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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For example, when scoring the vocabulary element, the focus is on the range, precision and effectiveness of words, rather than on the accuracy of spelling. Together, the rubric, the exemplars and the annotations enable consistent marking decisions to be made. Part A contains information about the tool, marking and administration and interpreting reports.
The curriculum levels are not used as part of the marking.
For students unable to do this, another assessment tool should be used. 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.
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 writong tool. Click through for Frequently Asked Questions on the recalibration of the writing tool, April In order for the e-asTTle application to calculate a scale score for a student, each element must be scored against the rubric.
Teachers should also lead a short discussion prior to writing where the students begin to develop their own ideas. Home Contact e-asTTle Disclaimer. The Structure and Wfiting notes are specific to a prompt. The descriptors within each category score are hierarchical and cumulative.
Writing: Moderation and things to consider | e-asTTle Help
Michael Absolum Company Director. ELLPthe matrices show some characteristics of writing that learners are likely to produce at different stages.
It is not the focus of any other element. Home Resources Matrices, templates and review tools. Quick links Assessment Online.
Marking resources for e-asTTle writing (revised)
Home Teacher resources Marking resources for e-asTTle writing. If not, look at the exemplars before and after the one you are looking at, to try and find the appropriate stage for your learner.
You will find these inside the scoring rubric. Module 2 – Writing. The specific exemplars are examples of writing for the prompt astrle used. Now you have seen the digital clip it is time for you to place your own students on the writing matrix. Please click on the links below. Look for these aspects of writing across the top of the matrix and the different stages down the side. It is best for teachers to point to the rubric scores given for each element when discussing a report with students.
They are representative examples of writing for each prompt. Rubric scores are converted to scale scores and curriculum levels within the assessment tool.
One purpose is to show progress over time and this could be done in a variety of ways. A more comprehensive picture will involve collecting multiple pieces of assessment data from a range of contexts and experiences across the curriculum.
The tool developers went through a careful standard setting exercise during the wriring and the data they have from the trial, illustrated in Figure 1, supports the standards set.
Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics writingg self-review tools. You can use the e-asTTle scoring rubrics to assess a prompt you made up. 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. The conversion table should be used only when a non-standardised form of writing assessment is undertaken.
An e-asTTle assessment is completed in 40 minutes under test conditions without any teacher or astt,e feedback, or access to writing aids such as dictionaries. Yes, teachers should make sure students understand the prompt fully.
Use the writing matrix to decide which stage each learner is likely to fit into — make a general decision at this stage. 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.
Students should be able to asttlle at least one or two simple ideas. The generic exemplars can be used to check interpretation of individual categories for example, category R2 in spelling, or category R4 in ideas. Take time to become familiar with the scores and characteristics of the exemplars. This should be used only when a matirx form of writing assessment is being undertaken, for instance, when:.