On-Demand Reading and Writing Assessment Collaborative Scoring Day

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On-Demand Reading and Writing Assessment
Collaborative Scoring Day

• 6th Grade

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88-100 Hamburger with the Works
Hits all parts of the prompt- format, audience,
purpose

• Stays on purpose doesnt go off topic
• Doesnt shift from 1st person to 3rd

• Fully developed multiple paragraphs
• Sophisticated purposeful evidence and language

• 4 Advanced Proficient
• The writing
• Clearly addresses all parts of the writing task
• Demonstrates a clear purpose and maintains a
  consistent point of view and focus
• Develops the topic in well-organized paragraphs
  with specific, well-chosen details using precise
  and varied vocabulary
• Includes the effective use of transitions
• Includes an engaging lead, a satisfying
  conclusion, and employs a variety of sentence
  structures to enhance the writing
• Provides in-depth, relevant and accurate
  information
• Uses an authoritative voice which conveys
  expertise and demonstrates a thorough
  understanding of the task

Seamlessly pull paper together with
genre-specific transitions

• Specific lead purposely chosen for prompt
• Conclusion goes beyond the obvious tying up the
  importance for the reader
• Chooses specific sentence structures for emphasis

• Writer is the expert with powerful images that
  show the reader that the writer is knowledgeable
• Evidence goes beyond the obvious, is important to
  the reader and is correct

4
75-87 Plain Hamburger
What do you see that is different between a 4 and
a 3 score?

• 3 Proficient
• The writing
• Addresses all parts of the writing task
• Demonstrates a general understanding of purpose
  and a mostly consistent point of view and focus
• Develops the topic in logical paragraphs with
  some supporting details using appropriate
  vocabulary
• Includes the effective use of some transitions
• Includes an appropriate lead and conclusion, and
  uses more than one sentence type
• Provides adequate, relevant and accurate
  information
• Uses a knowledgeable voice that demonstrates
  understanding of the task

• The writing is clear and focused.
• Does the jobshows evidence of structure and
  support
• Predictable language and word choice are solid,
  but are missing style
• Adequate Gives the reader enough support, but
  doesnt go beyond.

Solid piece that could be shown to parents as
meeting proficiency expectations
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65-74 Meat Only

• 2 Partially Proficient
• The writing
• Addresses only parts of the writing task
• Demonstrates little understanding of purpose,
  point-of-view and focus
• Attempts to write paragraphs, but with few
  supporting details using limited vocabulary. Or
  may be a list
• May include ineffective or awkward transitions
  that do not unify important ideas
• Lead and conclusion may be brief or confusing,
  and uses simple sentences
• Provides limited information may contain
  inaccuracies and irrelevant information
• Uses a voice which may show some knowledge and
  understanding of the task. Or reader may be
  unsure of voice

• On its way may have structure, but is lacking
  enough or adequate support
• May contain elements that are adequate, although
  they may be overly broad or simplistic.

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64 and below

• 1 Non-Proficient
• The writing
• Addresses only one part of the writing task
• Demonstrates no understanding of purpose, and
  lacks point of view and focus
• Has little paragraph structure with few/no
  details using simple words
• No evidence of lead and conclusion, and sentence
  structure is simple or confusing
• Provides little to no information and lacks
  thesis
• Lacks voice and reveals little/no understanding
  of the task

Main ideas and purpose are somewhat unclear or
development is attempted but minimal
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Organization

• 4 Advanced Proficient
• The response has a clear and effective
  organizational structure creating unity and
  completeness
• use of a variety of transitional strategies
• logical progression of ideas from beginning to
  end
• effective introduction and conclusion for
  audience and purpose
• strong connections among ideas, with some
  syntactic variety

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Organization

• 3 Proficient
• The response has an evident organizational
  structure and a sense of completeness, though
  there may be minor flaws and some ideas may be
  loosely connected
• adequate use of transitional strategies with some
  variety
• adequate progression of ideas from beginning to
  end
• adequate introduction and conclusion
• adequate, if slightly inconsistent, connection
  among ideas

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Organization

• 2 Partially Proficient
• The response has an inconsistent organizational
  structure, and flaws are evident
• inconsistent use of transitional strategies with
  little variety
• uneven progression of ideas from beginning to end
  
• conclusion and introduction, if present, are weak
  
• weak connection among ideas

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Organization

• 1 Non-Proficient
• The response has little or no discernible
  organizational structure
• few or no transitional strategies are evident
• frequent extraneous ideas may intrude

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Elaboration

• 4 Advanced Proficient
• The response provides thorough and convincing
  support/evidence for the controlling idea or main
  idea that includes the effective use of sources,
  facts, and details. The response achieves
  substantial depth that is specific and relevant
• use of evidence from sources is smoothly
  integrated, comprehensive, and concrete
• effective use of a variety of elaborative
  techniques.

