Writing What does rigor

look like on the new SOL Test?

Grade 5 Blueprint Summary

Reporting Category

MC/TEI +

Short Paper

Multiple-Choice/Technology

Enhanced Component

Number of Items

Short Paper Component

Number of Possible Score Points

Research, Plan, Compose, and Revise

23

7 (was 6)

Compose/Written Expression

16

Edit for Language, Capitalization, Punctuation, Spelling

23

15 (was 14)

Usage/Mechanics

8

Number of Operational Items

46 22 24

Field Test Items : 12

2012 Cut Score = 28 out of 44 items ( 20 MC + 24 SP) 2013 Cut Score = ? out of 46 items (22 MC & TEI + 2 SP)

Grade 5 Blueprint Summary Reporting Category

Grade 2 Writing SOL

Grade 3 Writing SOL

Grade 4 Writing SOL

Grade 5 Writing SOL

Research, Plan, Compose, and Revise

2.12 a-d 2.14

3.9 a-g 3.10 b 3.11 a-d 3.12

4.7 a-k 4.9 a-e

5.7 a-I 5.9 a-g

Edit for Language, Capitalization, Punctuation, Spelling

2.13 a-j 3.10 a, c-j 4.8 a-h 5.8 a-k

MC/TEI not tested

2.11 3.8

Short Paper not tested

2.11 3.8 4.9 a-e 5.9 a-g

SOL Subsumed

Kindergarten and Grade 1 Writing SOL

Multiple Choice and Technology Enhanced Items

2009-2010 In sentence 34, visit the Statue of Liberty the Empire State Building , and the Chrysler Building, should be written –

F visit , the Statue of Liberty, the Empire State Building, and the Chrysler Building

G visit the Statue of Liberty the Empire State Building, and the Chrysler Building

H visit, the Statue of Liberty the Empire State Building, and the Chrysler Building

I visit the Statue of Liberty, the Empire State Building, and the Chrysler Building

Multiple Choice and Technology Enhanced Items Analysis

M C and TIE Resources

VDOE

http://www.doe.virginia.gov/testing/s

ol/standards_docs/english/index.shtml

With a partner, identify two resources

you think are helpful .

Explain how you could engage teachers

with these resources.

MCPS

http://www.mcps.org/LangArts/LangArtsCurr/

With a partner, identify two resources

you think are helpful .

Explain how you could engage

teachers with these resources.

Short Paper

Short paper

Narrative and/or Expository

Practice Writing Tool

Progress bar

Current line

location

Typing tools

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SOL Two-Domain Writing Rubric Composing/Written Expression • Audience/purpose • Central Idea • Effective conclusions • Counter arguments • Elaboration • Unity • Organization • Deliberate Word Choice • Selected, Precise Information • Sentence Variety • Tone • Voice

Usage & Mechanics • Sentence Formation • Usage

--Standard Inflections --Comparison of Adjectives and Adverbs --Agreement

• Mechanics --Capitalization --Spelling --Punctuation --Formatting

Application of the Scoring Rubric

Scorers

• Look as much at what the writer does well as at what she/he does poorly.

• Give consideration to all features within the domain.

• Do not contaminate the scoring of own domain by awareness of either accomplishments or errors belonging to another domain.

• Do not create double jeopardy, e.g., a run-on sentence in Usage-Mechanics is not also a sentence error in Written Expression. “Brite” is one misspelling no matter how often the word appears.

Scorers

• Note that a word that seems to have been omitted due to haste in revising, editing, or copying need not demonstrate a total lack of control over that feature.

• Do not score a paper on only length. Length, in and of itself, is not a feature of any domain.

• Read the entire paper before assigning any scores.

Application of the Scoring Rubric

State Scoring of SOL Short Papers

• All student papers are read by two readers; their scores are added together

• Composing/Written Expression score counts twice = 2/3

• Usage/Mechanics score counts once = 1/3

• If judges scores are more than 1 point apart, papers are read by a third judge

Short Paper

VDOE

http://www.doe.virginia.gov/testing/s

ol/standards_docs/english/2010/onlin

e_writing/index.shtml

With a partner, identify two resources

you think are helpful .

Explain how you could engage

teachers with these resources.

MCPS

http://www.mcps.org/LangArts/LangArtsAssess/

With a partner, identify two resources

you think are helpful .

Explain how you could engage

teachers with these resources.