released 2012 osslt item-specific rubrics and sample...

Ontario Secondary School Literacy Test

Released 2012 OSSLT Item-Specific Rubrics and Sample Student Responses with Annotations

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Scoring Guide for Long Writing Topic Development

Section I Opinion Question 1

Code Descriptor

Blank The pages are blank with nothing written or drawn in the space provided.

Illegible The response is illegible, or irrelevant to the prompt.

Off topic The response is off topic.

Code 10

The response is related to the prompt but does not express an opinion.

OR

The response expresses an opinion with no supporting details or provides details

unrelated to the opinion. There is no evidence of organization.

Code 20

The response is related to the prompt, but only part of the response expresses and

supports an opinion.

OR

The response is related to the prompt, and expresses and supports an opinion, but the

opinion is unclear or inconsistent. There are insufficient supporting details: too few or

repetitious. There is limited evidence of organization.

Code 30

The response is related to the prompt and expresses a clear opinion. There are

insufficient and/or vague supporting details or the connection of the details to the

opinion is not always clear. There is evidence of organization, but lapses distract from

the overall communication.

Code 40 The response is related to the prompt. A clear and consistent opinion is developed

with sufficient supporting details, however only some are specific. The organization

is mechanical and any lapses do not distract from the overall communication.

Code 50 The response is related to the prompt. A clear and consistent opinion is developed

with sufficient specific supporting details. The organization is logical.

Code 60 The response is related to the assigned prompt. A clear and consistent opinion is

developed with sufficient specific supporting details that are thoughtfully chosen. The

organization is coherent demonstrating a thoughtful progression of ideas.



10

Annotation: The response expresses an opinion (Yes, I think teenagers place to much importance on what they wear) with no supporting details. There is no evidence of organization.



20

Annotation: The response is related to the prompt and expresses an opinion (Yes, I think teenagers do place to much importance on what they wear…). The opinion is supported (because teens think to much on what everyone else is going to think or say…they’ll follow people, dress how others would dress, follow a non-writen fashion trend). However, supporting details are insufficient.



30

Annotation: The response is related to the prompt and expresses a clear opinion (teenagers do put to much importance into what they wear). The response includes supporting details (Some people spend hours picking out there clothes…I have seen quite a few people, start to make fun of teens who don’t wear brand name clothing). However, details are insufficient. There is evidence of organization: use of paragraphs; expression of the main idea at the beginning; supporting details in the middle body paragraph; concluding paragraph. However, this response shows a lapse on organization. Ideas related to the subtopics (time and brand-name clothing) should be grouped together.



40



Annotation: A clear and consistent opinion is developed with sufficient supporting details around three subtopics: popularity, attention and impressing others. Some details are general (give them a reason to talk and comment about them); some are specific (Bench, Guess or Ed hardy). The organization is mechanical (Firstly, Secondly, Lastly, In conclusion). There is an introduction, body and conclusion.



50



Annotation: A clear and consistent opinion (teenagers do place too much importance on what they wear) is developed with sufficient specific supporting details (they spend too much money; they take too long to get ready; they feel “ugly” if they don’t have name brand clothing). Specific details and examples develop the argument: (pants and shirts and maybe a sweater can cost over 200$; they can get the same material and quality of pants somewhere else for 20$). The organization is logical. There is a clear introduction, body and conclusion. Ideas are clustered into paragraphs. Each paragraph includes a clear topic sentence and details that develop it.



60



Annotation: A clear and consistent opinion is developed with sufficient specific supporting details around aspects of self-esteem (financial success, style, social acceptance). Reasons are developed with thoughtfully chosen specific details and examples (some role models teenage girls look up to are Selena Gomez…; Brand names are promoted by athletes who many



teenagers look up to. Andy Roddick, an American tennis player promotes Costa Blanca; Some trends which have stayed in style for many years are the fitted and snapback hats, flats and converse and skinny jeans). The organization is coherent and demonstrates a thoughtful progression of ideas. The introduction sets up a context for the statement of opinion. Each body paragraph is focused. The conclusion summarizes without simply repeating the main ideas of the argument. Each paragraph flows smoothly from one to another.

Scoring Guide for Long Writing Conventions


Code Descriptor

Code 10

There is insufficient evidence to assess the use of conventions.

