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Extended Assessments

Extended Assessments. Elementary Writing Oregon Department of Education and Behavioral Research and Teaching January 2007. Elementary Task 1: Words/Sentences Task 2: Sentences/ Paragraphs Task 3: Conventions Task 4: Write for Different Purposes Task 5: Narrative Writing

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Extended Assessments

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  1. Extended Assessments Elementary Writing Oregon Department of Education and Behavioral Research and Teaching January 2007

  2. Elementary Task 1: Words/Sentences Task 2: Sentences/ Paragraphs Task 3: Conventions Task 4: Write for Different Purposes Task 5: Narrative Writing Task 6: Persuasive Writing Task 7: Research Writing Secondary Task 1: Words/Sentences Task 2: Sentences/ Paragraphs Task 3: Conventions Task 4: Write for Different Purposes Task 5: Narrative Writing Task 6: Persuasive Writing Task 7: Research Writing Task 8: Applying for Jobs Task Names

  3. Administration – Big Picture • Task Content • Prerequisite Skills • Content Prompts • Materials Preparation • Scoring • Anticipations and Possibilities • Role Play

  4. Task Content • Each task is aligned to content standards. • Items include: • Write words from dictation • Write sentences from dictation • Create contractions, correct capitals, choose verb tense • Identify writing modes • Write a Personal Narrative • Write a Persuasive piece • Answer questions based on information presented to students. • The prerequisite skills determine how the student will access the content.

  5. Prerequisite Skills • Any materials required for the student to respond are within the task. • The first two Prerequisite skills are the same for all tasks. • Ascertaining Attention • Participating in an Interaction • Prerequisites 3 and 4 apply to the subject area, but not necessarily to the specific items or content standard. • Prerequisite 5 is a skill directly related to the following content prompts.

  6. Prerequisite Skills cont. • Prerequisite skills “#5” • Task 1: Show me where a sentence ends. • Task 2: Tell/Show me a period. • Task 3: Tell/Show me a rule about school that you have to follow. • Task 4: Tell/Show me a story title. • Task 5: Tell/Show me someone else in the room. • Task 6: Tell/Show me someone else in the room. • Task 7: Show me a table that has numbers in it.

  7. Content Prompts • Progression of difficulty as the students advance through the items and tasks. • Task 1, Item 1 requires the student to write a three letter word. • Task 1, Item 5 requires the student to write a portion of a sentence. • Task 7, Item 5 requires the student to make a decision based on provided information and write a sentence about it.

  8. Content Prompts cont. • There is a variation in skills required to respond to content prompts, but there are limitations because of the content area. • The student does not necessarily need the physical ability to write in order to access the assessment. • There are opportunities to respond with pointing or gestures.

  9. Materials Preparation • Students will respond in writing on the student materials for most of the assessment. • Student Materials for standard administration: • Task 4 -- Two pages must be presented simultaneously for a matching exercise. • Task 7 -- Two pages must be presented simultaneously. One with information and one for student response.

  10. Materials Preparation cont. • Student Materials for scaffold administration: • Tasks 1, 2, and 6 -- Two pages must be presented simultaneously. One for student response and one with picture prompts. • Task 4 -- Two pages must be presented simultaneously for a matching exercise. • Task 7 -- Two pages must be presented simultaneously. One with information and one for student response.

  11. General Scoring Writing • When the response unit is words and sentences, scoring focus is • legibility, • spelling, • conventions. • When the unit is paragraphs and compositions, scoring focus is • “thought units” Pause for note taking

  12. Scoring Continued (Thought Units) • Thought unit: the words are written in a phrase that can stand on its own with a subject-verb-object • 0 = the ‘thought unit’ consists of illegible words having many spelling errors and the syntax/grammar is not coherent. • 1 = the ‘thought unit’ contains at least one word that is legible but contains spelling errors; if more words are present, the syntax/grammar is not correct but still contains the gist of a thought unit. • 2=the ‘thought unit’ contains words that are legible with only minor/infrequent spelling errors AND grammar/syntax is substantially, if not completely, correct.

  13. General Scoring Writing (continued) • 1 point : Response is partially correct but contains errors in legibility, spelling, grammar, or syntax. • When the answer requires two responses, and only one is provided 1 point can be awarded • 2 points: Response is completely correct (or contains a very minor and non-meaning based error in legibility, spelling, grammar, or syntax). • When the answer requires two responses and both are correct. Pause for note taking

  14. Standard and Scaffold Administration • Materials • Exercises

  15. Extended Assessments Middle/High Writing Oregon Department of Education and Behavioral Research and Teaching January 2007

  16. Elementary Task 1: Words/Sentences Task 2: Sentences/ Paragraphs Task 3: Conventions Task 4: Write for Different Purposes Task 5: Narrative Writing Task 6: Persuasive Writing Task 7: Research Writing Secondary Task 1: Words/Sentences Task 2: Sentences/ Paragraphs Task 3: Conventions Task 4: Write for Different Purposes Task 5: Narrative Writing Task 6: Persuasive Writing Task 7: Research Writing Task 8: Applying for Jobs Task Names

  17. Task Content • Items include: • Generate sentences • Write sentences from dictation to form a paragraph • Write words from dictation, choose correct verb tense, correct capitalization • Identify writing modes • Write a Personal Narrative • Write a Persuasive piece • Answer questions based on information presented to students • Follow a sequence and answer questions, fill out a form with personal information

  18. Pre-requisite Skills cont. • Pre-requisite skills “#5” • Task 1: Move a pencil. • Task 2: Tell/Show me where you should write. • Task 3: Tell/Show me a rule that you have to follow. • Task 4: Tell/Show me a story title. • Task 5: Tell/Show me someone else in the room. • Task 6: Tell/Show me someone else in the room. • Task 7: Show me a dollar sign. • Task 8: Tell/Show me a first name.

  19. Content Prompts • In general, there is a progression of difficulty as the students advance through the items and tasks. • Task 2, Item 1 requires the student to write a four word sentence. • Task 2, Item 5 requires the student to write an eleven word sentence. • Task 7, Item 5 requires the student to access written information and answer comprehension questions in writing.

  20. Materials Preparation • Students will respond in writing on the student materials for most of the assessment. • Student Materials for standard administration: • Task 4 -- Three pages are included, two pages must be presented simultaneously for a matching exercise (There will be only two pages in the final version). • Task 7 -- Two pages must be presented simultaneously. One with information and one for student response.

  21. Materials Preparation cont. • Student Materials for scaffold administration: • Tasks 1, 2, 5, 6 and 8 -- Two pages must be presented simultaneously. One for student response and one with added picture prompts • Task 5 has two pages of picture prompts. • Task 4 -- Two pages must be presented simultaneously for a matching exercise. • Task 7 -- Three pages must be presented simultaneously. Two include information and picture prompts. One has lines for student response.

  22. Standard and Scaffold Administration • Materials • Exercises

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