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Key changes?

Key changes?. Assessment. Creating an assessment. The scoring rubric. The exemplars. Scope Prompts & Purpose Rubric Exemplars Scale Reporting. What are R’s By category The layout Notes Struc & Lang. notes R3 is not L3! Have a read Your thoughts. What How. Purpose

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Key changes?

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  1. Key changes? Assessment Creating an assessment The scoring rubric The exemplars Scope Prompts & Purpose Rubric Exemplars Scale Reporting What are R’s By category The layout Notes Struc & Lang. notes R3 is not L3! Have a read Your thoughts What How Purpose Considerations Making own prompt? Prompts Other prompts Prompt pack Administration Overview Generic exemplars Marking a script Scoring sheets Your thoughts Entering the data Viewing reports Interpreting the Overall Score Imprecision Individual Elements R3 does not equal R3 The table The ILP Reflections What you need Considerations Suggested process Have a go Splashing in the Waves Depressing Dogs Third time lucky Reflections and Evaluation Other prompts Teaching and Learning Progress An assessment tool Suggestion for analysis

  2. E-asTTle Writing – why more changes? • Both Mathematics and reading have been updated and recalibrated in the last two years. The writing was ‘out of sync’ with the others. • The original scoring rubric uses curriculum levels. Progressions in writing do not necessarily fit neatly into curriculum levels. • The previous rubrics did go down to Level 1, but these could not be recorded in e-asTTle and Year 1-3 student scores could not be inputted into e-asTTle. • The scoring rubrics were not well enough supported with exemplars and were difficult to use accurately even with moderation processes in place.

  3. What are the key changes? – Scope of the Tool • The tool can now be used to assess writing from students in Year 1 through to Year 10. The previous version assessed from year 4 to Year 10. • In order to be assessed accurately by the new tool, students should be able to write at least one or two simple ideas. (Students who score in the lowest category for every element assessed are not well targeted by the assessment, as it may not accurately indicate the students’ skills and next learning steps.)

  4. What are the key changes? - Prompts and purposes • The tool emphasises ‘prompts’ rather than ‘tasks’. • 20 open-ended prompts encourage students to choose subject matter relevant to their experience. • There is a range of prompts for younger or older students. • There are now five writing purposes, important to writing in general.

  5. What are the key changes? - Rubric • There is now one rubric for all writing purposes. • There are seven elements of writing, similar to those in the previous version but with changes that require a shift in thinking by teachers. • There is a range of achievement categories on a continuum from R1 to R6/R7 for each element. • The tool is aligned to the NZ curriculum: • it reflects the intentions of the literacy learning progressions and national standards • it is not specific to a particular learning area • However mainly developed through an analysis of student responses to writing prompts.

  6. What are the key changes? - Rubric Original Audience Awareness and Purpose, Content/Ideas, Structure/Organisation, Language Resources, Grammar, Punctuation, Spelling Revised Ideas, Structure and Language, Organisation, Vocabulary, Sentence Structure, Punctuation, Spelling

  7. What are the key changes? - Annotated Exemplars • There 76 annotated exemplars include a set of prompt specific exemplars and generic exemplars to accompany each writing prompt. • Prompt specific exemplars are examples of writing for the prompt being used. They show a range of abilities. • The generic exemplars are not necessarily for the same purpose or prompt. • The exemplars are actual samples of student writing, and are representative rather than ideal examples. • The annotated exemplars are essential tools for ensuring consistent scoring decisions.

  8. What are the key changes? – Measurement scale • The scale provides a measure of writing proficiency and is linked to curriculum performance levels, allowing students’ scores to be reported within curriculum bands. • The new scale is not directly comparable to the previous e-asTTle Writing scale. Note: A conversion table is being developed to provide some comparison between scores in the new and previous versions.

  9. What are the key changes? – Report formats • There are some minor changes to the report formats to accommodate the new rubric. • The introduction of + to clearly show error of measurement in scores.