OR

Errors in conventions interfere with communication.

Code 20 Errors in conventions distract from communication.

Code 30 Errors in conventions do not distract from communication.

Code 40 Control of conventions is evident in written work.



10

Annotation: This response provides insufficient evidence to assess the use of conventions.



20

Annotation: Reading rhythm is frequently interrupted by errors in usage, including incomplete sentences (Like a team colour…; Like to impress a teacher…; Or a job interew), lack of clarity (I disagree…because if it was a windy day) and errors in spelling and punctuation (dis agree, through for “though”, countrys’, its for “it’s”).



30

Annotation: Errors in usage such as noun/pronoun agreement (When a teenager wakes up…they…), sentence fragments (Such as homework, studying…), lapses in capitalization, incorrect comma use (to buy or choose clothing, could be used…) and apostrophe use (kid’s for ”kids’”) do not distract from communication.



40



Annotation: Control of conventions is evident. The response demonstrates consistent and correct use of conventions (sentence structure, punctuation and spelling) expected by the end of Grade 9.

Scoring Guide for Reading Open-Response Section II Dialogue Question 6

Q6: What suggests Pemberton will be a good choice for the position of Poet Laureate of Edmonton? Use specific details from the selection to support your answer.

Code Descriptor Blank nothing written or drawn in the lined space provided

Illegible* response is illegible

An illegible response cannot be read. A comment on the task (e.g., I don’t know.).

Off topic/ Incorrect*

response is off-topic, irrelevant or incorrect A typical off-topic response provides no information from the reading selection to indicate reading comprehension. A typical irrelevant response comments on the reading selection or simply restates the question. A typical incorrect response provides an answer based on a misunderstanding of the question AND/OR the ideas in the reading selection.

Code 10 • response indicates minimal reading comprehension

• response provides minimal or irrelevant ideas and information from the reading Selection The response provides a reason which is taken from the selection (e.g., he is a rapper, he is skilled with words) with no support from the selection. OR The response provides a reason with

• a retelling of events in the reading selection. OR

• irrelevant support from the reading selection. OR

• the student’s own ideas.

Code 20 • response indicates some reading comprehension • response provides vague ideas and information from the reading selection; it may include irrelevant ideas and information from the reading selection The response provides a reason why Pemberton will be a good choice for the position and

• vague or specific support from the reading selection AND/OR

• a vague explanation

The response often requires the reader to make the connection between Pemberton and the position of Poet Laureate of Edmonton.

Code 30 • response indicates considerable reading comprehension • response provides accurate, specific and relevant ideas and information from the reading selection The response provides a reason why Pemberton will be a good choice and provides specific and relevant support from the reading selection to clearly explain why he is a good choice for the position of Poet Laureate of Edmonton.


Code 10

Annotation: The response provides two reasons taken from the selection (likes to write words; wants to celebrate official events) with no explanation of why he would be a good choice for the position of Poet Laureate of Edmonton.


Code 20

Annotation: The response provides a reason why Pemberton will be a good choice for the position (his poem’s represent Edmonton) and provides vague support from the reading selection (give the people who live in Edmonton an overall different perception…) The reader needs to make the connection between Pemberton’s poetry and the position of Poet Laureate of Edmonton.


Code 30

Annotation: The response provides a reason why Pemberton will be a good choice for the position (he already has a background in writing) and provides specific and relevant support from the reading selection (Rita did state that Pemberton is skilled with words). The response shows an understanding of the selection by connecting Pemberton to the role of the Poet Laureate of Edmonton (make him a great poet and excellent candidate for the position).

Scoring Guide for Reading Open-Response Section III Dialogue Question 7

Q7: Why is Pemberton’s appointment newsworthy? Use specific details from the selection to support your

answer.

Code Descriptor Blank nothing written or drawn in the lined space provided


An illegible response cannot be read. A comment on the task (e.g., I don’t know.).

Off topic/ Incorrect*

response is off-topic, irrelevant or incorrect A typical off-topic response provides no information from the reading selection. A typical irrelevant response comments on the reading selection or simply restates the question. A typical incorrect response

• provides an answer based on a misunderstanding of the question AND/OR the ideas in the reading selection.

