Current Informationon Writing Assessment in

South Carolina

Jenny HowardJenny HowardSCDESCDE

Office of AssessmentOffice of Assessmentjyhoward@ed.sc.gov

734-0121734-0121

Common Core State Common Core State Standards should be the Standards should be the working document working document todaytoday

in each and everyin each and every English/language arts English/language arts

classroom classroom

PASS Writing(Grades 3 - 8 )

March 18-19, 2014

oMarch 18– Extended-ResponseMarch 18– Extended-ResponseoWriting answer document containsWriting answer document contains

15 pt. writing rubric15 pt. writing rubricTime to Write directionsTime to Write directionsTwo lined pages for final draft Two lined pages for final draft

****

IMPORTANT!!

•Remind students to write the composition in the booklet .

Day 2 - March 19

oMultiple-Choice items based onMultiple-Choice items based on- editing passages and stand alones- editing passages and stand alones- reading comprehension is NOT - reading comprehension is NOT assessed on the writing testassessed on the writing test

25 items total25 items total

Writing BlueprintThe PASS writing tests measure the 2008 South Carolina Academic Standards for English Language Arts in writing for grades three through eight. Each grade level will have one extended-response item and 25 multiple-choice items which assess the writing domains of content and development, organization, voice, and conventions.

The table indicates the range of points and items for the four domains.

The extended-response item is scored using the 15 point rubric. The score will be weighted x 2.

DomainDomainER ER

(pts)(pts)MC MC

(pts)(pts)

Content / DevelopmentContent / Development 1-41-4 5-85-8

OrganizationOrganization 1-41-4 5-85-8

VoiceVoice 1-31-3 5-85-8

ConventionsConventions 1-41-4 5-85-8

Common Observations

o PASS and HSAPPASS and HSAP

- - ““plantedplanted”” figures of speech figures of speech- over reliance (misuse) of thesaurus/dictionary- over reliance (misuse) of thesaurus/dictionary- restating entire prompt v (addressing prompt)- restating entire prompt v (addressing prompt)- organization issues- organization issues- over emphasis on length- over emphasis on length- vague central idea- vague central idea- listing v elaboration- listing v elaboration

Areas of Concern • Content/development – Content/development –

support for main idea (details)support for main idea (details)concluding the compositionconcluding the composition

• Organization –Organization –appropriate transitions (when and what)appropriate transitions (when and what)

• Voice – Voice – sentence formation (types)sentence formation (types)word choice(specificity)word choice(specificity)

Areas of Concern

• Conventions – Conventions – punctuation and capitalizationpunctuation and capitalization

apostrophes - plural possessivesapostrophes - plural possessivespersonal pronoun - Ipersonal pronoun - I

Usage Usage agreement – subject/verb and agreement – subject/verb and

pronoun/antecedentpronoun/antecedent

Content and Development(possible sample questions)

o Which sentence would make the best Which sentence would make the best supporting detail?supporting detail?

o Which topic sentence would be best to begin Which topic sentence would be best to begin the second paragraph?the second paragraph?

o Which sentence shifts focus by adding an Which sentence shifts focus by adding an irrelevant detail?irrelevant detail?

Organization (possible sample questions)

o Which transitional word would best Which transitional word would best introduce sentence 24?introduce sentence 24?

o What would be the best way to begin What would be the best way to begin sentence 20?sentence 20?

o Which sentence interrupts the logical Which sentence interrupts the logical progression of ideas?progression of ideas?

Voice(possible sample questions)

o What would be a more precise word to What would be a more precise word to replace _______?replace _______?

o Which revision of the sentence is the most Which revision of the sentence is the most vivid?vivid?

o What is the best way to combine sentences What is the best way to combine sentences 7 and 8?7 and 8?

Conventions(possible sample questions)

o Which sentence uses capital letters correctly?Which sentence uses capital letters correctly?

o Which sentence is punctuated correctly?Which sentence is punctuated correctly?

o What is the correct way to combine sentences What is the correct way to combine sentences 15 and 16?15 and 16?

o What correction should be made to sentence 21?What correction should be made to sentence 21?

ATTENTION !

