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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You may also like: In the revised e-asTTle writing each element has only 6 or 7 scoring categories. As extra support for teachers, the specific exemplars have wrjting consolidated here into one document per writing purpose.
Generic exemplars are referenced in the marking rubric, with two exemplars linked to each scoring category within each element. The Ministry will provide information ,atrix assist in score comparisons. You will find the Structure and Language notes after the rubrics and before the annotated exemplars, inside the scoring rubrics document. The difficulty of the prompt you made up will not be known, and you will not get accurate curriculum level information.
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An e-asTTle Writing assessment provides a snapshot of what a student can achieve by themselves under standardised conditions. 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.
Writing: Moderation and things to consider
Please enter your details to download. The Structure and Language notes are specific to a prompt. The exemplars cover the full scoring range, and the full range of skill development, for each element of writing. 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 writing that looks exactly like a National Standards exemplar.
Ongoing moderation of scoring decisions is necessary to ensure that scoring is consistent and accurate over time. Asttldthe matrices show some characteristics of writing that learners are likely to produce at different stages.
A more comprehensive picture will involve collecting multiple pieces of assessment data from a range of contexts and experiences across the curriculum. Instead, you will have to select a rubric score ranging fromor sometimes What features of writing do you notice? Introduction In this module you will: The matrix focuses on how learners within each broad stage typically write. If they do so, consideration of the following will facilitate accurate use:. Adttle should be used only when a non-standardised form of writing assessment is astttle undertaken, for instance, when:.
Matrices, templates and review tools Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics and self-review tools. During the development of e-asTTle Writing, a. You will find these inside the scoring rubric.
Teachers can consider this as one piece of evidence when making an overall teacher judgment. The Writing manual is available for download below. Each element of writing should be scored independently.
e-asTTle writing / Frequently asked questions / Home – e-asTTle
Home Teacher resources Marking resources for e-asTTle writing. An e-asTTle assessment is completed in 40 minutes under test conditions without any teacher or peer feedback, or access to writing aids such as dictionaries.
Teachers can use the table to convert an e-asTTle rubric score to an e-asTTle writing scale score an aWs score and curriculum level descriptor. Although each prompt specifies a purpose, the marking rubric accommodates the use of multiple purposes. The set of generic exemplars illustrates the asrtle of the e-asTTle marking rubric to score writing across the writing prompts. Michael Absolum Company Director. 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.
It is best for teachers to point to the rubric scores given for each element when discussing a report with students.