released 2017 Assessment: Writing - Eqao Oqre · Scoring Guide for Primary Short Writing (2017) Topic Development New student feel welcome - Section C2 - Question 13 Q 13: Write a

Assessment of Reading, Writing and Mathematics:

Primary Division

Released 2017 Assessment: Writing

Item-Specific Rubrics and Sample

Student Responses with Annotations

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Scoring Guide for Primary Short Writing (2017)

Topic Development

New student feel welcome - Section C2 - Question 13

Q 13: Write a paragraph explaining how you would help a new student feel welcome in your

school.

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 information are limited (e.g.,…helping them find

friends …being Kind). 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 and simple supporting details (e.g.,

…Put her backpack down on the hook. …bring her a chair. …make the class sing a welcome

song…wolud get her a desk…show her/him where the office and washroom is…I hope you have a

fun year…). Organization is minimal with a simple opening sentence and weak links between ideas

(e.g., A pharagraph about…Also I wolud…And I wolud…).

Response is partly related to the assigned task.


Topic Development


Code 30

Annotation: Response has a clear focus, adequately developed with ideas and supporting details

(e.g., …give them a tour of the school so they don’t get lost…sit with them at lunch so they don’t

feel lonely…play at recess and have fun together.). Organization is mechanical with a closing

sentence and adequate links between ideas (e.g., How I would help a new…so they…Another

thing…One last thing…That is how I would…).

Response is clearly related to the assigned task.


Topic Development


Code 40

Annotation: Response has a clear focus, well-developed with sufficient specific and relevant

ideas (e.g., …say some really nice words…show him around the classroom …introduce him to

my friends…support him…) and supporting details for how/why (e.g., ….to make him feel

comfortable…like, hello, nice to meet you and WELCOME!…tell him the coolest part of each

place…so he can have some friends!...if someone is being mean…). Organization is logical, with

opening and closing sentences and effective links between ideas (e.g., This is what I would do…

Next, I would…Then, at recess…Then...Finally…Hopefully that doesn’t happen…In

conclusion,…).

Response has a clear and thorough relationship to the assigned task.


Conventions


Q 13: Write a paragraph explaining how you would help a new student feel welcome in your

school.

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., the response is a run-on sentence and does

not demonstrate sentence control; incorrect homonym: wear; misspelled words: arong, scool;

incorrect space between any and one) that interfere with communication.

Response does not demonstrate control of grade-level conventions.


Conventions


Code 20

Annotation: Response has errors in conventions (e.g., incorrect upper case letter: Kid; misspelled

words: evry, capet, cople, ivited; missing upper case letter: they; one run-on sentence and one

comma splice) that do not interfere with communication. The response contains four correctly

punctuated simple sentences.

Response demonstrates control of some grade-level conventions.


Conventions


Code 30

Annotation: Response uses conventions appropriately to communicate (e.g., correct use of

beginning and end punctuation; correct use of contractions: I’ll, I’d, That’s). Some errors exist (e.g.,

an incorrect homonym: their (for they’re); misspelled word: AWSOME). The response demonstrates

control of compound sentences.

Response demonstrates control of grade-level conventions.

Scoring Guide for Primary Long Writing (2017)

Topic Development

Backpack - Section D2 - Question 7

Q 7: Your backpack was lost and has been returned to you.

Write a letter to thank the person who found it.

In your letter, explain why the backpack is important to you.

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 limited (e.g., my project,

ipod and home work was in it.) and unclear (e.g., You are a life saver…).

Response has a limited relationship to the assigned task.


Topic Development


Code 20

Annotation: Response is minimally developed with few ideas (e.g., Where I put all my stuff…, I

would have to carry every thing…, my stuff could get lost…) and little information (e.g., like my

lunch, agenda, water, home work, toys, books, school stuff, home stuff, extra clouths and birthday

infatations…). Organization is minimal with weak links between ideas (e.g., Its So

Important…And its really Important…Its also important…).

Response is partly related to the assigned task.


Topic Development


Code 30

Annotation: Response has a clear focus, with adequately developed ideas and supporting details

(e.g., I got in My favorite store in Florida. My lunch was in there and it Could of rotted. I have my

library books… I woulD of have to paid for them.). Organization is simple with adequate links

between ideas (e.g.,That backpack is… I got in… I got it for… and it has… I am very… I have… I

woulD).

Response is clearly related to the assigned task.


Topic Development


Code 40

Annotation: Response has a clear focus, well-developed with sufficient specific and relevant

ideas and supporting details (e.g., really special for me because it was the backpack from world

war II. …from my grate grate grandma... My grate grate grandma gave it…my grandma gave

it…as a gift on my birthday. …colour exept grey, brown, white, and black, but coloured how I

wanted it to be. ) Organization is logical and coherent with effective links between ideas (e.g., I

would like… It was… She was…gave it to my…gave it to me… I know… Maybe we can… so you

can).

Response has a thorough relationship to the assigned task.


Conventions


Q 7: Your backpack was lost and has been returned to you.

Write a letter to thank the person who found it.

In your letter, explain why the backpack is important to you.

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

Backpack – Section D2- Question 7

Code 10

Annotation: Response has errors in conventions (e.g., the response is a run-on sentence; missing

an uppercase letter at the beginning of sentences; misspelled words: fiding, rele, speshll, stuf,

clorful, favorit) that interfere with communication.

The response contains no correctly punctuated sentences.

Response does not demonstrate control of grade-level conventions.


Conventions


Code 20

Annotation: Response has errors in conventions (e.g., a run-on sentence; missing an uppercase

letter at the beginning of two sentences: thank, now; misspelled word: witch; a comma splice: a

C+, my teacher) that do not interfere with communication. The response contains simple

sentences and two correctly punctuated compound sentences.

Response demonstrates control of some grade-level conventions.


Conventions


Annotation: Response uses conventions appropriately to communicate (e.g., correct use of

beginning and end punctuation, no spelling errors). Some errors exist (e.g., switches pronouns: I to

If you). The response demonstrates control of compound sentences.

Response demonstrates control of grade-level conventions.

Code 30

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released 2017 Assessment: Writing - Eqao Oqre · Scoring Guide for Primary Short Writing (2017) Topic Development New student feel welcome - Section C2 - Question 13 Q 13: Write a