Upload
nguyenkhuong
View
221
Download
1
Embed Size (px)
Citation preview
Assessing pupils’ progress in English at Key Stage 3: Standards FilePupil 9 Writing
First published in 2008 Ref: 00693-2008BKT-EN
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
HER
TFO
RD O
FFSE
T LT
D 1
2-20
08
1The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
© Crown copyright 2008 00693-2008BKT-EN
Pupil 9 – Year 7 – High level 3
Writing
Collection of pupil’s work
Assessing pupils’ progress in English at Key Stage 3
Note to accompany Key Stage 3 English Standards Files
This is one of a series of materials known as the Standards Files which has been revised for publication in 2008.
The Standards Files for reading and writing are a central part of the APP (Assessing Pupils’ Progress) approach. Their main purpose is to exemplify standards by giving guidance on accurate assessments and acting as a resource and reference point for teachers. Each Standards File includes:
examples of pupils’ ongoing classroom work, which have been assessed to exemplify the •APP approach and show national standards;
commentary on the evidence at assessment focus (AF) level, which leads to a summative judgement •on the pupil’s work;
the assessment guidelines sheet that records both a profile of attainment across the AFs and a •National Curriculum level for the attainment target.
Key changes that have been made to the revised Standards Files are:
The incorporation of AF7 for reading;•The use of three sub-levels: low, secure and high.•
21 Standards Files for reading and writing in Key Stage 3 are available covering National Curriculum levels 3–8.
More information about the Standards Files and their use may be found in the Assessing pupils’ progress in English at Key Stage 3: Teachers’ handbook (Ref: 00643-2008BKT-EN
2 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
00693-2008BKT-EN © Crown copyright 2008
‘Dream Story’Task 1
Requires pupils to write about a ‘dream come true’.
Use of subordinating connectives (AF5 L4 b2)
Fitting opening, establishing context/setting (AF3 L4 b2)
Speech marks generally accurate (AF6 L4 b2)
Spelling error in common grammatical function word (AF8 L4 b1) – rare example of errorSome variation
in tense and verb forms (AF5 L4 b3)
Paragraphs or sections help to organise content (AF4 L4 b1)
Within paragraphs, some limited attempt to link sentences (AF4 L3 b2)
‘And’, ’but’, ‘so’ are the most common connectives (AF5 L3 b2)
3The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
© Crown copyright 2008 00693-2008BKT-EN
‘Dream Story’ (continued)Task 1 (continued)
The main features of this narrative (AF1) are clear, with ideas mainly relevant to the chosen topic, although the reader is not prepared for the sudden transformation of ‘Ronaldo’ and the later direction of events. What happens is retold from the perspective of the teenage writer. This narrative stance is maintained consistently until the personal confrontation with ‘Ronaldo’, when it becomes confused (AF2). The piece has an appropriate opening (AF3), but the ending does not refer back to this nor help to shape the overall narrative. Some use is made of paragraphs to organise material (AF4) and to support coherence (AF3), with opening sentences that signal the next, usually chronological, stage in the sequence of events, description of which develops from these (AF4).
At sentence level, connectives like ‘because’ and adverbials support the extension of some sentences (AF5) and make links between them (AF4). Movement between verb/tense forms – for example between reporting and direct speech – is usually managed securely (AF5). The use of inverted commas for direct speech is usually accurate, as is sentence demarcation (AF6). Throughout, mainly simple vocabulary is used (AF7), but there are few spelling errors in these words (AF8).
For many of the assessment focuses, there is some evidence that the level 4 criteria are beginning to be fulfilled.
Paragraphs or sections help to organise content (AF4 L4 b1)
Accurate punctuation of straightforward sentences and direct speech (AF6 L3 b1)
Spelling error in homophone of common grammatical function word (AF8 L4 b3)
4 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
00693-2008BKT-EN © Crown copyright 2008
Evidence based on responses to The Highwayman by Alfred NoyesTask 2
Requires pupils to describe the highwayman from Noyes’ poem.
This piece simply describes some of the content of the poem. Ideas are clearly signalled (AF2) to the reader by the simple sequencing device (AF3) of beginning each sentence with a reference to a point in the poem. These act as topic sentences, but there is no elaboration of them (AF4). A limited range of sentence forms is used (AF5). These are usually accurately demarcated (AF6), although towards the end of the piece the use of simple connectives to create an extended sentence is undermined by the inappropriate insertion of full stops (AF6). Much of the vocabulary derives from the poem, but there is only one spelling error within this limited range.
This brief and limited piece of writing is clear in meaning and fluently expressed. It fulfils the level 3 criteria for most assessment focuses.