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Elaboration

• 3 Proficient
• The response provides adequate support/evidence
  for the controlling idea or main idea that
  includes the use of sources, facts, and details
• some evidence from sources is integrated, though
  citations may be general or imprecise
• adequate use of some elaborative techniques

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Elaboration

• 2 Partially Proficient
• The response provides uneven, cursory
  support/evidence for the controlling idea or main
  idea that includes partial or uneven use of
  sources, facts, and details
• evidence from sources is weakly integrated, and
  citations, if present, are uneven
• weak or uneven use of elaborative techniques

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Elaboration

• 1 Non-Proficient
• The response provides minimal support/evidence
  for the controlling idea or main idea that
  includes little or no use of sources, facts, and
  details
• use of evidence from the source material is
  minimal, absent, in error, or irrelevant

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Writing Standard

• W.6.2. Write informative/explanatory texts to
  examine a topic and convey ideas, concepts, and
  information through the selection, organization,
  and analysis of relevant content.
• Introduce a topic, organize ideas, concepts, and
  information, using strategies such as definition,
  classification, comparison/contrast, and
  cause/effect include formatting (e.g.,
  headings), graphics (e.g., charts, tables), and
  multimedia when useful to aiding comprehension.
• Develop the topic with relevant facts,
  definitions, concrete details, quotations, or
  other information and examples.
• Use appropriate transitions to clarify the
  relationships among ideas and concepts.
• Use precise language and domain-specific
  vocabulary to inform about or explain the topic.
• Establish and maintain a formal style.
• Provide a concluding statement or section that
  follows from the information or explanation
  presented.
• W.6.4. Produce clear and coherent writing in
  which the development, organization, and style
  are appropriate to task, purpose, and audience.
• W.6.9. Draw evidence from literary or
  informational texts to support analysis,
  reflection, and research.

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College and Career Readiness Standard 4
Interpret words and phrases as they are used in a
text, including determining technical,
connotative, and figurative meanings, and analyze
how specific word choices shape meaning or
tone. RL.6.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical meanings.
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College and Career Readiness Standard 5 Analyze
the structure of texts, including how specific
sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole. RL.6.5
Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure
of a text and contributes to the development of
the theme, setting, or plot.
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College and Career Readiness Standard 6 Assess
how point of view or purpose shapes the content
and style of a text.. RL.6.6 Explain how an
author develops the point of view of the narrator
or speaker in a text.
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PAPER 1
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4
RHETORICAL SCORE
PAPER 1
Sentences Transition seamlessly
Literary Device Lead
Topic Sentence
Example
Short Summary
Quote
Road Map for the Essay
Explain
Example
Quote/Topic Sentence
Quote
Quote
Explain
Explain
Echo the Introduction
Example
Revisit the thesis and purpose
Quote
Ends with a quote
Explain
Concluding Sentence

• Clearly addresses all parts of the writing task
• Demonstrates a clear purpose and maintains a
  consistent point of view and focus
• Develops the topic in well-organized paragraphs
  with specific, well-chosen details
• Sentences seamlessly flow together without the
  use of predictable transitions
• Includes an engaging lead, a satisfying
  conclusion
• Provides relevant and accurate information
• Uses and authoritative voice with conveys
  expertise and demonstrates a thorough
  understanding of the task

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4
ORGANIZATION/STRUCTURE SCORE
PAPER 1
Sentences Transition seamlessly
Literary Device Lead
Topic Sentence
Example
Short Summary
Quote
Road Map for the Essay
Explain
Example
Quote/Topic Sentence
Quote
Quote
Explain
Explain
Echo the Introduction
Example
Revisit the thesis and purpose
Quote
Ends with a quote
Explain
Concluding Sentence

• The response has a clear and effective
  organizational structure creating unity and
  completeness
• Sentences transition seamlessly
• Logical progression of ideas from beginning to
  end
• Effective introduction and conclusion for
  audience and purpose
• Strong connections among ideas

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4
ELABORATION SCORE
PAPER 1
Topic Sentence
Example
Quote
Road Map for the Essay
Explain
Example
Quote
Quote
Explain
Explain
Example
Quote
Explain

• The response provides thorough and convincing
  support/evidence
• Use of evidence from sources is smoothly
  integrated, comprehensive, and concrete
• Effective use of quotes, explanations, and
  examples

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On-Demand Reading Writing AssessmentCommentary
Informative/Explanatory ElevenGrade 6Paper
No. 1
Rhetorical Score 4
Organization/Structure Score 4
Elaboration Score 4

• Clearly addresses all parts of the writing task
• Demonstrates a clear purpose and maintains a
  consistent point of view and focus
• Develops the topic in well-organized paragraphs
  with specific, well-chosen details
• Sentences seamlessly flow together without the
  using of predictable transitions
• Includes an engaging lead, a satisfying
  conclusion
• Provides relevant and accurate information
• Uses and authoritative voice with conveys
  expertise and demonstrates a thorough
  understanding of the task