OR • provides a general comment about the news.

Code 10 • response indicates minimal reading comprehension

• response provides minimal or irrelevant ideas and information from the reading selection The response provides a reason why Pemberton’s appointment is newsworthy with

• no support OR

• no details from the selection (only own ideas). OR

• a retelling of events in the reading selection. OR

• irrelevant details from the reading selection (details do not link to newsworthiness).

Code 20 • response indicates some reading comprehension • response provides vague ideas and information from the reading selection; it may include irrelevant ideas and information from the reading selection The response provides a reason why Pemberton’s appointment is newsworthy and

• vague or specific support from the reading selection AND/OR

• a vague explanation The response often requires the reader to make the connection between ‘newsworthiness’ and supporting detail(s).

Code 30 • response indicates considerable reading comprehension • response provides accurate, specific and relevant ideas and information from the reading selection The response provides a reason why Pemberton’s appointment is newsworthy and provides specific and relevant support from the selection to clearly support the reason.


Code 10

Annotation: The response provides a reason why Pemberton’s appointment is newsworthy (He is now a Poet of Edmonton). Explanation does not use details from the selection (how he want’s to be a Poet for Canada not Just Edmonton).


Code 20

Annotation: The response provides a reason why Pemberton’s appointment is newsworthy (he would be representing Edmonton) with vague support from the reading selection (isn’t the typical guy who would usually be chose for this job). The reader must make the connection between Pemberton’s being an unusual choice and newsworthiness.


Code 30

Annotation: The response provides a reason why Pemberton’s appointment is newsworthy (not the conventional candidate) and provides specific and relevant support from the selection (…“replacing someone you would expect in the job—a 74 year-old professor”) to clearly support the reason.

Scoring Guide for Short Writing Topic Development Section IV Improvement

Suggest one improvement that could be made to your school building or its grounds. Use specific details to explain why it would be an improvement.

Code Description

Blank nothing written or drawn in the lined space provided


An illegible response cannot be read. The response comments on the task (e.g., I don’t know.).

Off topic* response is off-topic or irrelevant to the prompt A typical off-topic response is not related to the topic of improving the school building or grounds. A typical irrelevant response comments on the topic or simply restates the question.

Code 10 response is not developed or is developed with irrelevant ideas and information The response • describes or gives an example of an improvement to a school building or grounds but

does not provide an explanation of why it would be an improvement OR • describes or gives an example of an improvement to a school building or grounds but

provides an irrelevant explanation of why it would be an improvement OR • provides a general comment about the current conditions of the writer’s school

Code 20 response is developed with vague ideas and information; it may contain some

irrelevant ideas and information The response describes or gives an example of an improvement to a school building or grounds and provides a vague explanation of why it would be an improvement. The response often requires the reader to make the connection between the suggested improvement and why it is an improvement.

Code 30 response is developed with clear, specific and relevant ideas and information The response describes or gives an example of an improvement to a school building or grounds and uses specific and relevant details to clearly explain why it is an improvement.

*Responses considered to be illegible or off topic must be shown to the Scoring Supervisor.


Code 10

Annotation: The response identifies an improvement that could be made to the writer’s school grounds (we can improve are school by planting trees out by are school). There is no explanation of how this action would be an improvement.


Code 20

Annotation: The response identifies an improvement that could be made to the writer’s school grounds (better landscaping) and provides a vague explanation for how it would be an improvement (look prettier and more inviting).


Code 30

Annotation The response identifies an improvement to the writer’s school building (solar panels) and uses specific details (decrease the energy from power plants or nuclear stations) in the explanation for why it would be an improvement (help to decrease the use of energy used by millions all over the world).

Scoring Guide for Short Writing Conventions Section IV Improvement

Writing Prompt: Suggest one improvement that could be made to your school building or its grounds. Use specific details to explain why it would be an improvement.

Code Use of Conventions

Code 10

• errors in conventions distract from communication

Code 20

• errors in conventions do not distract from communication


Code 10

Annotation: Errors in spelling (violce, a opportonatiy), and usage (because more violce you get nowhere) distract from communication.


Code 20

Annotation: Errors (is to heat it in the Winter warmer. By being cold it is hard to learn) do not distract from communication.

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