aligned to state standards.In October 2010, Oregon adopted the Common Core State Standards (CCSS) for English Language Arts.Prior to national common core standards, states had different standards for English language arts. Standards (continued)Howell, Kopczynski, & Nolden (2002) collected information, on writing standards across 49 of the 50 states. Great variation in writing traits assessed.Great variation in required writing modes.

Standards (continued)CCSS Standards for Writing At all grade levels:Text types and purposesProduction and distribution of writingResearch to build and present knowledgeRange of writingwww.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA Standards (continued)Text types and purposesopinion pieces informative/explanatory texts narratives Production and distribution writing process: planning, revising, editing, rewriting use of technology

Standards (continued)Research to build and present knowledgeinformation from multiple print and digital sourcesfrom literary or informational texts Range of writingover short and long time framesrange of tasks, purposes, and audiences

I. Three purposes for assessmentEvaluationPlanning instructionMonitoring progressII. A conceptual model for writing and writing assessment PurposeProcess

WRITING

ProductA. PurposeThe purpose for writing dictates the kind of composition that will be produced. Purpose:Product:To tell a storyNarrativeTo describeDescriptive paragraphTo explainFactual report (expository)To communicate thoughts and feelings with a friendLetterB. ProcessPhase:Issue:Planning (prewriting)No planningStream-of-consciousness writingLack of strategies Drafting (writing)Poor sentence writingFine motor challengesPoor knowledge of conventions Revising (rewriting)No revisingFocus only on superficial factorsPoor metacognition C. ProductComponentUnskilled WriterSkilled WriterIdeas and ContentUnfocused; reader cannot readily identify the topic or purpose of composition.Provides insufficient detail or elaboration.Includes irrelevant information.Some details are inaccurate or questionable.Clearly stated ideas are expressed and developed.Contains important information and interesting examples.All sentences relate to topic or main idea.Factual information is accurate/credible.

C. ProductComponentUnskilled WriterSkilled WriterOrganiza-tionWritten in a stream-of-consciousness fashion. Sequence not always logical.Does not follow a text structure.Has a clear beginning, middle, and ending.Events or ideas are logically sequenced; related ideas fit together. Contains all elements of appropriate text structure.Uses linking words/phrases.

C. ProductComponentUnskilled WriterSkilled WriterVoiceWritten in a perfunctory, lets-get-it-done fashion. Contains inconsistencies.Borrows/uses common ideas. Overly chatty or informal tone.Writes with thoughtfulness and intention.Stays consistent with theme or point of view.Expresses own beliefs; writing reflects originality. Demonstrates objectivity or emotion appropriate to purpose for writing.C. ProductComponentUnskilled WriterSkilled WriterWord ChoiceUses common words or colloquialisms that do not give precise meaning.Uses pronouns with unclear referents.Overuses favorite words repetitiously.Uses varied, mature words appropriate for purpose, topic, and audience.Clear referents for words such as it, that, and they. Uses varied and interesting verbs and adjectives.C. ProductComponentUnskilled WriterSkilled WriterSentence FluencyUses incomplete, awkward, or ungrammatical sentences. Writes in simple subject-verb or subject-verb-object sentences.Sentences are disjointed, and do not flow from the ones preceding them.Writes complete, well-formed sentences. Varies sentence length, structures, and patterns. Flows with good cohesion from sentence to sentence and overall. C. ProductComponentUnskilled WriterSkilled WriterConventionsSpells many words incorrectly.Inconsistent use of punctuation and capitalization.Errs in use of verb inflections and/or choice of pronouns.Writes illegibly.Shows no regard for appearance. Spells adequately; spelling does not interfere with communication. Uses correct punctuation.Uses correct verb endings and pronouns.Writes legibly.Gives attention to spacing and margins in final draft.Ideas & Content

Ideas & Content

Ideas & Content

Ideas & Content/Organization

Organization

Organization

Organization

Voice

Voice

Voice

Word Choice

Word Choice

Sentence Fluency

Conventions

PRACTICE ACTIVITYPAGE 4

By each objective, write the letter that indicates which of the six traits will be the focus of instruction.

Assessing a Students WritingRating scalee.g., Oregon State Writing Assessmentwww.ode.state.or.us/search/page/?id=32(Scroll down to bottom of page)

Assessing a Students WritingTesting materialswww.ode.state.or.us/search/page/?id=523 Preparing StudentsSample PromptsScoring ProcessScored Tests and Anchor Papers

Assessing a Students WritingOregon State Writing AssessmentRequires extensive instruction and practiceDoesnt show small improvements in writingDoesnt say what to teach tomorrow.