• The response has a clear and effective
  organizational structure creating unity and
  completeness
• Sentences transition seamlessly
• Logical progression of ideas from beginning to
  end
• Effective introduction and conclusion for
  audience and purpose
• Strong connections among ideas

• The response provides thorough and convincing
  support/evidence
• Use of evidence from sources is smoothly
  integrated, comprehensive, and concrete
• Effective use of quotes, explanations, and
  examples

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PAPER 2
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RHETORICAL SCORE
3
Transitions used
Explain
Statement Lead
Text evidence
Explain
TAG
Concluding Sentence
Road Map
Text evidence
Topic Sentence
Explain
Text evidence
Text evidence
Explain
Text evidence
Explain
Revisits important points of the essay
Explain
Concluding Sentence
Text Evidence
Concluding statement referencing the topic of the
essay
Topic Sentence

• Addresses all parts of the writing task-formulaic
• Demonstrates a general understanding of purpose
• Intro clearly states purpose, but is weak in its
  delivery-much repetition and superficial
• Well organized paragraphs with reason, evidence
  and concluding sentence
• Includes the effective use of some transitions
• Provides adequate, relevant and accurate
  information
• Uses a knowledgeable voice that demonstrates
  understanding of the task

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ORGANIZATION/STRUCTURE SCORE
3.5
Transitions used
Explain
Statement Lead
Text evidence
Explain
Concluding Sentence
TAG
Topic Sentence
Road Map
Text evidence
Topic Sentence
Explain
Text evidence
Text evidence
Explain
Explain
Text evidence
Explain
Revisits important points of the essay
Concluding Sentence
Topic Sentence
Text Evidence
Concluding statement referencing the topic of the
essay

• The response has a clear and effective
  organizational structure
• Adequate use of transitional strategies with some
  variety
• Logical progression of ideas from beginning to
  end
• Adequate introduction and conclusion

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ELABORATION SCORE
3
Explain
Text evidence
Explain
Text evidence
Topic Sentence
Explain
Text evidence
Text evidence
Explain
Text evidence
Explain
Explain
Topic Sentence
Text Evidence

• The evidence addresses all three points of the
  task (the narrators attitude toward turning
  eleven, the aging process, and how Cisneros uses
  literary devices, word choice to convey her
  message)
• Adequate use of some elaborative techniques (text
  evidence explanation of evidence)
• The response provides adequate support/evidence
  for the topic
• The elaboration on the evidence is not expanded
  upon enough

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On-Demand Reading Writing AssessmentCommentary
Informative/Explanatory ElevenGrade 6Paper
No. 2
Rhetorical Score 3
Organization/Structure Score 3.5
Elaboration Score 3

• Addresses all parts of the writing task-formulaic
• Demonstrates a general understanding of purpose
• Intro clearly states purpose, but is weak in its
  delivery-much repetition and superficial
• Well organized paragraphs with reason, evidence
  and concluding sentence
• Includes the effective use of some transitions
• Provides adequate, relevant and accurate
  information
• Uses a knowledgeable voice that demonstrates
  understanding of the task

• The response has a clear and effective
  organizational structure
• Adequate use of transitional strategies with some
  variety
• Logical progression of ideas from beginning to
  end
• Adequate introduction and conclusion
•  

• The evidence addresses all three points of the
  task (the narrators attitude toward turning
  eleven, the aging process, and how Cisneros uses
  literary devices, word choice to convey her
  message)
• Adequate use of some elaborative techniques (text
  evidence explanation of evidence)
• The response provides adequate support/evidence
  for the topic
• The text evidence is not expanded upon enough

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PAPER 3
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RHETORICAL SCORE
1.5
No TAG with weak thesis (Does it support the
topic?-narrators attitude toward turning eleven
and the aging process)
Revisits the thesis but adds new information
(confused)
Revisits important points of the essay
Text evidence in the introduction
No Road map for the essay
Text Evidence (repeated from intro)
Does this topic sentence support the topic?
Example
Concluding statement copied from prompt
Example (needs a clarification statement)

• Addresses only parts of the writing task
• Demonstrates little understanding of purpose and
  focus
• Provides little to no information and has a weak
  thesis
• Reveals little understanding of the task
• Introduction and conclusion needs work
• No lead or TAG

Clarification Statement
Text Evidence (repeated from intro body)
Clarification Statement
Example (repeated from body 1)
Clarification Statement or Repetitive Example
Limited transition use
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ORGANIZATION/STRUCTURESCORE
2
No TAG with weak thesis (Does it support the
topic?-narrators attitude toward turning eleven
and the aging process)
Revisits the thesis but adds new information
(confused)
Revisits important points of the essay
Text evidence in the introduction
No Road map for the essay
Text Evidence (repeated from intro)
Does this topic sentence support the topic?
Concluding statement copied from prompt
Example (needs a clarification statement)

