ACT WritingEisenhower High School

Tuesday, March 18th, 2008

Scoring Clinic

“Get Ready”

Get Ready!

Purpose

To effectively score the ACT Writing portion of the Michigan Merit Exam

To prepare you to effectively teach your students to perform well on the writing portion of the ACT

Why is everyone responsible for writing?

When students write about what was new, confusing, what was surprising, what they already knew, how they organized new information as they were learning something new, they improved their academic success. (Hattie, Biggs and Purdie, 1996; Paris and Paris, 2001)

Test

Subject Session

Components Contributing to MME Score

ELA Reading Writing Math Science

Social

Studies

ACT plus

ACT Writing

English X X

Math X

Reading X X

Science X X

Writing X X

WorkKeys

Reading For Information

X X

Applied Math

X

Michigan Math X

Michigan

Science X

Social Studies

X X X

TestSubject Session

Components Contributing to MME Score

ELA Reading Writing Math ScienceSocial

Studies

ACT plus ACT Writing

English X X

Math X

Reading X X

Science X X

Writing X X

WorkKeysReading For Information

X X

Applied Math

X

Michigan Math X

MichiganScience X

Social Studies

X X X

Spring 2007 Statewide Results

The Facts

Combined English/Writing Scale Scores

MME Writing Components - 2007

MME Total Writing Score

ACT Writing Test

6 pt. ACT rubric

X 2 ACT scorers = 12 pts.

ACT English Test

75 multiple-choice items

MEAP Social Studies Response

Writing Score =6 pt. MME rubric

X 2 MME scorers = 12 pts.

If they did well on English it had a positive impact on their overall writing score

Scoring the Writing Test

Two trained readersRating from 1(low) to 6 (high)Sum of those ratings is a student’s Writing

Test sub score 2-12.A difference of more than one point –

evaluated by a third scorer.Note*** After training all readers are

required to pass a qualifying test rating selected essays.***

Shiawassee RESD, Genesee ISD, St. Clair RESA, MME Writing Team Shiawassee RESD, Genesee ISD, St. Clair RESA, MME Writing Team

Writing Comment Codes

16%18%

66%

24%21%

5%8%

17% 16%

67%

24%21%

5%7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%La

cks

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one

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Lack

s de

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Lack

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tions

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GISD State

Score Reporting

Comment Codes – Across the State 67% Lacks details/examples

24% Lacks organization/connections between ideas

21% Needs richer development with some additional details and examples

How can we help our students improve?

Model how to analyze the prompt

Prompt Format

The Writing Test consists of one writing prompt that briefly states an issue and describes two points of view on that issue.

Students are asked to write in response to a question about their position on the issue described in the writing prompt.

In doing so, students may adopt one or the other of the perspectives described in the prompt, or they may present a different point of view on the issue.

Students’ essay scores are not affected by the point of view they take on the issue.

Prompts are designed to be appropriate for response in a 30-minute timed test and to reflect students’ interests and experiences.

ACT Writing Prompts

Critical Attributes of ACT Writing Prompt

Issue Two Positions Question

Critical Attributes of ACT Writing Prompt

Issue Dress code

Two Positions Support a dress code Do not support a dress code

Question In your opinion, should high schools adopt

a dress code for students?

Let’s take a look

ACT Rubrics

Scoring Anchor Papers (Sets 1-4)Right hand side of the folder

Summary of The ACT Packet – The ACT Writing Test Scoring Rubrics

Left hand side of the folder Graphic Organizers (2) Rubrics (4) Set of Six Anchor Papers with Prompt

Understand the Rubric

What are the differences between a 4 and a 5?

What are the differences between a 3 and a 4?

Scoring Rubric 5 and 4

Scoring 4 and 3

Scoring Anchor Sets

ACT – Type Persuasive Writing Rubric Step 1: Review Prompt/Critical Attributes

Step 2: Read paper, looking for the Critical Attributes of a 3 to 4 Paper

Step 3: Check off for the Big 4 – (Position, Complexity, Organization, and Language)

Step 4: Give it a Holistic Score

Discussion

After reading and scoring the anchor set, discuss with a partner the reasoning for your scores.

Scored Anchor Sets and Explanations

With your partner, review the scoring explanation for the anchor sets.

Notice the comments/reasons Notice the range of anchor papers (Scores 1-6)

Questions/Comments

Links to Resources

www.protopage.com/wozniakc

Learning Express Library www.mel.org