Released 2015 Assessment: Language, Writing

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Assessment of Reading, Writing and Mathematics: Primary Division, 2015

Released Assessment: Item-Specific Rubrics and

Sample Student Responses with Annotations Student Booklet: English, Writing


Scoring Guide for Short Writing (2015) Topic Development

Favourite Subject in School – Question C13

Q: What is your favour ite subject in school? Write a paragraph to share with your teacher explaining why it is your favourite subject.

Code Descriptor B

Blank: nothing written or drawn in the space provided

I

Illegible: cannot be read; completely crossed out / erased; not written in English OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”) OR Off topic: no relationship of written work to assigned prompt OR Errors in conventions prevent communication

10

Response is not developed; ideas and information are limited and unclear. Organization* is random with no links between ideas. Response has a limited relationship to the assigned task.**

20

Response is minimally developed with few ideas and little information. Organization* is minimal with weak links between ideas. Response is partly related to the assigned task.**

30

Response has a clear focus, adequately developed with ideas and supporting details. Organi-zation* is simple or mechanical with adequate links between ideas. Response is clearly relat-ed to the assigned task.**

40

Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization* is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task.**

*Organization refers to the sequencing of information and events. The links may be explicit (e.g., transition words) or implicit (the right information at the right time). **Task refers to form, purpose and audience.



Code 10

Annotation: Response is not developed; ideas and suppor ting details for the choice of favour ite subject in school are limited (e.g., ...Gym because we play batmanten and it is so mach fun.). Response has a limited relationship to the assigned task.



Code 20

Annotation: Response is minimally developed, with few ideas about the favour ite subject in school (e.g., ...math because i like adding and subtracting and mltipling and divding and problem salving, shaps, Patterns and many more. And im good at it.). Response does not clearly explain why it is the student's favourite subject. Organization is minimal with weak links between ideas. Response is partly related to the assigned task.



Code 30

Annotation: Response has a clear focus, with adequately developed ideas about the favour ite subject in school (e.g., …math because I’m super good at it...I do it all the time at my house with my mom and dad...) and supporting details for why (e.g., …I love to count, and I expecailly love adding and multiplication too...I even do it on the computer...). Organization is simple with adequate links between ideas and simple opening and closing sentences (e.g., My favourite subject is math...A lso…And that’s my favourite subject and why I like it.). Response is clearly related to the assigned task.



Code 40

Annotation: Response has a clear focus, with well-developed ideas about the favourite subject in school (e.g., …in gym you do lots of fun activitys...you get exorsize...you get to play in class you don’t get to play...) and spe-cific and relevant supporting details for why (e.g., ...soccer, basketball, tag...to warm up for gym so that we are ready we run 3 laps across the gym...in class we do math and writing in gym we do sports and games.). Organi-zation is logical, with an opening sentence and closing sentence and clear links between ideas (e.g., My favourite subject in school is gym...For example...I like gym...For example...I chose gym...For example..At school gym rocks.). Response has a thorough relationship to the assigned task.

Scoring Guide for Short Writing (2015) Conventions


Q: What is your favour ite subject in school? Write a paragraph to share with your teacher explaining why it is your favourite subject.



Code 10

Annotation: Response has er ror s in conventions (e.g., the response is a run-on sentence; a verb tense error: it have cravety; incorrect word choice: fee for ‘free’; missing the ‘s’ in the contraction ‘it’s’; misspelled words: cravety, yor, wundallf, feling, druing, druy) that interfere with communication. The response contains no correctly punctuated sentences. Response does not demonstrate control of grade-level conventions.



Code 20

Annotation: Response has er ror s in conventions (e.g., two incomplete sentences; missing commas in a list; misspelled words: exersize, aquitment, dich) that do not interfere with communication. The response demonstrates control of simple sentences. Response demonstrates control of some grade-level conventions.



Code 30

Annotation: Response uses conventions appropr iately to communicate (e.g., cor rect use of beginning and ending punctuation). Some errors exist (e.g., misplaced uppercase letters: Art, Draw; a misspelled word: subget). The response demonstrates consistent control of compound sentences. Response demonstrates control of grade-level conventions.

Scoring Guide for Long Writing (2015) Topic Development

Change Size – Question D7

Q: One day you fall asleep and wake up the size of a ___________________. Write an adventure story about what it is like to be your new size and what you do that day.

Code Descriptor B


I

Illegible: cannot be read; completely crossed out / erased; not written in English OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”) OR Off topic: no relationship of written work to assigned prompt OR Errors in conventions prevent communication

10

Response is not developed; ideas and information are limited and unclear. Organization* is random with no links between ideas. Response has a limited relationship to the assigned task.**

20

Response is minimally developed with few ideas and little information. Organization* is minimal with weak links between ideas. Response is partly related to the assigned task.**

30

Response has a clear focus, adequately developed with ideas and supporting details. Organi-zation* is simple or mechanical with adequate links between ideas. Response is clearly relat-ed to the assigned task.**

40

Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization* is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task.**

*Organization refers to the sequencing of information and events. The links may be explicit (e.g., transition words) or implicit (the right information at the right time). **Task refers to form, purpose and audience.



