DISTRICT BASELINE WRITING ASSESSMENT Technical Assistance Paper

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1 DISTRICT BASELINE WRITING ASSESSMENT Technical Assistance Paper The is providing prompts for baseline writing assessment to be administered to students in grades 4, 8, and 10. The results of these assessments should be used as instructional tools to prepare students for the state writing assessment (FCAT Writing) as well as to develop their lifelong writing skills. Effective writing instruction is outlined in the Language Arts Pacing Guides available in the Learning Village. In order to meet state requirements, all Prevent, Focus, and Priority schools are required to report baseline writing assessment results of students in grades 4, 8, and 10 during the school year for both a narrative and an expository writing prompt (grade 4) and a persuasive and expository writing prompt (grades 8 and 10). Prompts for both narrative and expository (grade 4) and persuasive and expository (grades 8 and 10) will be provided for the mid-year assessment at a later date. Baseline Assessment prompts are to be administered August 22 August 31, Schools will score the essays using the Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing- 2013, the Anchor Sets, the Calibration Scoring Guides, and use Edusoft to report scores. Directions for electronically collecting student performance writing data on Edusoft are available on the Instructional Technology website at The District Baseline Writing Assessment Packet is available on the Language Arts/Reading website at The Baseline Packet includes: Baseline Writing Prompts Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing for 2013 Recommendations for Instruction Calibration Scoring Guides and Anchor Sets are available on the Language Arts/Reading website at Visit the Language Arts/Reading Website for additional instructional resources. Elementary schools should contact Rosa Ochoa,, at (305) for any questions. Secondary schools should contact Dr. Sharon Scruggs-Williams, Division of Language Arts/Reading, at (305) for any questions. Curriculum and Instruction Baseline Writing Packet 1

2 CHANGES TO FCAT WRITING 2013 The current rubrics will continue to be used for scoring in In addition to the elements of focus, organization, support, and conventions described in the rubrics, scoring decisions will include expanded expectations regarding increased attention to the following: Scoring will include the correct use of standard English conventions. In the past, the scoring of this element has been applied with leniency. Responses will continue to be scored holistically as draft writing, but scoring will be more stringent. Responses earning scores of 4 or 5 must at least generally follow the conventions of sentence structure, mechanics, usage, punctuation, and spelling. To earn a score of 6, sentence structure is varied, and few, if any, errors occur in mechanics, usage, punctuation, and spelling. Although spelling will continue to be considered in scoring, it is the preponderance of commonly used words being misspelled that could impact the score. (e.g., if a fourth grade student generally spells fourth grade words correctly and chooses to write about a rhinoceros and misspells the word throughout the response, the scoring will not be negatively affected.) Scoring will include increased attention to the quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities. The quality of the support depends on word choice, specificity, depth, relevance, and thoroughness. Responses earning high scores must include specific and relevant supporting details that clarify the meaning, i.e., the point of the paragraph or the central theme of the response. Rote memorization or overuse of compositional techniques, such as rhetorical questions, implausible statistics, or pretentious language is not the expectation for quality writing at any grade level. To review the Next Generation Sunshine State Standards expectations on the use of conventions for each grade level, go to floridastandards.org and select Reading/Language Arts for that grade level, followed by the Writing Process strand and Standard 4: Editing for Language Conventions. 2

3 FCAT Writing Baseline Assessment Packet High School Grade 10 3

4 FCAT Writing Grade 10 Enclosed please find: Instructions for Teachers Assessment Directions Baseline Persuasive and Expository Prompts Student Writing Folder Holistic Scoring Procedures Vertical Alignment Chart Allowable Interpretations Recommendations for Instruction 4

5 FCAT Writing Grade 10 Baseline Writing Instructions for Teachers Duplicate and administer the Baseline Writing Assessment between August 22, 2012 and August 31, Each student will receive both a persuasive and expository prompt for the baseline and mid-year assessments. Read the Assessment Directions to the class. Encourage students to use the planning sheet. 5

