Released 2017 Assessment: Writing - EQAO OQRE · Scoring Guide for Junior Short Writing 2017 Topic Development Information Technology in the Classroom – Section C2 - Question 13

Assessment of Reading, Writing and Mathematics:

Junior Division

Released 2017 Assessment: Writing

Item-Specific Rubrics and Sample

Student Responses with Annotations

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Scoring Guide for Junior Short Writing 2017

Topic Development

Information Technology in the Classroom – Section C2 - Question 13

Q 13: Do you think information technology in the classroom is a good thing?

Write a detailed paragraph explaining you opinion.

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.

Organization is simple or mechanical with adequate links between ideas. Response

is clearly related 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.


Topic Development


Code 10

Annotation: Response is not developed; ideas and supporting details are unclear (e.g., …doing a class project

or free time or catch up time…doing art…) and limited (e.g., …look up pictures so we can draw

it.). Organization is random with no links between ideas.

Response has a limited relationship to the assigned task.


Topic Development


Code 20

Annotation:

Response is minimally developed with few ideas (e.g., …do projects in the computer lab…is a

distraction to you and others around you…) and simple supporting details (e.g.,…get distracted

by pictures or by the things that the internet says…could just use Bristol board or cardboard…

sometimes you want to listen to music but then you have it turned up to loud that the other

pearson can’t consentrate…) Organization is minimal with weak links between ideas (e.g., I’m

writing this…because when…If we…I think…but then…).

Response is partly related to the assigned task.


Topic Development


Code 30

Annotation: Response has a clear focus, adequately developed with ideas (e.g., …some information on the

internet is fake…you’ll always relay on it...people can get distracted easily…) and supporting

details (e.g., …People can edit sites (eg. Wikipedia) and change information…wasting your

time…you’ll get questions wrong…What happens if you don’t have technology with you, you’re

gonna have to use books…doing a report on Abe Lincoln…is a really high chance you’re gonna

click on it…). Organization is mechanical with opening and closing sentences and adequate links

between ideas (e.g., My first …If you get…Another reason…because when…What happens…For

example…).

Response is clearly related to the assigned task.


Topic Development


Code 40

Annotation: Response has a clear focus, well-developed with ideas (e.g., …not many students understand

from simply copying down notes…Autistic children work better with technology…sometimes the

teacher is moving/speaking ahead too fast…students would be more interested with devices…)

and specific supporting details (e.g., …using devices a student can understand what to do

because its 1 on 1…learning with devices is easier for them to understand and succeed in the

future…app where the teacher can be slowed down for autistic children…so add some devices

and you have more students willing to take part in classes…). Organization is logical and

coherent with opening and closing sentences and effective links between ideas (e.g., …because

many…so using…The second reason…so learning with…Nowadays...so add some…Technology

is…This is why…).

Response has a thorough relationship to the assigned task.


Conventions


Q 13: Do you think information technology in the classroom is a good thing?

Write a detailed paragraph explaining you opinion.

B


I

Illegible: cannot be read; completely crossed out / erased; not

written in English

OR


10

Errors in conventions interfere with communication

OR

Insufficient evidence to assess the use of conventions

20

Errors in conventions do not interfere with communication

30

Conventions are used appropriately to communicate


Conventions


Code 10

Annotation:

Response has errors in conventions (e.g., a run-on sentence; missing commas in complex sentences;

awkward phrasing: Information technology in the classroom I think is a good thing…; incorrect

space between in and to; misplaced upper case letters: Playing, Place, ProJecting, Things, Give,

helPful, That, subJects; begins two sentences with a lower case letter) that interfere with

communication. The response contains two sentences with correct beginning and end punctuation.

Response does not demonstrate the use and control of grade-level conventions.


Conventions

Information Technology in the Classroom – Section C2 - Question C13

Code 20

Annotation:

Response has errors in conventions (e.g., misspelled word: theacher; misplaced upper case letters: (Put, Can,

Ideas, ProJect); incorrect homonyms: knew (for new), there (for their); missing end punctuation: after

technology; missing word: after in; missing commas after introductory words and in compound sentences:

after Yes, classroom) that do not interfere with communication. The response contains some correctly

punctuated simple sentences.

Response demonstrates the use and control of some grade-level conventions.


Conventions


Code 30

Annotation:

Response uses conventions appropriately to communicate (e.g., correct use of beginning and ending

punctuation for sentences; correct comma usage in compound, complex sentences and after most

introductory words). Some errors exist (e.g., misspelled words: aposed; missing comma after paragraph,

have, cons, Also; incorrect verb: is for are; awkward phrasing: …to little pieces…). The response

demonstrates consistent control of complex sentences.

Response demonstrates the use and control of grade-level conventions.

Scoring Guide for Junior Long Writing (2017)

Topic Development

New creature – Section D2 – Question 7

Q 7: Write a report for your school’s newsletter that fits this title:

“New Creature Discovered by Students”

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


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.

