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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Category R3 does not translate to curriculum level 3! The prompts are available from within the e-asTTle application when you create 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.

This is a big change from the previous version of e-asTTle Writing which tied the rubric categories directly to curriculum levels. Neatness of handwriting should not come into your marking decisions — there is no scoring rubric for handwriting neatness!

With well moderated scoring and proper administration e-asTTle writing has the capacity to put students into about six or seven statistically distinct bands of achievement. 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 descriptors within each category score are hierarchical and cumulative.

Instead, you will have to select a rubric score ranging fromor sometimes To assign a category score of R4 in a particular element, the conditions for a score of R3 in that element must also have been met. Rwiting exemplars cover the full scoring range, and the full range of skill development, for each element of writing.

Part A contains information about the tool, marking and administration and interpreting reports. It is best for teachers to point to the rubric scores given for each element when discussing a report with students.

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.


A student who scores 4A is probably somewhere in the range 4P to 5B. You will find the Structure and Language notes after the rubrics and before the annotated exemplars, inside the scoring rubrics document.

The annotated exemplars are samples of student writing produced in response to each e-asTTle writing prompt. The revised writing tool assesses writing across five purposes. Teachers can consider this as one piece of evidence when making an overall teacher judgment.

Such tools help teachers, leaders, and boards to identify their professional strengths and learning needs and prioritise the support required. Evaluation Associates works on a wide range of projects in collaboration with clients and partners.

You can use the e-asTTle scoring rubrics to assess a prompt you made up. Others will be better suited to younger students. Michael Absolum Company Director. There are 76 exemplars of student Writing, designed to help you make scoring decisions. However, teachers should test younger students using e-asTTle writing only if they can communicate at least one or two simple ideas in writing without teacher assistance.

This is the booklet which you will use throughout this module.

Together, the rubric, the exemplars and the annotations enable consistent marking decisions to be made. The prompts have been designed to stimulate continuous text on topics that are accessible to students, which provides opportunities for individual interpretation.

Part B contains in-depth technical information on how the tool was constructed.

More Upcoming workshops and seminars We will have a range of workshops offered incovering important topics in education. Teachers are encouraged to use the rubric to assess writing other than that generated by the e-asTTle writing prompts. Although each prompt specifies a purpose, the marking rubric accommodates the use of multiple purposes.

When you have this information about your own learners, you will be ready to start the next section – Making a ‘best-fit’. It wrriting important that teachers read and follow the administration guidelines carefully. You may also like: However, within each category it is important to note that a minor error or glitch is allowed. Teachers may wrting to write their own prompts that relate explicitly to classroom topics of study. marrix


Matrices, templates and review tools | Evaluation Associates

Evaluation Associates consultants are skilled in supporting you to use a range of up-to-date resources, rubrics matgix self-review tools. The Describe purpose is divided into two: Home Contact e-asTTle Disclaimer. Take time to become familiar with the scores and characteristics of the exemplars. Open the double-sided, fold-out page for the writing matrix in your booklet which is colour-coded for each stage.

Moving from say a R2 to a R3 will involve a large shift in the associated curriculum level.

Matrices, templates and review tools

Spelling is the focus of a separate element. 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. Use the writing matrix awttle decide which stage each learner is likely to fit into — make a general decision at this stage. The annotations explain the thinking behind each scoring decision.

Find out about how you can accelerate student achievement by improving teacher practice in assessment for learning. If they do so, consideration of the following will facilitate accurate use:.

Each annotated exemplar has been scored using the marking rubric. You will find these inside the scoring rubric. The set wirting generic exemplars illustrates the use of the e-asTTle marking rubric to score writing across the writing prompts.

Please note that ashtle combination of resources is available for download from within the tool after a test is created. Skim through the exemplars and think about how they provide evidence for each stage.

This should be used only when a non-standardised form of writing assessment is being undertaken, for instance, when:. More Current and recent projects Evaluation Associates works on a wide range of projects in collaboration with clients and partners.