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Reading & Writing Across the Continuum Week 5. Agenda Entry Activity Writing Assessment Breaks at about 5:15 and 6:30 Next assignment Exit Activity (participation evaluation). Reading & Writing Across the Continuum Writing: Beginning with Assessment. Steve Isaacson, Ph.D.
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Reading & Writing Across the ContinuumWeek 5 Agenda • Entry Activity • Writing Assessment • Breaks at about 5:15 and 6:30 • Next assignment • Exit Activity (participation evaluation)
Reading & Writing Across the ContinuumWriting: Beginning with Assessment Steve Isaacson, Ph.D. Portland State University
Critical Questions • How is the purpose of writing relevant to writing assessment? • How do I assess the process of writing? • What are six traits to keep in mind when evaluating the writing product? • How can text structure be used to evaluate organization? • How would I evaluate the writing of young emergent writers? • How can I monitor the student’s progress in writing?
A Note about Standards • State assessments of writing are aligned to state standards. • In October 2010, Oregon adopted the Common Core State Standards (CCSS) for English Language Arts. • Prior to national common core standards, states had different standards for English language arts.
Standards (continued) • Howell, Kopczynski, & Nolden (2002) collected information, on writing standards across 49 of the 50 states. • Great variation in writing traits assessed. • Great variation in required writing modes.
Standards (continued) CCSS Standards for Writing At all grade levels: • Text types and purposes • Production and distribution of writing • Research to build and present knowledge • Range of writing www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA
Standards (continued) Text types and purposes • opinion pieces • informative/explanatory texts • narratives Production and distribution • writing process: planning, revising, editing, rewriting • use of technology
Standards (continued) Research to build and present knowledge • information from multiple print and digital sources • from literary or informational texts Range of writing • over short and long time frames • range of tasks, purposes, and audiences
I. Three purposes for assessment • Evaluation • Planning instruction • Monitoring progress
II. A conceptual model for writing and writing assessment Purpose Process WRITING Product
A. Purpose The purpose for writing dictates the kind of composition that will be produced.
PRACTICE ACTIVITY • PAGE 4 By each objective, write the letter that indicates which of the six traits will be the focus of instruction.
Assessing a Student’s Writing • Rating scale e.g., Oregon State Writing Assessment www.ode.state.or.us/search/page/?id=32 (Scroll down to bottom of page)
Assessing a Student’s Writing • Testing materials www.ode.state.or.us/search/page/?id=523 • Preparing Students • Sample Prompts • Scoring Process • Scored Tests and “Anchor Papers”
Assessing a Student’s Writing Oregon State Writing Assessment • Requires extensive instruction and practice • Doesn’t show small improvements in writing • Doesn’t say what to teach tomorrow.
Assessing a Student’s Writing • Simple Writing Assessment Checklist Simple questions on each of the six primary traits Typical issues for students who struggle S = Satisfactory N = Needs work
Assessing a Student’s Writing Practice Activity 2 page 8 Writing sample 5th grade boy
Genre-specific Assessments • Why? • Example qualitative p. 9 • Example quantitative p. 10
Monitoring Student Performance Consider what is developmentally appropriate: Emergent writing Beginning productivity Content and organization Conventions Polishing sentences and word choice
Beginning Productivity • Method: Count the total number of words written for each of three or more compositions (baseline). Compare composition length with those of good writers at the same age or grade level. • Objectives: After prewriting discussion with the teacher or peers, the student will write an original narrative composition of 45 words or more.
Beginning Productivity Criteria vary according to age, mode of composition (narrative vs. expository), and setting conditions. Rough guideline for elementary (adapted from Deno, Mirkin, & Wesson, 1984; Parker & Tindal, 1989): • If total number of words is less than 20, aim for doubling it by the end of the school year. • If the number of words is between 25 and 30, aim for a 50% increase. • If the number of words is between 35 and 45, aim for a 25% increase. • If the number of words is greater than 50, choose another objective.
