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e- asTTle W riting Paekakariki School 29 th May2012 PowerPoint PPT Presentation


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e- asTTle W riting Paekakariki School 29 th May2012. LI/SC. The scope of NEW easTTle . Years 1 to 10 (up to L6) suitable for students who can independently communicate at least one or two simple ideas in writing Valid and reliable Compatible with the existing e- asTTle technology.

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e- asTTle W riting Paekakariki School 29 th May2012

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E asttle w riting paekakariki school 29 th may2012

e-asTTleWriting

Paekakariki School

29th May2012


Li sc

LI/SC


The scope of new easttle

The scope of NEW easTTle

Years 1 to 10 (up to L6)

suitable for students who can independently communicate at least one or two simple ideas in writing

Valid and reliable

Compatible with the existing e-asTTle technology


What does the tool assess

What does the tool assess?

A part of the whole

  • General writing competence

    - skills not specific to particular learning areas—does not assess content knowledge

    - aspects of writing-to-communicate across the curriculum

    • skills core to writing in general

  • Independent writing of continuous text across five communicative purposes and seven elements

    • prompts specify a purpose but the rubric accommodates multiple purposes

      • describe, explain, recount, narrate, persuade

    • writing scored element by element but appears as an overall score on the measurement scale

      • ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, spelling (formerly known as curriculum functions/features/dimensions)


  • What does the tool assess1

    What does the tool assess?

    A part of the whole

    • Why only a part of the whole?

      • The e-asTTle model for assessment and reporting involves standardised tasks that lead to reliable results that can be reported on measurement scales

      • One assessment can’t assess everything

      • Not sufficient for making an OTJ (see 4.2 in manual)


    The components of e asttle writing

    The components of e-asTTle writing

    20 prompts (formerly known as tasks)

    Marking rubric (includes structure and language notes)

    Annotated exemplars

    Glossary and definitions

    Scoring and reporting tools


    Using an e asttle writing assessment

    Using an e-asTTle writing assessment

    An e-asTTle writing assessment involves:

    Selecting a prompt

    Introducing the prompt to the students- 5 mins and no written record of discussion.

    Students writing to the prompt for up to 40 minutes

    Scoring the responses against a rubric with the help of annotated exemplars

    Entering results into the online application and generating reports.


    E asttle w riting paekakariki school 29 th may2012

    Create a new “test”


    Create a customised test

    Create a customised test


    E asttle w riting paekakariki school 29 th may2012

    Choose a purpose


    E asttle w riting paekakariki school 29 th may2012

    Select a prompt


    E asttle w riting paekakariki school 29 th may2012

    A writing prompt


    Choosing a prompt

    Choosing a prompt

    • Teachers need to use professional judgement to ensure a prompt is appropriate.

      For example, consider:

      • the level of abstraction

      • the complexity of the text structure

      • the context

        Some prompts use slightly simplified language:

      • the three recounting prompts

      • three of the describing prompts


    E asttle w riting paekakariki school 29 th may2012

    The marking rubric elements


    E asttle w riting paekakariki school 29 th may2012

    Marking rubric: Ideas


    Marking process

    Marking process

    • Markers need:

      • student script

      • prompt

      • marking rubric (ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, and spelling)

      • structure and language notes

      • annotated exemplars

      • glossary and definitions

    • A step by step approach:

      • read through whole script

      • work through rubric element by element

      • check writing against category descriptors and notes to identify best fit category (R1, R2 , R3 etc)

      • use exemplars to clarify and confirm decisions

      • moderate decisions

      • record each score on front page of student writing booklet


    Characteristics of a fair marker

    Characteristics of a fair marker

    • During marking:

      • self disciplined—need to recognise the authority of the rubric and put aside their knowledge of the student as a whole

      • a team player—need to accumulate a shared understanding of the rubric

  • After marking (planning next steps):

    • creative


  • E asttle w riting paekakariki school 29 th may2012

    Annotated exemplar


    Characteristics of the annotated exemplars

    Characteristics of the annotated exemplars

    • The 76 annotated exemplars:

      • developed from student responses to the 20 prompts

      • marked using the rubric

      • cover all prompts (each prompt has at least 3, covering a range of scores—low, medium, and high)

    • The student scripts exemplify:

      • typical, not ideal, writing

      • tricky features to score (e.g., possibly off-topic; multiple purposes)

    • The annotations:

      • justify scores

    • The generic exemplars:

      • from the same group of 76

      • used to check interpretation of individual categories


    National reference information for e asttle writing

    National reference information for e-asTTle writing

    National reference information is available for:

    Year level

    Year level by gender

    Year level by ethnicity

    Year level by region

    Year level by “English at home”

    Year level by “schools like us”


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