• Only one transitional strategy evident
• Uneven progression of ideas from beginning to end
• Conclusion and introduction are weak
• Repetitive ideas

Text Evidence (repeated from intro body)
Example (repeated from body 1)
Clarification Statement or Repetitive Example
Limited transition use
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ELABORATION SCORE
1
(Does the evidence support the topic?-narrators
attitude toward turning eleven and the aging
process)
Text evidence in the introduction
Text Evidence (repeated from intro)
Does this topic sentence support the topic?
Example
Example (needs a clarification statement)

• The response provides minimal support/evidence
• Repetitive
• Literary devices and sentence structure could
  have been address

Clarification Statement
Text Evidence (repeated from intro body)
Clarification Statement
Example (repeated from body 1)
Clarification Statement or Repetitive Example
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On-Demand Reading Writing AssessmentCommentary
Informative/Explanatory ElevenGrade 6Paper
No. 3
Rhetorical Score 1.5
Organization/Structure Score 2
Elaboration Score 1

• Only one transitional strategy evident
• Uneven progression of ideas from beginning to end
• Conclusion and introduction are weak
• Repetitive ideas

• Addresses only parts of the writing task
• Demonstrates little understanding of purpose and
  focus
• Provides little to no information and has a weak
  thesis
• Reveals little understanding of the task
• Introduction and conclusion needs work
• No lead or TAG

• The response provides minimal support/evidence
• Repetitive
• Literary devices and sentence structure could
  have been address

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PAPER 4
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RHETORICAL SCORE
2
The text evidence is not expanded upon
Transitions
Inaccurate Statement Lead
Text Evidence
Road map of big ideas
Text Evidence
Topic sentences
Text Evidence
Inaccurate Concluding Sentence
Revisited Reason/Ideas
Text Evidence
Clarification Statement
Text Evidence

• Demonstrates a general understanding of purpose
• Attempts to write paragraphs, but with few
  supporting details (reads like a list of text
  evidence)
• Includes the use of transition words
• Introduction and conclusion needs work
  (inaccurate information)
• Provides limited information contains
  inaccuracies
• Uses a voice that shows some knowledge and
  understanding of the task

Text Evidence
The text evidence is not expanded upon
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ORGANIZATION/STRUCTURE SCORE
3
The text evidence is not expanded upon
Transitions
Inaccurate Statement Lead
Text Evidence
Road map of big ideas
Text Evidence
Topic sentences
Text Evidence
Inaccurate Concluding Sentence
Revisited Reason/Ideas
Text Evidence
Clarification Statement
Text Evidence

• The response has an evident organizational
  structure
• Adequate use of transitional strategies
• Adequate progression of ideas from beginning to
  end
• Introduction and conclusion are weak
• Adequate connection among ideas

Text Evidence
The text evidence is not expanded upon
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ELABORATION SCORE
2
The text evidence is not expanded upon
Text Evidence
Text Evidence
Topic sentences
Text Evidence
Text Evidence

• The response provides cursory (not detailed)
  support
• Evidence from source is weakly integrated (no
  explanation of evidence

Clarification Statement
Text Evidence
Text Evidence
The text evidence is not expanded upon
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On-Demand Reading Writing AssessmentCommentary
Informative/Explanatory ElevenGrade 6Paper
No. 4
Rhetorical Score 2
Organization/Structure Score 3
Elaboration Score 2

• Demonstrates a general understanding of purpose
• Attempts to write paragraphs, but with few
  supporting details (reads like a list of text
  evidence)
• Includes the use of transition words
• Introduction and conclusion needs work
  (inaccurate information)
• Provides limited information contains
  inaccuracies
• Uses a voice that shows some knowledge and
  understanding of the task

• The response has an evident organizational
  structure
• Adequate use of transitional strategies
• Adequate progression of ideas from beginning to
  end
• Introduction and conclusion are weak
• Adequate connection among ideas

• The response provides cursory (not detailed)
  support
• Evidence from source is weakly integrated (no
  explanation of evidence

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Engaging Lead
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Satisfying Conclusion
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Appropriate Lead
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Appropriate Conclusion
50
Inadequate Lead
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Inadequate Conclusion
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Elaboration
Ways to Support
Describe (with concrete nouns, specific adj,
strong verbs)
Exemplify Give an example
Facts Statistics
Explain Tell what you mean
Quotes
Ways to Support
Describe (use figurative language)
Anecdotes
Expert opinion
Others experiences
Analogies
Ways to Support
Cause and Effect
Compare and Contrast
Personal Experiences
Clarification Statements
Definition