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.

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The set of generic exemplars illustrates the use of the e-asTTle marking rubric to score writing across the writing prompts.

Matrices, templates and review tools | Evaluation Associates

This writihg the booklet which you will use throughout writiing module. For example, when scoring the vocabulary element, the focus is on the range, precision and effectiveness of words, rather than on the accuracy of mxtrix. Click through for Frequently Asked Questions on the recalibration of the writing tool, April The tool developers went through a careful standard setting exercise during the trial and the data they have from the trial, illustrated in Figure 1, supports the standards set.

This is the most current and correct version of the conversion table and replaces an incorrect version dated “November 14”. Figure 1 below shows the distribution of e-asTTle Writing scale scores from all the scripts marked and moderated at each level during the trial of e-asTTle writing. The annotated exemplars are samples of student writing produced in response to each e-asTTle writing prompt. The resources below have been developed by Evaluation Associates over our many years working in schools.

No scores should be entered after Wednesday April 18, Quick links Improving teacher practice Find out about how you can accelerate student achievement by marix teacher practice in assessment for learning. Others will be better suited to younger students. The Describe purpose is divided into two: There are 20 prompts that cover the five writing purposes.

Writing: Moderation and things to consider

The Ministry will provide information to assist in score comparisons. Teachers can consider this as one piece of evidence when making an overall teacher natrix. A range of exemplars, showing how category scores have been assigned to examples of student writing, is available to provide further guidance on the interpretation of category descriptors.


Please be aware that if you are downloading documents from our site for the first time you will be asked to supply your contact details for our records. Introduction In this module you will: Moderation and things to consider. Te Kete Ipurangi Navigation: If you have a question you would like added, please email us here.

Generic exemplars are referenced in the marking mstrix, with two exemplars linked to each scoring category within each element. This is very strong performance for a writing assessment. As extra support for teachers, the Structure and Language notes for all purposes have been gathered into one document, available for download below.

Yes, teachers should make sure students understand the prompt fully. The table and its associated information have been put together in response to requests from teachers and schools, particularly so that they can widen the formative use of the e-asTTle writing tool. Skim through the exemplars and think about how they provide evidence for each stage. If you find, after using the Writing tool, that students are scoring in the lowest category rubric score 1 for each asthle, they are probably not well-targeted for the wruting assessments.

Teachers matrrix wish to write their own prompts that relate explicitly to classroom topics of study.

Responsive Theme powered by WordPress. The prompts have been designed to stimulate continuous text on topics that are accessible to students, which provides opportunities for individual interpretation.

More Upcoming workshops and seminars We will have a range of workshops writinv incovering important topics in education. They are provided from across a range of prompts. Te Kete Ipurangi Navigation: Skip to content Search.

Marking resources for e-asTTle writing (revised)

Curriculum levels derived from the use of the conversion table will not correlate with results entered into e-asTTle because prompts in e-asTTle have been calibrated and ranked based on how difficult the prompt and purpose is to write. The curriculum levels are not used as part of asttls marking.


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 Structure and Language notes are specific to a prompt.

A rubric score on one element may have a very different meaning to a rubric score on another element. They provide very specific instructions on what to do and what to say to writint. ELLPthe matrices show some characteristics of writing that learners are likely to produce at different stages. The prompts are available from within the e-asTTle application when you create a test.

As extra support for teachers, the specific exemplars have been consolidated here into one document per writing purpose. Please note that a combination of resources is available for download from within the tool after a test is created.

Rubric scores are converted to scale scores and curriculum levels within the assessment tool.

This means that a student who has been assessed by e-asTTle Writing to be working at a particular curriculum level will not necessarily have produced a piece of wriring that looks exactly like a Wtiting Standards exemplar. The conversion table should be used only when a non-standardised form of writing assessment is undertaken.

You will find the Structure and Language notes after the rubrics and before the annotated exemplars, inside the scoring rubrics document. Search all of TKI. An e-asTTle assessment is completed in 40 minutes under test conditions without any wriiting or peer feedback, or access to writing aids such as dictionaries.

A more comprehensive picture will involve collecting multiple pieces of assessment data from a range of contexts and experiences across the curriculum.