e-asTTle writing (revised) Manual 2012 (3).

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gh––)–).NZ MeanSpellingPunctuationSentence structureVocabularyOrganisationStructure and languageIdeasLearning Pathways Report for Te st: 17Group: First11501 Last11501 Date Tested: 13 March 2012Student: First11501 Last11501Ideas : (1)Organisation : (3)Strengths18001700aWs16001500Structure : (2)Sentence : (5)A titude - GeneralAchieved14001300120011001000Punctuation : (6)Spe ling : (7)Vocabulary : (4)Overa l Ideas Structure Organisation Vocabulary Sentence Punctuation Spe lingRubric score (max) 23 (44) 4 (6) 3 (6) 5 (7) 2 (6) 3 (6) 3 (7) 3 (6)This student (aWs) 1444 ±46GapsLevel 3B 4B 3P 4A 1A 3B 2P 2PYear 6 mean 1480Use the details in the photo to help your reader get a clear image of theSTUDENTThe marketan example of using e-asTTle writingTEACHER +inputs marksinto e-asTTleTEACHERSTUDENT+Prompt 17 : The marketExemplar 1: By the ma lELEMENTRANGE CATEGORYR1–R6 R2COMMENTS EO1701Organisation R1–R7 R2– foR1–R6 R2[healthy],jasee [juicy].R1–R6 R1 UPrompt 17: The marketR1–R6 R1Exemplar 2: In Wi lingtonR1–R7 R1Transcript:EO1702E01701ELEMENTRANGE CATEGORYR1–R6 R4R1–R6 R3Organisation R1–R7 R5R1–R6 R2R1–R6 R3R1–R7 R3R1–R6 R3R1–R6 R2phoneme–[might]).COMMENTS EO1702We lington.(stands).(look’sWi lington).ect–commas Look at the photo. Write to describe the moment in time it shows.• edit – add or delete words or sentences to improve your work.• take care with your spelling, punctuation, and sentences• who the people are and what they are thinking or feeling.© e• what your reader needs to know about the market• how you are going to introduce your description• the order of your ideas and how you link them.• what the people can see, hear, touch, and smell• where the market is and what happens there• choose your words carefullyRemember to:Think about:Describe:market.Page 8 Part A: e-asTTle writinge-asTTle writing (revised) Manual
2.2.Changes you may noticeThe following features of e-asTTle writing have been revised:• scope of the tool• writing assessment prompts• marking rubric• annotated exemplars• measurement scale• parts of the information provided by the reports and their formats.2.2.1.Scope of the toolThe new version of the tool can be used from Years 1–10. However, it is only suitable for students who are ableto independently communicate at least one or two simple ideas in writing. Students who score in the lowestcategory for every element assessed by e-asTTle writing are not well targeted by the assessment.2.2.2.Writing assessment promptsThe term “prompt” emphasises the role of “prompting” rather than “prescribing” writing. This emphasisencourages students to draw on their individual and cultural knowledge to interpret the writing topic. Twentynew prompts have been developed, across five purposes (describe, explain, recount, narrate, persuade). Thesepurposes are important to writing in general, rather than to any particular learning area, and are core towriting across the curriculum.The new prompts are designed to be as open-ended as possible, so that within the broad context of the givenpurpose and topic, students can choose their own subject matter and bring their own ideas to the writing.Only two prompts, both asking students to describe life cycles, have set subject matter. Some prompts havebeen specifically designed to be suitable for younger or older students.2.2.3.Marking rubricA new marking rubric has been developed, which can be used to assess writing for any of the five purposes.The rubric focuses on seven elements of writing. Each of these elements makes an important contribution tothe production of an effective text. The rubric gives very specific information about each element. The sevenelements, their skill focus and the range of possible scoring categories for each element are shown below (seeTable 1).The rubric, while based on and linked to the literacy learning progressions (Ministry of Education, 2010), hasbeen developed through analysis of student work produced in response to the writing prompts. The range ofdevelopment described in the rubric, and reflected in the category descriptors for each of the elements, hasbeen derived from characteristics observed in examples of students’ writing.2.2.4.The scoring systemThe scores are not directly related to New Zealand curriculum levels, but refer to points along the continuum(the “R” before the score indicates that these are “rubric” scores, rather than curriculum levels). The possiblescores for each element range from R1 to R6 or R7. They reflect a continuum of development within a particularelement of writing, with each score point denoting a described level or category of achievement.Page 9 Part A: e-asTTle writinge-asTTle writing (revised) Manual
Page 1: e -asTTle writingManual(revised)Pre
Page 4 and 5: Part B: Technical information 275.
Page 6 and 7: 2. About e-asTTle writing (revised)
Page 10 and 11: Table 1 The elementsElement Skill f
Page 12 and 13: 2.3.2.Extending the usefulness of t
Page 14 and 15: 5.Select a prompt. Each prompt is p
Page 16 and 17: 4.5.6.Set the date and time the tes
Page 18 and 19: Figure 1 Annotated page from rubric
Page 20 and 21: 3.2.5.ModerationOngoing moderation
Page 22 and 23: The measurement error provided with
Page 24 and 25: Figure 3 The Individual Learning Pa
Page 26 and 27: 4.3.6.Communicating assessment resu
Page 28 and 29: The model assumes that all these fa
Page 30 and 31: The Facets software produces reliab
Page 32 and 33: Table 3 Decile and participationDec
Page 34 and 35: 6.2.2.Writing scores in the sampleF
Page 36 and 37: Appendix 1: e-asTTle writing glossa
Page 38 and 39: Contraction: a shortened version of
Page 40 and 41: Objective language/tone: language t
Page 42 and 43: Appendix 2: e-asTTle writing markin
Page 44 and 45: Structure and language: the presenc
Page 46 and 47: Vocabulary: the range, precision an
Page 48 and 49: Punctuation: the accurate use of se

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