6 Assessment Directions: The following is a synopsis of the directions test administrators read to students for the essay portion of the assessment: Today you are going to complete a writing exercise, and it is important for you to do as well as you can. Your scored response will be returned to you as part of your record. The prompt explains what you are going to write about and gives you some ideas for planning your writing. You may use the planning sheet for jotting down ideas and planning and organizing what you will write. After planning what you will write, begin the writing that will be scored. You may continue your writing until you are finished. You do not have to fill up both of the pages, but you should respond completely to the prompt. The writing should be easy to read and show that you can organize and express your thoughts clearly and completely. You may give your writing a title if you would like, but you do not have to title your writing. You may not use a dictionary. If you do not know how to spell a word, sound the word out and do the best you can. You may either print or write in cursive. It is important to write neatly. Remember, you must first read your prompt and then plan what you will write. I cannot read your prompt to you or help you plan what to write. You must read and plan yourself. You have a total of 60 minutes to read, plan, and respond to your prompt. I will let you know when you have 10 minutes left. If you finish early, check your work and make corrections to improve your writing. 6

7 FCAT Writing Assessment Grade Baseline Prompts 7

8 High School Expository Prompt Grade 10 Baseline You have 60 minutes to respond to the following writing topic. Expository Prompt People sometimes become famous as politicians, athletes, or performers, and this fame changes their lives. Think about how being famous would affect someone s life. Now write to explain how being famous would affect someone s life. DO NOT WRITE ON THIS PAGE 8

9 High School Persuasive Prompt Grade 10 Baseline You have 60 minutes to respond to the following writing topic. Persuasive Prompt Some state legislators believe that school libraries should not provide Internet access for students. Think about whether school libraries should provide Internet access for students. Now write to persuade state legislators whether school libraries should provide Internet access for students. DO NOT WRITE ON THIS PAGE 9

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13 FCAT Writing Baseline Writing Assessment Holistic Scoring Procedure After administering each writing assessment, the teacher should score the students papers using: 2012 FCAT Writing Grade 10 Expository Calibration Scoring Guide and the 2012 FCAT Writing Grade 10 Persuasive Calibration Scoring Guide. These documents can be found on the Language Arts/Reading website at Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing for 2013 included in this packet. 13

14 Vertical Alignment to Show Application of the Holistic Rubric for FCAT Writing 2013 Examination of Criteria by Score Point Focus FCAT 2.0 Rubric Grade 10 The writing addresses the topic, but may lose focus by including extraneous or loosely related ideas. Writing addresses topic, but may lose focus by including extraneous or loosely related ideas. The writing is focused, but may contain ideas that are loosely connected to the topic. Writing is focused on the topic; few, if any, loosely related ideas. The writing is focused. Writing is focused and purposeful, reflecting insight into writing situation. FCAT Writing Exemplar/Anchor Set Annotations (Interpretation of the Rubric for 2013) The writing in this response addresses the topic in three ways, but loosely related, repetitive information is included throughout. The student attempts to focus on the idea, but some of the information is list-like. The attempt to show both the pros and the cons is ineffective, which weakens the focus. This response addresses the topic. The student addresses the topic with a position. The formulaic organizational plan includes an introduction and conclusion that preview and repeat the supporting ideas respectively. This response is focused and organized around three changes. The writing in this response is focused on the topic, establishing a position. The introduction, relies on the reader s familiarity with the prompt, leaving readers to infer the actual topic. This response is focused. This focus is maintained throughout the paper. This student takes a stance. The student focuses the writing on the topic. Organization FCAT 2.0 Rubric Grade 10 The response is focused on the negative aspects against the positive aspects. The student focuses the writing on the topic. The writing stays effectively focused on the topic while maintaining the persuasive tone throughout. This purposeful response is focused. The strong thesis statement and additional points in the introduction clarify the point of the discussion and reflect insight into the writing situation from the beginning. This purposeful response has a clear focus on the topic. The creative opening engages the reader and shows insight into the writing situation. The response is focused and purposeful and reflects insight into the writing situation. The writing has an organizational pattern, but may lack a sense of completeness or closure. The writing usually includes a beginning, middle and ending, but these elements may be brief. The organizational pattern is demonstrated, but the response may lack a logical progression of ideas. Organization is apparent, and strengthened by the use of transitional devices. The organizational pattern provides for logical progression of ideas; transitional devices give a sense of completeness. The organizational pattern provides for a logical progression of ideas; transitional devices give a sense of completeness. 14