Assessing a Students WritingSimple Writing Assessment Checklist

Simple questions on each of the six primary traitsTypical issues for students who struggleS = SatisfactoryN = Needs work

Assessing a Students WritingPractice Activity 2page 8

Writing sample5th grade boy

Genre-specific AssessmentsWhy?Example qualitativep. 9Example quantitativep. 10

Monitoring Student PerformanceConsider what is developmentally appropriate:

Emergent writing Beginning productivity Content and organization ConventionsPolishing sentences and word choiceEmergent WritingLanguage Level

Alphabetical (letters only)Word (any recognizable word)Word group (any 2-word phrase)Sentence (any simple sentence)Punctuated story (of 2 or more sentences)Paragraphed story (two themes)Message Quality

Concept of sign (uses/invents letters)Concept that message is conveyedMessage is copiedRepetitive use of a sentence patternAttempts to record Successful compositions

Directionality

No evidence of dir. knowledgePart of directional patternReversal of directional patternCorrect dir. patternCorrect dir. pattern & spacesExtensive text without any difficulties Emergent Writing

Practice Activity 3

Practice Activity 3

Beginning ProductivityMethod: Count the total number of words written for each of three or more compositions (baseline). Compare composition length with those of good writers at the same age or grade level. Objectives: After prewriting discussion with the teacher or peers, the student will write an original narrative composition of 45 words or more. Beginning ProductivityCriteria vary according to age, mode of composition (narrative vs. expository), and setting conditions.Rough guideline for elementary (adapted from Deno, Mirkin, & Wesson, 1984; Parker & Tindal, 1989):If total number of words is less than 20, aim for doubling it by the end of the school year.If the number of words is between 25 and 30, aim for a 50% increase.If the number of words is between 35 and 45, aim for a 25% increase.If the number of words is greater than 50, choose another objective.

Content & OrganizationAnalytical scoring guidesSpecific to the genre/mode you are teaching.Example: Personal narrative scoring guide

Personal NarrativeName:Scoring GuideTopic: IDEAS & CONTENTIs the story about the author as a character, not an observer? 0 10-No1-YesDoes the narrative tell a story that is focused on one central event?----------0 1

Content & OrganizationUsing the analytical scoring guide to monitor:

ConventionsCorrect word sequences (CWS) two adjacent, correctly spelled words that are grammatically acceptable within the context of the phrase (Videen, Deno, & Marston, 1982). Capitalization and punctuation also can be considered within the sequence. Conventions1.Place a caret (^) over every CWS between the two words that form the sequence.2.Place a large dot between the two words that form an incorrect sequence. Example: my^dog chast the^ball^. Practice Activity 4The ball high in the aire.We could see jupiter in the tellescop it is the largest plant

Practice Activity 4^The^ballhigh^in^theaire. We could see jupiter in the tellescop it is the largest plant

Practice Activity 4^We^could^seejupiterin^the tellescopitis^the^largestplant

ConventionsFor planning instruction:Also make note of strengths and weaknesses (example page 19)

Sentence FluencyCount the number of sentences in each category to assess which the student uses most frequently. FragmentRunning and playing.Nina and Fred too. Level 1I like Christmas.I like candy.I like my new toys.I like my new books.

Sentence FluencyLevel 2I have a new toy.(SVO)It is big.(SVbeAdj)It came in the mail.(SVPP) Level 3First expansions Our baby sister sleeps all the time.To go faster, we pushed it.Jennifer likes strawberry and Seth likes chocolate. Sentence FluencyLevel 4The man wants to live where there is no pollution. Since John was late, we had to start without him. Word ChoiceMake note of any words used repetitiously. Make note of any mature or unusual words used appropriately.

Over-used WordsNew, Mature Words good fascinating goes

Official Scoring Guide, W riting

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O R E G O N D E P A R T M E N T O F E D U C A T I O N O F F I C I A L SC O R I N G G U I D E , W R I T I N G 2011-2012

Ideas and Content 6 5 The writing is exceptionally clear , focused, and interesting.Itholdsthereadersattentionthroughout.Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is character ized by

clarity, focus, and control. main idea(s) that stand out. supporting, relevant, carefully selected details; when

appropriate, use of resources provides strong, accurate, credible support.

a thorough, balanced, in-depth explanation / exploration of the topic; the writing makes connections and shares insights.

content and selected details that are well-suited to audience and purpose.

The writing is clear , focused and interesting. It holds the readersattention.Mainideasstandoutandaredeveloped by supporting details suitable to audience and purpose. The writing is character ized by

clarity, focus, and control. main idea(s) that stand out. supporting, relevant, carefully selected details; when

appropriate, use of resources provides strong, accurate, credible support.

a thorough, balanced explanation / exploration of the topic; the writing makes connections and shares insights.

content and selected details that are well-suited to audience and purpose.

4 3 The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is character ized by

an easily identifiable purpose. clear main idea(s). supporting details that are relevant, but may be overly

general or limited in places; when appropriate, resources are used to provide accurate support.

a topic that is explored / explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present.

content and selected details that are relevant, but perhaps not consistently well-chosen for audience and purpose.

The reader can understand the main ideas, although they may be over ly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, over ly general, or occasionally slightly off-topic. The writing is character ized by

an easily identifiable purpose and main idea(s). predictable or overly-obvious main ideas; or points that

echo observations heard elsewhere; or a close retelling of another work.

support that is attempted, but developmental details are often limited, uneven, somewhat off-topic, predictable, or too general (e.g., a list of underdeveloped points).

details that may not be well-grounded in credible resources; they may be based on clichs, stereotypes or questionable sources of information.

difficulties when moving from general observations to specifics.

2 1 Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is character ized by

a purpose and main idea(s) that may require extensive inferences by the reader.

minimal development; insufficient details. irrelevant details that clutter the text. extensive repetition of detail.

The writing lacks a central idea or purpose. The writing is character ized by

ideas that are extremely limited or simply unclear. attempts at development that are minimal or nonexistent;

the paper is too short to demonstrate the development of an idea.