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e-asTTle Writing

Paekakariki School

29th May2012

1First two sheets on tables and tasks bookletRubrics tooLI/SCBookending.sharing- Chalk and talk sharingOthers on wall

Think about you ability and confidence in:Old easttleChoosing a taskUsing the rubrics

THIS SESSION IS A CHANCE TO SEE WHAT IS DIFFERENT2The 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 writingValid and reliableCompatible with the existing e-asTTle technologyWhats different:

Old was years 4-8- alternative means for those who cannot.

INCREASINGLY VALID:use of psychometric testing tool, done over 7 months with 6,00 students using reliable controlsWrote frameworkPiloted promptsNational trialsMarking exercise

COMPATIBILITYMinor changes still create, assign , mark a test but input of score is different.

BUT ANT COMPARE old easttle result with new BUT can to some degree compare CL

3What does the tool assess? A part of the wholeGeneral writing competence- skills not specific to particular learning areasdoes not assess content knowledge- aspects of writing-to-communicate across the curriculumskills core to writing in generalIndependent writing of continuous text across five communicative purposes and seven elementsprompts specify a purpose but the rubric accommodates multiple purposes describe, explain, recount, narrate, persuadewriting scored element by element but appears as an overall score on the measurement scaleideas, structure and language, organisation, vocabulary, sentence structure, punctuation, spelling (formerly known as curriculum functions/features/dimensions)

Looking at very generic writing competencies- skills core to writing and dont measure content knowledge. Not about effective teaching about getting a level as an anchor.

2. Assess 5 communicative purposes depending on PROMPT BUT rubric accommodates those multiple purposesYou score 7 element by element- input these but still get level 1 etc B/P/A-4What 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 scalesOne assessment cant assess everything Not sufficient for making an OTJ (see 4.2 in manual)

LOOK AT SHEETS:

Discussion time for what you have heard so far.

See if you can get a feel for how it sits with OTJS??? Come back for comments5The components of e-asTTle writing20 prompts (formerly known as tasks)Marking rubric (includes structure and language notes)Annotated exemplarsGlossary and definitionsScoring and reporting toolsto note here:

PROMPT NOTESThere are 20 prompts (task) tested cant change. (6, 000 kids across NZ) that had very controlled input.

6Using an e-asTTle writing assessmentAn e-asTTle writing assessment involves:Selecting a promptIntroducing the prompt to the students- 5 mins and no written record of discussion. Students writing to the prompt for up to 40 minutesScoring the responses against a rubric with the help of annotated exemplarsEntering results into the online application and generating reports.DIFFERENCESPreviously we could adapt our task and what the researchers found in the trial was the planning put in pace for stds to do writing to was varied.BUT encouraged to make up own prompts and assess using new rubric

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Create a new test8Create a customised test

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Choose a purpose

No longer instruct10

Select a prompt 11

A writing prompt Lots have pictures.

12Choosing a prompt Teachers need to use professional judgement to ensure a prompt is appropriate.

For example, consider:the level of abstractionthe complexity of the text structurethe context

Some prompts use slightly simplified language:the three recounting promptsthree of the describing prompts

Better for juniors- these are described in the FAQ section.. Give out new sheet

Give you booklets of prompts- 19 only but are 20chose per syndicate which ones are appropriate

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The marking rubric elements Give out

Rubric elements are distinct from each otherAllows for focused and much easier marking

All rearranged- no audience and purpose as thought to be woven throughout. Vocab stands alone sentence structure replaces grammar

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Marking rubric: Ideas the rubric is designed to be:

PreciseIt describes:the continuum of skill development represents precisely what was observed from marking approx. 5,000 responses to the 20 prompts. Go thr what all emansHave a look for 5 mins and dicuss- circle anytig unknown and come bac and discuss

15Marking processMarkers need:student scriptpromptmarking rubric (ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, and spelling)structure and language notesannotated exemplarsglossary and definitions

A step by step approach:read through whole scriptwork through rubric element by elementcheck writing against category descriptors and notes to identify best fit category (R1, R2 , R3 etc)use exemplars to clarify and confirm decisionsmoderate decisionsrecord each score on front page of student writing booklet

16Characteristics of a fair markerDuring marking:self disciplinedneed to recognise the authority of the rubric and put aside their knowledge of the student as a wholea team playerneed to accumulate a shared understanding of the rubric After marking (planning next steps):creative17

Annotated exemplar 18Characteristics of the annotated exemplarsThe 76 annotated exemplars:developed from student responses to the 20 promptsmarked using the rubriccover all prompts (each prompt has at least 3, covering a range of scoreslow, medium, and high)

The student scripts exemplify: typical, not ideal, writingtricky features to score (e.g., possibly off-topic; multiple purposes)

The annotations:justify scores

The generic exemplars:from the same group of 76used to check interpretation of individual categories

19National reference information for e-asTTle writingNational reference information is available for:Year levelYear level by genderYear level by ethnicityYear level by regionYear level by English at homeYear level by schools like us

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