Mainly simple/repeated sentence structures (AF5 L3 b1)
Straightforward sentences usually demarcated accurately (AF6 L3 b1)
Ideas organised by clustering related points (AF3 L4 b1)
‘And’, ‘but’, ‘so’ are the most common connectives (AF5 L3 b2)
5The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
© Crown copyright 2008 00693-2008BKT-EN
Evidence based on responses to The Highwayman by Alfred Noyes (continued) Task 3
Requires pupils to write a letter in the role of Tim the ostler (from the The Highwayman).
Main features of selected form are clear and appropriate (AF2 L4 b2)
Straightforward viewpoint established and maintained (AF1 L4 b3)
Some variation in sentence length, structure and subject (AF5 L4 b1)
Some attempt to use paragraphs to organise content (AF4 L4 b1)
Style generally appropriate to task and form (AF2 L4 b3)
Some ideas and material developed in detail – extended noun phrase (AF1 L4 b2)
Speech marks mainly accurate (AF6 L4 b2)
Sentences demarcated accurately throughout the text (AF6 L4 b1)
Paragraphs help to organise content (AF4 L4 b1)
6 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
00693-2008BKT-EN © Crown copyright 2008
Evidence based on responses to The Highwayman by Alfred Noyes (continued)Task 3 (continued)
In this response, the pupil adopts the main conventions of the letter form (AF1). The ideas covered derive from the poem and there is some explanation of the relationship between Bess and the highwayman and an attempted justification for killing him. An attempt is also made to provide some elaboration in description to engage the reader – ‘on a farm at the stable inn’; ‘madly in love’ – but there is little detailed development. The writer’s viewpoint and purpose are plainly stated (AF2) in a way that also provides an appropriate opening to the letter (AF3) and this perspective is maintained, although the ending is not consistent with it. Paragraphs are used to signal developments in dialogue and also to organise material (AF4). There is some use of connectives to extend sentence structures (AF5), with these usually correctly demarcated (AF6). Vocabulary is rarely chosen for effect (AF7), but there are few errors in spelling in the limited range of words used (AF8).
Although at text level some of the level 4 criteria are beginning to be met, at word/sentence level the range of expression is still quite limited.
7The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
© Crown copyright 2008 00693-2008BKT-EN
Evidence based on responses to ‘The highwayman’ by Alfred NoyesTask 4
This brief diary entry signals the form (AF2) and attempts to create a sense of immediacy and tension throughout by time references – ‘its 11.00 pm’; ‘Now I am...’ (AF2). This also gives some support to the overall coherence of the piece (AF3), although there is little elaboration of key moments with detail (AF1). Sentences are mainly simple and of a similar form (AF5) but there are some limited attempts to vary sentences for emphasis – ‘Now I am reading....WOW! what’s that...’ – and the ending is intended to provide an emphatic – and positive – conclusion (AF3). Spelling of simple and common polysyllabic words is accurate (AF8), although there is only a limited range of vocabulary (AF7).
The attempt to craft a dramatic diary entry achieves some success at text level, where there is evidence of limited fulfilment of the criteria for level 4, but this is not the case across all the assessment focuses.
Some attempt to vary length, structure and subject of sentences (AF5 L4 b1)
Some attempt to establish purpose and appropriate style (AF5 L4 b1)
Some variation in tense and verb forms (AF5 L4 b3)
Ideas organised by clustering related points or by time sequence (AF3 L4 b1)
Some punctuation used for effect (AF6 L4 b2)
Attempt at appropriate closing (AF3 L4 b2)
Within paragraphs some limited attempt to link sentences (AF4 L3 b2)
8 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
00693-2008BKT-EN © Crown copyright 2008
Assessment summaryThese four pieces of work show that this pupil can produce pieces of writing that have a sense of form (AF2) and that are appropriately adapted to audience and purpose (AF2). The responses have some shape (AF3) and their structure is supported by rudimentary paragraphing, with a little development built around the initial sentence (AF4). However, the development of ideas and materials (AF1) in each piece is limited so that the level 4 criteria are not securely met. There is some evidence of sentence variation and the use of a range of connectives, including adverbials (AF5), but in all these respects the level 4 criteria are not securely fulfilled. Vocabulary is rarely chosen for effect (AF7) and punctuation (AF6) extends only to the generally accurate demarcation of sentences and the use of inverted commas for direct speech. Within the limitations of the range of vocabulary, spelling (AF8) is usually accurate.
For AFs 1 to 6, there are three judgements at level 3 and three at level 4. This means the collection does not quite meet the minimum requirements for level 4 but does meet them, more than securely, for level 3. The criteria for level 3 are fully and consistently fulfilled across a range of evidence and some level 4 criteria are also met, so the overall judgement is high level 3.