Organization is simple or mechanical with adequate links between ideas. Response

is clearly related 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.


Topic Development


Code 10

Annotation: Response is not developed; ideas and supporting details are unclear (e.g., I discovered this creature

just today…found him is the forest…) and limited (e.g., ..is dog + half dog half cat.). Organization is

random with no links between ideas.

Response has a limited relationship to the assigned task.


Topic Development


Code 20


Topic Development


Annotation:

Response is minimally developed with few ideas about the discovery (e.g., …few students were

digging in the sand…found something that was squirming…it was an unborn cat.) and simple

supporting details about the creature (e.g.,…it was in a sack…looked slimy and gooey…was a cat

mixed with a dog) Organization is minimal with weak links between ideas (e.g., We

have…Yesterday…They found…For some reason…When it opened…It was…).

Response is partly related to the assigned task.


Topic Development


Code 30


Topic Development


Annotation: Response has a clear focus, adequately developed with ideas (e.g., …found the unidentified

creature when…creature was frightened of us too…has many unique features…keeping bloomers

in captivity is very dangerous, as they will become aggressive…we will do more research about

these incredible creatues…) and supporting details (e.g., …the were playing capture the flag

during gym…We found out that she got lost and could not find her way home…is small, light

green and has a blue striped tail…many facts we do not know about bloomers, since they have

been recently discovered…). Organization is simple with opening and closing sentences and

effective links between ideas (e.g.,…Yesterday…The creature was…We found out…The

monster…She can…In the future…).



Topic Development


Code 40


Topic Development


Annotation: Response has a clear focus, well-developed with ideas (e.g., …sixth grade students made a

breakthrough discovery…the creature was found lying on the ground…”We where hiking

through the forest…At first I thought it was a horse…did extreme testing on the animal…) and

specific supporting details (e.g., …finding a so called “unicorn” in the woods of Brock

University…dehydrated in need of help…the sun speckled through the trees that stood at least

20-40 feet each…white as paper…beautiful blue mane…then I saw the golden horn and I knew

EXACTLY what this creature was…creature is most likely a new species…scientific name is

Flying Horned Stallion.). Organization is logical and coherent with opening and closing

sentences and effective links between ideas (e.g.,…On the bright…The students…We where

hiking…At first…This creature…They have said…).



Conventions

New creature – Section D2

Q 7: Write a report for your school’s newsletter that fits this title:

“New Creature Discovered by Students”

B


I

Illegible: cannot be read; completely crossed out / erased; not

written in English

OR


10

Errors in conventions interfere with communication

OR

Insufficient evidence to assess the use of conventions

20

Errors in conventions do not interfere with communication

30

Conventions are used appropriately to communicate


Conventions


Code 10


Conventions


Annotation:

Response has errors in conventions (e.g., many run-on sentences; verb tense error: just came out;

missing commas in compound sentences: after day, table, worried, monster, everyone; comma

splices: after it, cool, was, aperd, fast, inside; awkward phrasing: a brezzy sunny day it was…;

misspelled words: retel, brezzy, aperd, prinsple, carful, accally, exieded, instade, cearing; missing

word: after day) that interfere with communication. The response does not contain any sentences

with correct beginning and end punctuation.

Response does not demonstrate the use and control of grade-level conventions.


Conventions


Code 20


Conventions


Annotation:

Response has errors in conventions (e.g., missing commas in compound sentences and introductory

phrases: after small, couler, stoped, name, that, it, easy, it, said, new’s, cute; awkward phrasing: it

grew it’s eye size; misspelled words: couler, stoped, ether, differnt, Anether, than, creatur,

happend; missing end punctuation creating run-on sentences: after to, place; incorrect verb tense:

don’t; incorrect homonyms: to, it’s; missing quotation marks: before what and after place; incorrect

possessive: new’s; missing verb: after and; incorrect comma: after legs) that do not interfere with

communication. The response contains some correctly punctuated simple and compound sentences.

Response demonstrates the use and control of some grade-level conventions.


Conventions


Code 30


Conventions


Annotation:

Response uses conventions appropriately to (e.g., correct use of beginning and ending

punctuation; correct comma usage in compound, complex sentences and with introductory words

and phrases, upper case letters for proper nouns, and correct possessives). Some errors exist (e.g.,

missing commas: after 31, 2017, together, shouting, Elise; incorrect verb tense: detects, dig,

swollen; misspelled words: quichly, specie; missing upper case letter: Rocky; incorrect homonym:

its’; incorrect comma use: after fainted). The response demonstrates consistent control of simple

and complex sentences.

Response demonstrates the use and control of grade-level conventions.

Documents

Released 2017 Assessment: Writing - EQAO OQRE · Scoring Guide for Junior Short Writing 2017 Topic Development Information Technology in the Classroom – Section C2 - Question 13