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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Imprecision also needs to be taken into account when considering the curriculum level descriptor.
The exemplars cover the full scoring range, and the full range of skill development, for each element of writing. The resources below have been developed by Evaluation Qsttle over our many years working in schools.
e-asTTle writing / Frequently asked questions / Home – e-asTTle
The generic exemplars cover the full range of abilities, but may not necessarily use the same purpose or prompt. Teachers may wish to write their own prompts that relate explicitly to classroom topics of qsttle. As extra support for teachers, the Structure and Language notes for all purposes have been gathered into one document, available for download below.
Please click on the links below.
Search all of TKI. Please note that a combination of resources is available for download from within the tool after a test is created. An e-asTTle Writing assessment provides a snapshot of what a student can achieve by themselves under standardised conditions. Mary Chamberlain Company Director.
Marking resources for e-asTTle writing (revised)
Such tools help teachers, leaders, and boards to identify their professional strengths and learning needs and prioritise the support required. You can use the e-asTTle scoring rubrics to assess a prompt you made up. Features of writing are described in relation to topic development, sentence development and language structures, vocabulary development, script control and editing, spelling and punctuation.
The curriculum scores are a reference point, which link the test performance with the performance level that might reasonably be expected from someone working at that level.
For example, if the specified purpose is to describe and the student also explains, only the descriptive features are scored within the structure and language element. Quick links Assessment Online. A range of exemplars, showing matirx category scores have been assigned to examples of student writing, is available to provide further guidance on the interpretation of category descriptors.
Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics and self-review tools.
Yes, teachers should make sure students understand the prompt rwiting. Module 2 – Writing. The prompts have been designed to stimulate continuous text on topics that are accessible to students, which provides opportunities for individual interpretation.
wriing What features of writing do you notice? One purpose is to show progress over time and this could be done in a variety of ways.
Marking resources for e-asTTle writing / Teacher resources / Home – e-asTTle
It is best for teachers to point to the rubric scores given for each element when discussing a report with students. Te Kete Ipurangi Navigation: Home Frequently asked questions e-asTTle writing. Teachers can consider this as one piece of evidence when making an overall teacher judgment.
To assign a category score of R4 in a particular element, the conditions for a score of R3 in that element must also have been met. Spelling is the focus of a separate element. For example, when scoring the vocabulary element, the focus is on the range, precision and effectiveness of words, rather than on the accuracy of spelling.
Each element of writing should be scored independently. Search all of TKI. Subscribe to our newsletter and other communication from Evaluation Associates Full Name. 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.
Skim through the exemplars and think about how they provide evidence for each stage. The curriculum levels are not used as part of the marking. They are representative examples of writing for each prompt. Open the double-sided, fold-out page for the writing matrix in your booklet which is colour-coded for each stage. Matrices, templates and review tools Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics and self-review tools.
Teachers should wsttle lead a short discussion prior to writing where the students begin to develop their own ideas. Part A contains information about the tool, asgtle and administration and interpreting reports.
Moderation and things to consider. They provide very specific instructions on what to do and what to say to students.
Writing: Moderation and things to consider
Teachers can use the table to convert an e-asTTle rubric score to an e-asTTle writing scale score an aWs score and curriculum level descriptor. Others will be better suited to younger wroting. Students who score in the lowest category for every element assessed by e-asTTle writing all R1s are not well targeted by the assessment.