  10. Assessment – What E-asTTle writing assesses a student’s ability to independently write continuous texts across a variety of communicative purposes. These are: • Describe • Explain • Recount • Narrate • Persuade

  11. Assessment – How • Up to 40 minutes • Scored using rubric and annotated exemplars (both generic exemplars and prompt specific exemplars). • Scoring rubric linked to literacy learning progressions but developed through analysis of student samples • Curriculum level is not part of the marking • When analysed a curriculum level for each element and overall score will be available

  12. Creating a writing assessment - Purpose • Create Test – Choose Writing/Tuhituhi prompt • Choose the purpose first • Describe • Explain • Recount • Narrate • Persuade • Consider the students being assessed, the type of response that the purpose will deliver and the information you are wanting to acquire.

  13. Creating a writing assessment – Can you make your own prompt? Yes and No • Yes the rubric can be used to assess teacher’s own prompts. • However, DO NOT put the scored results for your own prompts into e-asTTle as the difficulty of the ‘made up’ prompt is unknown. • ‘Teacher made’ prompts should assess continuous texts using the five purposes as this is what the rubric was developed for. A conversion table is available so that you do not put this data into e-asTTle. e-asTTle training area

  14. Creating a writing assessment - Considerations • When choosing a prompt consider possible sources of difficulty • Level of abstraction • Complexity of the structure eg. Narrative harder than description or recount • Topics better suited to some age levels – 5 in slightly simpler language as most likely to be used by younger students (the recounts and 3 describes) • Can use more than one prompt to cater for and engage students, but probably wise to do so at different times

  15. Creating a writing assessment - Prompts See other prompts here

  16. Creating a writing assessment - Prompts

  17. Creating a writing assessment – Test creation Once a prompt has been chosen the prompt pack is created. It includes: • Admin instructions • Student booklet • Glossary • Rubric • Annotated exemplars

  18. Creating a writing assessment – Test administration • Don’t forget to assign tests to students – cannot put results and generate results until this is done. • Your turn – please spend time reading the administration guidelines

  19. The scoring rubric – What are R’s • The progressions for each element within the scoring rubric is by category - not curriculum level • R means Rubric • Do not use the rubric in isolation – use it in conjunction with the specific exemplars, the generic exemplars and the Structure and language notes.

  20. The scoring rubric – by category • Using student samples and the literacy learning progressions the rubric has been able to capture stages of skill development in writing. • A little like children’s art?

  21. The scoring rubric – like categorising children’s art Controlled scribble Random scribble Pre symbolism 3 dimensional space Realism Symbolism

  22. The scoring rubric – the layout The focus Definition Category Descriptor Notes Generic exemplars – for this element only

  23. The scoring rubric – R3 is not Curriculum Level 3! *** Representative diagram only

  24. The scoring rubric – Notes • THEY ARE NOT REQUIREMENTS – for example, in Punctuation there are notes for ‘Other Punctuation” at R2 and R3. Other punctuation is not required in the descriptor until R4. • The intention of the notes is to describe ‘what else’ you might see in scripts.

  25. The scoring rubric – Structure and Language notes • These notes are prompt specific i.e. The notes vary depending on which purpose is being written • Check carefully that these notes relate to the prompt/s being used. • For example the prompts ‘Adult and child’ ‘Girl’ ‘The Market’ ‘Stick Insect’ and ‘Dogs at the beach’ use the same structure and language notes

  26. The exemplars • 76 exemplars in total. There is a set of generic exemplars as well as exemplars specific to each prompt • The exemplars are not exemplary items. They represent actual samples of student writing • The annotated exemplars provide excellent comparative reference points for ensuring consistent marking.

  27. The specific exemplars • These are generated when creating a prompt pack in e-asTTle. • They directly relate to the prompt you have chosen. • The show a range of scores for the prompt you are using. • DIRECT comparisons can be made • Use these before going to the generic exemplars.

  28. The generic exemplars • They are referenced at the bottom of the marking rubrics. • They do not necessarily directly relate to the prompt you are using. • Use these for further reference if the specific exemplars have not enabled a definitive decision. • There are only one set of generic exemplars.