Code 10

Annotation: Response is not developed; ideas (e.g., ...I fall asleep and wake up the size of a ant...I look arowned...I went in a toycar...sleep and waked up and I was back to normal.) and supporting details are limited (e.g., ...everything was superbig…I could drive it...). Organization is random with no links between ideas. Response has a limited relationship to the assigned task.



Code 20

Annotation: Response is minimally developed with few ideas (e.g., ...a giant I sat down got up...I saw a plane coming beside me...I walked...I saw children playing below me I was so happy I was the tallest person in the world...I saw through the windows of tall buildings...) and simple supporting details (e.g., ...I was so tall I can see on top the clouds...there was thousands of people...I saw a bird’s nest and I helped a baby bird fly...the bird landed on my shoulder.). Organization is minimal with weak links between ideas. Response is partly related to the assigned task.



Code 30

Annotation: Response has a clear focus with adequately developed ideas (e.g., …woke up the size of a toy soldier...I couldn t believe what happened to me...I looked for my mom and dad...I went downstairs to have breakfast...our pet cat started chasing me...I ran into a whole to get away from the cat.) and adequate support-ing details (e.g., ...no one was at home...I could only eat the crumbs from the leftover toast...Tiger...). Organiza-tion is simple with adequate links between ideas. Response is clearly related to the assigned task.



Code 40

Annotation: Response has a clear focus with well-developed ideas (e.g., …the size of a giant girl. I felt so happy...That day I did so many things. I helped people travel to one place to another place….I helped the police caught robbers and bandits...I blew clouds on cloudy days...I pushed cars that ran out of gas to the nearest gas station...That day every-one thanked me for what I did to them...) and specific and relevant supporting details (e.g., ...the people won’t waste their money to buy tickets and they can see their family and old friends...that stealed jewellery and money...so people can go to the park to enjoy the sunny day...they can get gas...it was a magic grape...). Organization is logical and has clear links between ideas. Response has a thorough relationship to the assigned task.

Scoring Guide for Long Writing (2015) Conventions


Q: One day you fall asleep and wake up the size of a ___________________. Write an adventure story about what it is like to be your new size and what you do that day.

prevent: Errors prevent understanding. The reader cannot determine what the piece of wr iting is saying. insufficient evidence: The student has not wr itten enough to assess his/her use of conventions. A mini-mum of two sentences (or their equivalent) are required to receive at least a code 10. interfere: Reading rhythm is constantly inter rupted. The er rors disrupt clear communication of ideas. do not interfere: Reading rhythm may be inter rupted. The er rors do not disrupt communication of ideas. Conventions (e.g., punctuation, grammar, syntax and spelling) are used appropriately: Conventions are used accurately and consistently. Response reflects the standard of written communication expected by the Ontario Curriculum to the end of the grade being assessed.

Code Descriptor

B


I

Illegible: cannot be read; completely crossed out / erased; not written in English OR Errors in conventions prevent communication

OR Insufficient evidence to assess the use of conventions

10

Errors in conventions interfere with communication

20 Errors in conventions do not interfere with communication

30

Conventions are used appropriately to communicate



Code 10

Annotation: Response has er ror s in conventions (e.g., the response is a single run-on sentence missing end punctuation; a run-on sentence; a missing word; incorrect word choice: than for ‘then’; missing commas; miss-ing uppercase letters on proper nouns; inappropriate uppercase letters; misspelled words) that interfere with communication. The response contains no correctly punctuated sentences. Response does not demonstrate the use of grade-level conventions or control of conventions.



Code 20

Annotation: Response has er ror s in conventions (e.g., run-on sentences; missing end punctuation; incorrect word choice: a for ‘an’; a missing comma; misspelled words; incorrect verb tense) that do not interfere with communication. The response contains two correctly punctuated compound sentences. Response demonstrates control of some grade-level conventions.



Code 30

Annotation: Response uses conventions appropr iately to communicate (e.g., cor rect use of beginning and ending punctuation; correct capitalization of a proper noun; correct use of a question mark). Some errors exist (e.g., missing commas for introductory phrases throughout; missing punctuation; missing an apostrophe for pos-sessive; missing a word creating a run-on sentence; incorrect word choice: gonna for ‘going to’). The response demonstrates consistent control of compound sentences. Response demonstrates control of grade-level conventions.

Documents

Released 2015 Assessment: Language, Writing