15 FCAT Writing Exemplar/Anchor Set Annotations (Interpretation of the Rubric for 2013) The organizational pattern includes a basic introduction, three brief body paragraphs, and a minimal conclusion. Although a minimal attempt to organize is suggested by the brief introduction, followed by a body paragraph that includes a one-sentence conclusion, the insufficient amount of writing does not provide evidence of effective organization. The organizational pattern includes a brief B M E. Although basic transitions are used, phrasing is sometimes awkward. The organizational pattern includes a brief introduction, two body paragraphs, and a summarizing sentence, along with some transitional devices that help tie one idea to the next. The organizational pattern is apparent, and basic transitional devices are used. An organizational pattern is demonstrated with basic transitional devices used. An organizational pattern is attempted, with an introduction, three body paragraphs, and a conclusion. Ideas within the paragraphs, however, do not always progress logically. An organizational pattern is apparent, with an introduction previewing the ideas, three body paragraphs, and a brief conclusion. Items in a series begin each body paragraph and serve as transitional devices to strengthen the organization. The organizational pattern is apparent, strengthened by a detailed introduction, and a conclusion that maintains the tone set forth in the introduction. Ideas progress within the body of the response and in the convincing conclusion. The support is consistently developed but has tighter control in the first half of the response. Specific word choice, especially in the first half of the response enhances the writing. The response is organized with a well-developed introduction, two body paragraphs, and a conclusion. Effective internal transitioning logically guides the reader through the response. Transitional devices help move the reader from idea to idea and from paragraph to paragraph, creating a sense of completeness. This controlled paper is fluent and organized. The effective use of transitional devices both between and within paragraphs contributes to an overall sense of completeness. Ideas progress logically, and a well-developed introduction and conclusion help to create a sense of completeness. The sentence-to-sentence progression of ideas makes for a seamless read. A logical progression of ideas is further enhanced with the use of distinctive transitional devices, contributing to a sense of completeness. The student, in addressing business leaders, introduces the organizational pattern in an effective manner, both setting up the main points as well as setting the tone for the piece of writing. Effective use of transitional devices within and between paragraphs contributes to the progression of ideas and to a sense of completeness in the writing. The organizational pattern includes a well-developed introduction and conclusion that contribute to a sense of completeness. Transitional devices are used effectively to create a logical progression of ideas from the introduction through the two body paragraphs, finishing strongly in the conclusion. 15

16 Support FCAT 2.0 Rubric Grade 10 There is little, if any, development of the supporting ideas; may consist of generalizations or fragmentary lists; word choice is limited or inappropriate and obscure meaning. The development of support may be erratic and nonspecific; ideas may be repeated; word choice is limited, predictable, or vague. The development of support is uneven; word choice is adequate. The writing includes few, if any, loosely related ideas; support is consistently developed, but may lack specificity; adequate word choice. The support is developed through ample use of specific details and examples; mature command of language. The support is substantial, specific, relevant, concrete; mature command of language; commitment to and involvement with subject; may use creative writing strategies. FCAT Writing Exemplar/Anchor Set Annotations (Interpretation of the Rubric for 2013) Development of support consists of bare statements and extended ideas. Word choice is limited, vague, and sometimes inappropriate. Development of support consists of bare statements with an extended idea. Word choice is limited and vague. Development is limited and consists of generalizations. Development of support is erratic; little connection among ideas within paragraph. Some ideas are presented as a list without further development. Word choice is limited and vague. Development of support includes repetitive information with some extended ideas. Support in this response is erratic, consisting of generalizations in the first body paragraph, followed by slightly stronger development in the second and third body paragraphs. Development of support is sometimes circular and lacks specificity, and the repetition of language within paragraphs slows the progression of ideas.although the word choice is adequate overall, it is sometimes repetitive. Development is uneven. The first body paragraph presents a developed idea. The second body paragraph provides general support. Development of support is uneven; there are places where the support becomes general or list-like. The student misses some opportunities to flesh out the development in each paragraph. Although support is adequately developed, some support lacks specificity. Word choice is adequate. Support is consistently developed across the response, although it is less specific in the second body paragraph. Some good word choice enhances the support. Although support is. consistently developed throughout the response, the last body paragraph seems somewhat rushed. Overall, a mature command of language is evident, as are ample and specific details and examples. Ample, consistent development of ideas is demonstrated through the use of specific details and examples. A mature command of language is demonstrated throughout the response in the varied sentence structure and attention to word choice. The main ideas are developed with ample, specific elaboration that contributes to the quality of this short, tightly written response. Development of support is substantial, specific, relevant, and concrete. The response is strengthened by a mature command of language and freshness of expression. Development of support is substantial throughout, providing specific, concrete details. The student also demonstrates insight into the writing situation and awareness of the audience by addressing counter-arguments through dialogue with the reader. An involvement with the subject is evident through the development of ideas, consisting of relevant, concrete, purposeful personal examples. A mature command of language is apparent in the sophisticated word choice with freshness of expression. 16

