Released 2017 Assessment: Writing - EQAO OQRE · Scoring Guide for Junior Short Writing 2017 Topic...
Transcript of Released 2017 Assessment: Writing - EQAO OQRE · Scoring Guide for Junior Short Writing 2017 Topic...
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.
Scoring Guide for Junior Short Writing 2017
Topic Development
Information Technology in the Classroom – Section C2 - Question 13
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.
Scoring Guide for Junior Short Writing 2017
Topic Development
Information Technology in the Classroom – Section C2 - Question 13
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.
Scoring Guide for Junior Short Writing 2017
Topic Development
Information Technology in the Classroom – Section C2 - Question 13
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.
Scoring Guide for Junior Short Writing 2017
Topic Development
Information Technology in the Classroom – Section C2 - Question 13
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.
Scoring Guide for Junior Short Writing 2017
Conventions
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.
B
Blank: nothing written or drawn in the space provided
I
Illegible: cannot be read; completely crossed out / erased; not
written in English
OR
Errors in conventions prevent communication
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
Scoring Guide for Junior Short Writing 2017
Conventions
Information Technology in the Classroom – Section C2 - Question 13
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.
Scoring Guide for Junior Short Writing 2017
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.
Scoring Guide for Junior Short Writing 2017
Conventions
Information Technology in the Classroom – Section C2 - Question 13
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
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.
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
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.
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
Code 20
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
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.
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
Code 30
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
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…).
Response has a thorough relationship to the assigned task.
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
Code 40
Scoring Guide for Junior Long Writing (2017)
Topic Development
New creature – Section D2 – Question 7
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…).
Response has a thorough relationship to the assigned task.
Scoring Guide for Junior Long Writing (2017)
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
Blank: nothing written or drawn in the space provided
I
Illegible: cannot be read; completely crossed out / erased; not
written in English
OR
Errors in conventions prevent communication
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
Scoring Guide for Junior Long Writing (2017)
Conventions
New creature – Section D2 – Question 7
Code 10
Scoring Guide for Junior Long Writing (2017)
Conventions
New creature – Section D2 – Question 7
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.
Scoring Guide for Junior Long Writing (2017)
Conventions
New creature – Section D2 – Question 7
Code 20
Scoring Guide for Junior Long Writing (2017)
Conventions
New creature – Section D2 – Question 7
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.
Scoring Guide for Junior Long Writing (2017)
Conventions
New creature – Section D2 – Question 7
Code 30
Scoring Guide for Junior Long Writing (2017)
Conventions
New creature – Section D2 – Question 7
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.