Philip%20Holmes-Smith

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Using Formative (Diagnostic) Data to Plan for
InstructionNAPLAN Writing

• Presented by
• Philip Holmes-Smith
• School Research Evaluation and Measurement
  Services

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Overview of this Module

• Using Writing Data to Plan for Instruction
• Writing Criteria Report
• Zone of Proximal Development Using student
  marks (against the writing rubric) to
  differentiate the testing of writing.

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The Writing Criteria Report
Choose Writing Criteria Report
Click on Preview Report to view results
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The Writing Criteria Report
The report makes little sense without
understanding how the writing task is marked
against the Writing Marking Guide
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The Writing Marking Rubric
Click here to download the Writing Marking Rubric
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The Writing Marking Rubric
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The Writing Marking Rubric
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The Writing Marking Rubric
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The Writing Marking Rubric
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The Writing Marking Rubric
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Interpreting the Writing Criteria Report
In this school, about 20 of students received a
score of 1 but the majority (nearly 60)
received a score of 2. To improve, the teacher
needs to move the 1s onto 2s, the 2s onto 3s,
etc.
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Assessment as Learning
Students writing like a 1 could be shown
examples of how they are currently writing
(Dungaun, The casel, BMX, etc.) and shown
examples of what is now expected of them to
improve to a 2 (My Story, Living dead, etc.)
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Another assessment as learning example
Using the Paragraphing rubric and accompanying
sample scripts, a student could be shown that
their writing demonstrates no paragraphing. More
importantly, the rubric shows what is expected
next and gives examples that students could read
to get an idea of what writing in paragraphs
looks like.
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The Student Response Report(Writing Test by
criteria)
Choose Student Response Report
Choose Writing Test by criteria
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The Student Response Report (Writing)
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Choosing Writing Groups based on learning needs
These students scored a 1 for Text Structure
(i.e. A beginning or middle only). This group can
be shown how to include both an orientation AND a
complication
These students scored a 2 for Text Structure
(i.e. A beginning and a complication). This group
can be shown how to resolve their complication.
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Zone of Proximal DevelopmentWriting
Look at your own SPA data Go to
http//www.sreams.com.au/ (Use your SPA logon and
password to access you SPA account or click
on Purchase SPA to purchase and set up a new
account for your school)
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Suggested School activities

• All Schools
• Undertake a whole school professional learning
  activity to understand the category descriptors
  for each of the ten writing criteria.
• Develop strategies on how students can be
  supported to improve from one category descriptor
  to the next.
• Encourage moderation for the marking of writing
  across Yr2-Yr6 (Primary) and Yr7-Yr10
  (Secondary).
• Modify the Narrative rubric for other genre
  (e.g. Procedural, Recount, Report, etc.)
• Develop a Writing across the curriculum plan to
  assist staff teach and assess writing in
  different disciplines (particularly in Secondary
  schools).

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This Years Writing Task

• Next year students will write a Persuasive
  text.
• See http//www.naplan.edu.au/verve/_resources/pers
  uasive_prompt.pdf for an example.

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Persuasive Text Marking Rubric

• The Persuasive text criteria are shown
  opposite.
• The full rubric is at http//www.naplan.edu.au/
  writing_2011_-_domains.html
• The VCAA has made examples available at
  http//www.vcaa.vic.edu.au/prep10/naplan/schools/p
  ersuasivewriting.html