Perhaps because it is Perhaps because it is the most varied, the the most varied, the voice domain may voice domain may

require special focus.require special focus.

Suggestion

Do not assume that students understand what Do not assume that students understand what

VOICE VOICE means in their writing. Be sure to explain by means in their writing. Be sure to explain by

addressing addressing all all the language (of Voice) in the rubric, the language (of Voice) in the rubric,

using modeling whenever possible. Carefully using modeling whenever possible. Carefully

consider each bullet so that students will then have consider each bullet so that students will then have

a comprehensive picture of the domain. a comprehensive picture of the domain.

Suggestions for bullet # 1 o Uses precise and/or vivid vocabulary – avoid Uses precise and/or vivid vocabulary – avoid

using words that lack voice because they donusing words that lack voice because they don’’t t ““saysay”” anything (poison words). anything (poison words).

stuffstuffgreatgreat

nicenice

goodgoodthingsthings

a lota lot

Suggestion for bullet # 2

o Phrasing is effective, not predictable or Phrasing is effective, not predictable or obviousobvious

( ( ““PlantedPlanted”” figures of speech are obvious and figures of speech are obvious and predictable.)predictable.)

Avoid repetitive phrasing – there is/are, so,Avoid repetitive phrasing – there is/are, so,you know, like, such asyou know, like, such as

(not necessarily inadequate words or (not necessarily inadequate words or phrases, just overused in a single piece of phrases, just overused in a single piece of

writing)writing)

Suggestion for bullet # 3

o Varies sentence structureVaries sentence structure

- Using a variety of sentences in their writing is - Using a variety of sentences in their writing is

difficult for most students, especially if they are difficult for most students, especially if they are

not good readers. This is an area that would not good readers. This is an area that would

lend itself to reading model papers aloud so lend itself to reading model papers aloud so

that students have the opportunity to HEAR that students have the opportunity to HEAR

rhythmic vs. monotonous patterns.rhythmic vs. monotonous patterns.

Suggestion for bullet # 3 (cont’d)

o Address Sentence Types

• SimpleSimple

• Compound Compound

• ComplexComplex

• Compound-complexCompound-complex

Suggestion for bullet # 4o Shows strong awareness of Shows strong awareness of

audience and task audience and task (tone)(tone)- Be - Be ““selectiveselective”” when using when using

slang (depends on audience)slang (depends on audience)-Do not -Do not ““overuseoveruse”” rhetorical rhetorical

questionsquestions

Other Suggestions for VOICE (handout)

• Use Mentor Texts• Trust the Writing Process: Prewriting and

Revision• Use Letters (Audience)• Use Illustration • Teach Point of View and Perspective• Focus on Small Parts

http://writingfix.com/6_Traits/Voice/JPeterman3.htm

What’s ahead?

Common Core State Common Core State Standards should be the Standards should be the working document working document todaytoday

in each and everyin each and every English/language arts English/language arts

classroom classroom

• CCSS are our current state standards in ELA and math (adopted by SBE and approved by EOC in 2010).

• The state must assess those standards in 2014-15.

• Smarter Balanced was adopted by SBE (2012) as the state assessment for CCSS in 2014-15.

• South Carolina will participate in the Smarter Balanced field test in spring of 2014.

What we know today

TO: District SuperintendentsFROM: Elizabeth Jones, Director Office of AssessmentDATE: September 20, 2013RE: Smarter Balanced Assessment Consortium: Spring 2014 Field Test  The testing window for the spring 2014 field test for the Smarter Balanced Assessment Consortium is March 18–June 6, 2014. A representative sample of students from each state, including South Carolina, will be selected by Educational Testing Service (ETS) (for Smarter Balanced) to participate in the field test. ETS will provide the final list of selected schools directly to your District Test Coordinator (DTC). If a school is selected for the representative sample, all students in the selected grade will participate in the field test for one subject only, ELA or mathematics.  WIS- 6TH GRADE MATH: 3/18-4/5WMS-7 & 8 ELA: 4/7-4/25AHS-9TH AND 11TH ELA: 4/7-4/25

http://www.youtube.com/watch?v=y6Sxv-sUYtM

When all else fails…

BE HAPPY!!