This set of exemplars illustrates the use of the e-asTTle marking rubric to score writing across the writing prompts. The exemplars cover the full scoring range. asTTle Writing Rubric in Student Speak. Created by Clevedon School from asTTle Writing Rubrics. Last updated: Ideas. Learning Intention. The e asTTle framework for assessing writing. Developing the prompts, marking rubric, and annotated exemplars. Extending the usefulness.

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When you have confidently completed this section you are ready to consider how this information helps you, and what you should do next to help your learners.

You can check that you have the correct version by ensuring that it is called Conversion table April — rubric scores to scale scoresor that the score of 26 on the table converts to curriculum level 3B not 3A. No scores should be entered after Wednesday April 18, A more comprehensive picture will involve collecting multiple pieces of assessment data from a range of contexts and experiences across the curriculum.

Instead, you will have to select a rubric score ranging fromor sometimes In the revised e-asTTle writing each element has only 6 or 7 scoring categories.

e-asTTle writing / Frequently asked questions / Home – e-asTTle

When you have this information about your own learners, you will be ready to start the next section – Making a ‘best-fit’.

Features of writing are described in relation to topic development, sentence development and language structures, vocabulary development, script control and editing, spelling and punctuation.

Search all of TKI. However, within each category it is important to note that a minor error or glitch is allowed. Open the double-sided, fold-out page for the writing matrix in your booklet which wrriting colour-coded for each stage. Part B contains in-depth technical information on how the tool was constructed.

However, due to the change in rubric, measurement scale and prompts, you will not be able to directly compare scores on the new version of e-asTTle with scores on the previous versions. Students who score in the lowest category for every element assessed by e-asTTle writing all R1s are not well targeted by the assessment. Te Kete Ipurangi Navigation: A rubric score on one element may have a very different writijg to a rubric score on another element. writinng

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The Describe purpose is divided into two: Imprecision also needs astgle be taken into account when considering the curriculum level descriptor. See Choosing a Writing Prompt for more information. Each prompt provides additional Structure and Language notes which define the demands of a particular writing purpose, available from within the tool after creating a test.

A curriculum level of 4A for example means that given 40 minutes to write to a particular prompt under test conditions the student has been able to produce 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.

Writing: Moderation and things to consider

Teachers are encouraged to use the rubric to assess writing other than that generated by the e-asTTle writing prompts. Teachers can find many resources to assist them with marking e-asTTle writing. The revised writing tool assesses writing across five purposes. This is a big change from the previous version of e-asTTle Writing which tied the rubric categories wriying to curriculum levels. The resources below have been developed by Evaluation Associates over our many years working in schools.

Part A contains information about the tool, marking and administration and interpreting reports. The exercise defined an appropriate score range on an e-asTTle assessment for each level of writing competence described by the progressions. Module 2 – Writing. Quick links Improving teacher practice Find out about how you can accelerate student achievement by improving teacher practice in assessment for learning.

Teachers can use the table to convert an e-asTTle rubric score to an writkng writing scale score an aWs score and curriculum level descriptor.

For example, if the specified purpose is to describe and the student also explains, only wriitng descriptive features are scored within the structure and language element. Category R3 does not translate to curriculum level 3! 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.

Neatness of handwriting should not come into your marking decisions — there is no scoring rubric for handwriting neatness!

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If they do so, consideration of the following will facilitate accurate use:. The generic exemplars cover the full range of abilities, but may not necessarily use the same purpose or prompt. Search all of TKI. The reporting system in the e-asTTle tool is built on a system that mateix many more bands than this and which are linked wrriting curriculum levels.

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With well moderated scoring and proper administration e-asTTle writing has the capacity to put students into about six or seven statistically distinct bands of achievement.

Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics and self-review tools. Teachers may wish to write their own prompts that relate explicitly to classroom topics of study.

There is a need to emphasise the scale score and the margin of error as mattix e-asTTle measure. There is a link to the generic exemplars on the Mark screen, or you can find them by going to View Existing Tests and choosing Print Options. Michael Absolum Company Director.

The generic exemplars can be used to check interpretation of individual categories for example, category R2 in spelling, or category R4 in ideas. Others will be better suited to younger students. These curriculum bands can impress a sense of precision that isn’t there and asttls we have to be very aware of the margin of error in an e-asTTle score when interpreting or comparing them. If not, look at the exemplars before and after the one you are looking at, to try and find the appropriate stage for your learner.

A student who scores 4A is probably somewhere in the range 4P to 5B. Rubric scores and curriculum levels are distinctly different things. The difficulty of the prompt you made up will not be known, and you will not get driting curriculum level information. They are writign from across a range of prompts. Responsive Theme powered by WordPress. Skim through the exemplars and think about how they provide evidence for each stage.