17 The writer uses personal anecdotes that are controlled and show a commitment to the subject. Conventions FCAT 2.0 Rubric Grade 10 Frequent and blatant errors in conventions including errors in sentence structure; mechanics, usage, and punctuation, common words misspelled. The errors may occur in basic conventions including sentence structure; mechanics, usage, and punctuation, common words are spelled correctly. There is some variation in sentence structure; conventions are generally followed (mechanics, usage, punctuation). variation in sentence structure is demonstrated; conventions are generally followed (mechanics, usage, punctuation, spelling) variation in sentence structure; conventions are generally followed (mechanics, usage, punctuation, spelling) sentence structure is varied; conventional errors are few (mechanics, usage, punctuation, spelling) FCAT Writing Exemplar/Anchor Set Annotations (Interpretation of the Rubric for 2013) Frequent and blatant errors in the conventions of usage, mechanics, punctuation, and spelling sometimes obscure meaning. The response consists of run-on sentences along with frequent errors in mechanics, usage, and punctuation. Blatant errors in basic conventions are present. Some commonly used words are misspelled. Errors occur in the basic conventions of sentence structure, mechanics, usage, punctuation, and spelling. Errors occur in the basic conventions of sentence structure, mechanics, usage, and punctuation. Errors in basic conventions detract from overall understanding. Some variation in sentence structure is demonstrated. Errors occur in conventions, but the response generally follows correct use of mechanics, usage, punctuation, and spelling. Some variation in sentence structure is demonstrated; errors in usage. Some variation in sentence structure is demonstrated, and conventions are generally followed. Sentence structure is sometimes varied, and though errors are present, the response generally follows the conventions of mechanics, usage, punctuation, and spelling. Variation in sentence structure is demonstrated, and though some errors occur, the response generally follows the conventions of mechanics, usage, punctuation, and spelling. Although some errors occur, the response generally follows the conventions of mechanics, usage, punctuation, and spelling. The response generally follows the conventions of mechanics, usage, punctuation, and spelling. Sentence structures are varied. Sentence structure is varied. Few errors in conventions are present. Sentence structure is varied and well controlled, and few errors in writing conventions are present. 17

18 FCAT Writing Allowable Interpretations For Grades 4, 8, and 10 Allowable Interpretations describe acceptable ways of responding to the prompt. The allowable interpretations serve as a scoring tool that assists scorers in distinguishing scorable from unscorable responses. The words in the prompt may be broadly defined. It may be fact or fantasy. The student may present information as factual even if the information is not based on fact as long as the information is plausible in the context of the writing situation. The story may include or be limited to the time period before, during, or after the event(s). The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect. The writer may tell about the + or aspects of the time/event, the consequences of the time/event, and /or reactions to the time/event. Description and exposition work if it is part of a story line. The main character in the story may be the student or someone else. 18

19 Recommendations for Teachers FCAT Writing Grade 10 Pacing Guides that outline instructional procedures and strategies aligned with the Sunshine State Standards should guide the daily instruction in Language Arts classes. These pacing guides are available in the Learning Village. Daily contact with students provides teachers with many direct opportunities to influence student attitudes toward writing. Instruction in writing should regularly involve the full writing process, including prewriting, drafting, revising, and editing. Displaying or publishing student writing completes and authenticates the writing process. Real-world writing often requires demand writing (writing a response to a topic in a short period of time). As a part of writing instruction, students should work independently to read a topic, plan for writing, and formulate a response within a specified time frame. Analysis of writing that includes constructive feedback for students is a necessary step to enable students to improve their writing skills. Teachers can prepare students for the demand writing through a number of teacher generated activities that include asking students to: write responses to questions as an alternative to selecting correct responses on a multiple-choice test; read passages and create summary questions; write their views on current events before or after the events have been discussed in class; critique written pieces (e.g., published works and student writings); read and analyze different types of writing (e.g., biographies, science fiction, fantasies, historical accounts, speeches, and news reports); write letters to explain views on a particular issue or to refute the views of another person; write stories about real or imagined events; write descriptions of how things look, smell, taste, sound, and feel; write endings for unfinished fictional and nonfictional stories; write personal anecdotes and incorporate them into writing that either explains or persuades; maintain subject-area writing portfolios or participate in a long-term writing project. 19