  29. The scoring rubric – Have a read • Your turn – please spend time becoming familiar with the scoring rubric using the glossary and definitions as reference material. • Make sure you look at the Structure and Language notes for ‘Dogs at the Beach’ which is ‘Describe a moment in time’. • Highlight bits which are important or you will need to remember.

  30. What we found out about the scoring rubrics - Key points from the group

  31. Marking a script – What you need Prompt Specific Exemplars Structure & Language Notes Marking Rubric The Script Glossary & Definitions Generic Exemplars

  32. Marking a script – Considerations • Age is irrelevant! Mark it for what it is. • Mark the script in front of you, not what you know about the student who wrote it. • You can only use the evidence in front of you. e.g. If technical words are not there, there is a limit to how far you can score in spelling. • There is no scoring rubric for neatness of handwriting! • Beware of ‘proximal marking’. i.e. Mark each element independent and separate from the other elements. • It is possible to be at R6 for spelling and R2 for punctuation.

  33. Marking a script – Suggested process • Read the text right through • Go to one of the seven elements and read the descriptors and notes. Get a feel for which category it may fit. • Check against the prompt specific exemplars for comparative qualities. • Still not sure? – use the relevant generic exemplars as another check.

  34. Marking a script – Have a go • The script being given to you is an annotated exemplar. • Have a go at marking it and then we will discuss the difficult decisions • We will then compare to the annotated scores.

  35. Splashing in the Waves – How close were we?

  36. Have another go – same prompt, different sample! Depressing Dogs • Have a go at marking and try and come to agreement over scores for each element with a partner. • Remember to use the rubric, structure and language notes, generic exemplars and specific exemplars to help with your decisions

  37. Depressing Dogs - How did we go this time?

  38. Third Script – Your choice • Choose one of the recount or narrative scripts and mark by yourself or with a partner. Once complete we will get into ‘script groups’ and analyse and scores and debate. • Don’t forget to use the group scoring grid.

  39. Third time lucky – your choice

  40. How was it? – Your thoughts and reflections

  41. Entering the data • Checkpoint No.1 – have you assigned it? • Change the date to represent when the actual sample was taken rather than the date the data was entered • Put the attitude and seven element scores onto e-asTTle • Click save after each student • Reports are ready!

  42. Viewing reports

  43. Viewing reports

  44. Viewing reports – Interpreting the Overall Score • The curriculum levels reported for e-asTTle Writing are based on a standard-setting exercise undertaken to link performance on an e-asTTle assessment with the descriptions of writing competence provided in the Literacy Learning Progressions. • A curriculum level of 4A for example means that • “given 40 minutes to write to a particular prompt under test conditions, the student has produced a text of sufficient quality to indicate they have the writing skills and competencies described as appropriate for students working at an advanced stage for Level 4 of the curriculum.”

  45. Viewing reports – Interpreting the Overall Score • e-asTTle curriculum level attempts to identify the student’s performance in the context of an e-asTTle writing assessment. • A student who has been assessed by e-asTTle Writing at a particular curriculum level will not necessarily have produced a piece of writing that is of the same standard as a National Standards illustration. • National Standards illustrations show examples completed by students in class “largely by themselves”. • An e-asTTle assessment is completed in 40 minutes under test conditions without any teacher or peer feedback, or access to writing aides such as dictionaries.

  46. Viewing reports – Taking imprecision into account • No educational assessment is perfectly precise. e-asTTle Writing provides a margin of error by presenting scale scores within a “plus or minus” range, for instance 1250 ± 40. • If the student was to repeat the assessment we could expect him/her to score somewhere between 1210 and 1290 scale units about 70% of the time. • Imprecision also needs to be taken into account when considering the curriculum level descriptor. A student who scores 4A is probably somewhere in the range 4P to 5B.

  47. Viewing reports

  48. Viewing reports – R3 does not equal R3 or Level 3!

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