9The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Pupil 9 Writing
© Crown copyright 2008 00693-2008BKT-EN
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 3
and
4
Nam
e……
……
……
….P
UPI
L 9…
……
……
……
..Y7…
……
…
AF5
– v
ary
sent
ence
s for
cl
arit
y, p
urpo
se a
nd
effe
ct
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es
and
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent w
hole
te
xts e
ffec
tive
ly,
sequ
enci
ng
and
stru
ctur
ing
info
rmat
ion,
idea
s an
d ev
ents
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
im
agin
ativ
e,
inte
rest
ing
and
thou
ghtf
ul te
xts
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to
task
, rea
der a
nd
purp
ose
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ngH
andw
riti
ng
and
pres
enta
tion
Leve
l 4
Acr
oss a
rang
e of
w
ritin
gso
me
varie
ty in
• le
ngth
, str
uctu
re
or su
bjec
t of
sent
ence
sus
e of
som
e • su
bord
inat
ing
conn
ectiv
es,
e.g.
if, w
hen,
be
caus
e,
thro
ugho
ut th
e te
xtso
me
varia
tion,
• ge
nera
lly a
ccur
ate,
in
tens
e an
d ve
rb
form
s
Acr
oss a
rang
e of
w
ritin
gse
nten
ces
• dem
arca
ted
accu
rate
ly
thro
ugho
ut th
e te
xt, i
nclu
ding
qu
estio
n m
arks
•spe
ech
mar
ks to
de
note
spee
ch
gene
rally
acc
urat
e,
with
som
e ot
her s
peec
h pu
nctu
atio
nco
mm
as u
sed
• in li
sts a
nd
occa
sion
ally
to
mar
k cl
ause
s,
alth
ough
not
al
way
s acc
urat
ely
Acr
oss a
rang
e of
w
ritin
gid
eas o
rgan
ised
• by
clu
ster
ing
rela
ted
poin
ts o
r by
tim
e se
quen
ceid
eas a
re
• orga
nise
d si
mpl
y w
ith a
fit
ting
open
ing
and
clos
ing,
so
met
imes
link
ed
idea
s or m
ater
ial
• gene
rally
in
logi
cal s
eque
nce
but o
vera
ll di
rect
ion
of
writ
ing
not
alw
ays c
lear
ly
sign
alle
d
Acr
oss a
rang
e of
writ
ing
•par
agra
phs/
sect
ions
he
lp to
org
anis
e co
nten
t,
e.g.
mai
n id
ea
usua
lly su
ppor
ted
or e
labo
rate
d by
fo
llow
ing
sent
ence
s•w
ithin
par
agra
phs/
sect
ions
, lim
ited
rang
e of
con
nect
ions
be
twee
n se
nten
ces,
e.
g. o
ver-
use
of ‘a
lso’ o
r pr
onou
nsso
me
atte
mpt
s to
• esta
blis
h si
mpl
e lin
ks
betw
een
para
grap
hs/
sect
ions
not
alw
ays
mai
ntai
ned,
e.g
. fir
stly
, nex
t
Acr
oss a
rang
e of
w
ritin
gre
leva
nt id
eas a
nd
• cont
ent c
hose
n•s
ome
idea
s and
m
ater
ial d
evel
oped
in
det
ail,
e.g.
de
scrip
tions
el
abor
ated
by
adve
rbia
l and
ex
pand
ed n
oun
phra
ses
stra
ight
forw
ard
• view
poin
t ge
nera
lly
esta
blis
hed
and
mai
ntai
ned,
e.g
. w
ritin
g in
role
or
mai
ntai
ning
a
cons
isten
t sta
nce
Acr
oss a
rang
e of
w
ritin
gm
ain
purp
ose
• of w
ritin
g is
cle
ar b
ut
not a
lway
s co
nsis
tent
ly
mai
ntai
ned
mai
n fe
atur
es
• of s
elec
ted
form
are
cl
ear a
nd
appr
opria
te to
pu
rpos
e st
yle
gene
rally
• ap
prop
riate
to
task
, tho
ugh
awar
enes
s of
read
er
not a
lway
s su
stai
ned
Acr
oss a
rang
e of
writ
ing
som
e • ev
iden
ce o
f de
liber
ate
voca
bula
ry
choi
ces
som
e • ex
pans
ion
of g
ener
al
voca
bula
ry
to m
atch
to
pic
Acr
oss a
rang
e of
writ
ing
corr
ect s
pelli
ng o
f• –
mos
t com
mon
gr
amm
atic
al fu
nctio
n w
ords
, inc
ludi
ng a
dver
bs
with
–ly
form
atio
n–
regu
larly
form
ed
cont
ent/
lexi
cal w
ords
, in
clud
ing
thos
e w
ith
mul
tiple
mor
phem
es
– m
ost p
ast a
nd p
rese
nt
tens
e in
flect
ions
, plu
rals
likel
y er
rors
• – ho
mop
hone
s of s
ome
com
mon
gra
mm
atic
al
func
tion
wor
ds–
occa
siona
l pho
netic
ally
pl
ausib
le sp
ellin
g in
co
nten
t/le
xica
l wor
ds
Leve
l 3In
mos
t writ
ing
relia
nce
mai
nly
on
• sim
ply
stru
ctur
ed
sent
ence
s,
varia
tion
with
su
ppor
t, e.
