This set of exemplars illustrates the use of the e-asTTle marking rubric to score writing across the writing prompts. The exemplars cover the full scoring range. asTTle Writing Rubric in Student Speak. Created by Clevedon School from asTTle Writing Rubrics. Last updated: Ideas. Learning Intention. The e asTTle framework for assessing writing. Developing the prompts, marking rubric, and annotated exemplars. Extending the usefulness.
|Published (Last):||28 December 2012|
|PDF File Size:||3.52 Mb|
|ePub File Size:||4.55 Mb|
|Price:||Free* [*Free Regsitration Required]|
Evaluation Associates works on a wide range of projects in collaboration with clients and partners. Each prompt provides additional Structure and Language notes which define the demands of a particular writing purpose, available from within the tool wrihing creating a test.
You can check that you have the correct version by ensuring that it is called Conversion table April — rubric scores to scale scoresor that the score of 26 on the table converts to curriculum level 3B not 3A. The curriculum scores are a reference point, which link the test performance with the performance level that might reasonably be expected from someone katrix at that level.
Responsive Theme powered by WordPress. Rubric scores are converted to scale scores and curriculum levels within the assessment tool.
Writing: Moderation and things to consider
There is a need to emphasise the scale score and the margin of error as the e-asTTle measure. We offer them to schools to support their professional learning asttls development. Te Kete Ipurangi Navigation: Home Teacher resources Marking resources for e-asTTle writing. This is very strong performance for a writing assessment.
However, do not put any scored results for your prompts into e-asTTle! Neatness of handwriting should not astgle into your marking decisions — there is no scoring rubric for handwriting neatness!
e-asTTle writing / Frequently asked questions / Home – e-asTTle
Such tools help teachers, leaders, and boards to identify their professional strengths and learning needs and prioritise the support required. There are 76 exemplars of student Writing, designed to help you make scoring decisions. One purpose is to show progress over time and this could be done in a variety of ways. This should be used only when a non-standardised form of writing assessment is being asrtle, for instance, when:.
Each of the 20 writing prompts has its own annotated exemplars specific to that prompt. When you have confidently completed this section you are ready to consider how this information helps you, and what you should do next to help astte learners.
Generic exemplars are referenced in the marking rubric, with two exemplars linked to each scoring category within each element. All test data from the previous version of e-asTTle writing will be available.
The annotated exemplars are samples of student writing produced in response to each e-asTTle writing prompt. What features of writing do you notice?
Please mztrix your details to download. More Upcoming workshops and seminars We will have a range of workshops wrtiing incovering important topics in education. They provide very specific instructions on what to do and what to say to students. They asttl provided from across a range of prompts. Yes, teachers should make sure students understand the prompt fully.
Teachers are encouraged to use the rubric to assess writing other than that generated by the e-asTTle writing prompts. There is no particular length or number of ideas needed before a piece of writing can be marked, but e-asTTle writing is only suitable for students who are able to communicate at least one or two simple ideas in writing.
Please note that a combination of resources is available for download from within the tool after a test is created. Home Contact e-asTTle Disclaimer. The curriculum levels are not used as part of the marking.
Matrices, templates and review tools | Evaluation Associates
Together, the marking rubric, the structure and language notes and the annotated exemplars provide the means by which consistent scoring judgments can be made. When you have this information about your own learners, you will be ready to start the next section – Making a ‘best-fit’. Teachers can consider this as one piece of evidence when making an overall teacher judgment.
However, due to the change in rubric, measurement scale and prompts, you will not be able to directly compare scores on the new version of e-asTTle with scores on the previous versions. As extra support for teachers, the specific exemplars have been consolidated here into one document per writing purpose.
This page will be updated regularly as new questions arise. Part B contains in-depth technical information on wriging the tool was constructed. Open the double-sided, fold-out page for the writing matrix in your booklet which is colour-coded for each stage. Although each prompt specifies a purpose, the marking rubric accommodates the use of multiple purposes.
e-asTTle writing tool (revised)
It is not the focus of any other element. These curriculum bands can impress a sense of precision that isn’t there and mean we have to be very aware of the margin of error in an e-asTTle score when interpreting or comparing them.
Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics and self-review tools. The conversion table should be used only when a non-standardised form of writing assessment is undertaken. The resources below have been developed by Evaluation Associates over our many years working in schools. The curriculum levels reported for e-asTTle Writing are based on a standard-setting exercise undertaken to link performance on an e-asTTle assessment with the descriptions of writing competence provided in the Literacy Learning Progressions.
The reporting system in the e-asTTle tool is built on a system that uses many more bands than this and which are linked to curriculum levels.