g. so
me
com
plex
sent
ence
san
d, b
ut, s
o ar
e • th
e m
ost c
omm
on
conn
ectiv
es,
subo
rdin
atio
n oc
casi
onal
lyso
me
limite
d • va
riatio
n in
use
of
tens
e an
d ve
rb
form
s, no
t alw
ays
secu
re
In m
ost w
ritin
g•s
trai
ghtf
orw
ard
sent
ence
s usu
ally
de
mar
cate
d ac
cura
tely
with
fu
ll st
ops,
capi
tal
lett
ers,
ques
tion
and
excl
amat
ion
mar
ksso
me,
lim
ited,
• us
e of
spee
ch
punc
tuat
ion
com
ma
splic
ing
• evid
ent,
part
icul
arly
in
narr
ativ
e
In m
ost w
ritin
gso
me
atte
mpt
to
• orga
nise
idea
s w
ith re
late
d po
ints
pla
ced
next
to e
ach
othe
rop
enin
gs a
nd
• clos
ings
usu
ally
si
gnal
led
som
e at
tem
pt to
• se
quen
ce id
eas o
r m
ater
ial l
ogic
ally
In m
ost w
ritin
gso
me
inte
rnal
• st
ruct
ure
with
in
sect
ions
of t
ext
e.g.
one
-sen
tenc
e pa
ragr
aphs
or i
deas
lo
osel
y or
gani
sed
with
in p
arag
raph
s/• se
ctio
ns, s
ome
links
be
twee
n se
nten
ces,
e.
g. u
se o
f pro
noun
s or
of a
dver
bial
sm
ovem
ent b
etw
een
• para
grap
hs/s
ectio
ns
som
etim
es a
brup
t or
disj
oint
ed
In m
ost w
ritin
gso
me
appr
opria
te
• idea
s and
con
tent
in
clud
edso
me
atte
mpt
to
• elab
orat
e on
bas
ic
info
rmat
ion
or
even
ts,
e.g.
nou
ns e
xpan
ded
by si
mpl
e ad
ject
ives
atte
mpt
to
• adop
t vie
wpo
int,
thou
gh o
ften
not
m
aint
aine
d or
in
cons
iste
nt, e
.g.
attit
ude
expr
esse
d,
but w
ith li
ttle
el
abor
atio
n
In m
ost w
ritin
gpu
rpos
e • es
tabl
ishe
d at
a
gene
ral l
evel
mai
n • fe
atur
es o
f se
lect
ed fo
rm
som
etim
es
sign
alle
d to
the
read
erso
me
atte
mpt
s • at
app
ropr
iate
st
yle,
with
at
tent
ion
to
read
er
In m
ost w
ritin
gsi
mpl
e,
• gene
rally
ap
prop
riate
vo
cabu
lary
us
ed, l
imite
d in
rang
eso
me
wor
ds
• sele
cted
fo
r eff
ect o
r oc
casi
on
In m
ost w
ritin
gco
rrec
t spe
lling
of
• – so
me
com
mon
gr
amm
atic
al fu
nctio
n w
ords
– co
mm
on c
onte
nt/
lexi
cal w
ords
with
mor
e th
an o
ne m
orph
eme,
in
clud
ing
com
poun
d w
ords
likel
y er
rors
• – so
me
infle
cted
en
ding
s, e.
g. p
ast t
ense
, co
mpa
rativ
es, a
dver
bs–
som
e ph
onet
ical
ly
plau
sible
att
empt
s at
cont
ent/
lexi
cal w
ords
In m
ost w
ritin
gle
gibl
e • st
yle,
show
s ac
cura
te
and
cons
iste
nt
lett
er
form
atio
n,
som
etim
es
join
ed
BL
IE
Ke
y:
BL
-Bel
ow L
evel
IE
-Insu
ffic
ient
Evi
denc
e
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
4
S
ecur
e 4
Low
4
Hig
h 3
Sec
ure
3
Low
3
This publication is printedon 80% recycled paper
When you have finished withthis publication please recycle it
80%
Audience: Secondary English subject leaders Date of issue: 12-2008 Ref: 00693-2008BKT-EN
Copies of this publication may be available from: www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: [email protected]
© Crown copyright 2008 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm