2013-2014
Writing Assessment
Department of Curriculum and Instruction
LaTisha Bryant, Literacy Instructional Advisor
Focus Standards:
ELA/Literacy Instructional Shifts
1.Complexity: Regular practice with complex text
and its academic language.
2.Evidence: Reading and writing grounded
in evidence from text, literary and
informational.
1.Knowledge: Building knowledge through
content rich nonfiction.
The 2013 Writing Assessment Results
Data Appendix (state)
Table 1: Scores by Trait (1-4 scale)
Focus/Organization Support/Elaboration Language/Style Conventions
Average
% scoring a 3 Average
or 4
% scoring a 3 Average % scoring
or 4
a 3 or 4
Average % scoring
a 3 or 4
5
grade 2.44
41.3%
2.46
42.0%
2.63
56.6%
2.59
8th
grade 2.46
45.5%
2.09
23.3%
2.57
50.3% 2.69 57.4%
11th
grade 2.74
67.9%
2.02
27.6%
2.88
73.5%
2.96
75.5%
50.9%
2.20
31.2%
2.69
59.7%
2.74
60.7%
th
Overall
2.54
51.0%
THE
FACTS
2013-2014 Writing Assessment
Grades 3-11 will be tested on the Writing Assessment.
There will be a four-week testing window from Feb. 3- Feb. 28,
2014. Official administration times for each grade level will be
released this fall after pilot data has been analyzed.
The 2013-14 TCAP Writing Assessment will test students on the
following types of writing: opinion/argument and
informative/explanatory.
All writing assessments will be administered via computer.
All February writing assessment administrations will be centrally
scored by Measurement, Inc.
2013-2014 Writing Assessment Rubrics
• Rubrics are differentiated by writing mode,
grade band, and subject area.
• Informational/explanatory and
opinion/argument rubrics are available for:
• Grades 6-8 ELA
• Grades 6-8 Literacy (History/Social Studies,
Science, and Technical Subjects)
The February 2014 Tennessee Comprehensive Assessment
Program Writing Assessment will emphasize the same shifts while
attempting to approach more closely the format of the PARCC
assessment, which will assess both reading and writing starting in
the 2014-15 school year.
The administration time for the writing assessment will be
expanded to more closely mimic PARCC’s testing guidelines and
allow students to write one analytic summary for one text
and one analysis across two texts.
The 2013-14 official Writing Assessment will continue to
emphasize the following skills at the core of the CCSS for ELA
instructional shifts:
Reading and comprehending grade-level complex text (as
defined by the Common Core text complexity grade bands)
Writing in response to sources, including incorporating
textual evidence into an analysis or argument
The Writing Assessment is modeled after the PARCC Research
Simulation Task (RST) and will be structured as follows, with
key changes from this current year bolded:
Students will read two complex informational texts.
Texts will cover social studies or science topics in
order to demonstrate the range of informational
reading possible in a Common Core curriculum.
Students will write two essays:
One prose constructed response (PCR) essay about the first
text. The essay will be an analytical summary.
One PCR analytical essay about both texts. The essay will be
informational/explanatory or argumentative.
The Research Simulation
Task
mimics a research project; its
purpose is to assess a student’s
ability to read multiple texts on
the same topic and synthesize the
information into a coherent idea
or argument.
A SAMPLE
WRITING
TASK
Sample Grade 7
Prose Constructed Response from Research
Simulation Task (Summary)
Based on the information in the text
“Biography of Amelia Earhart,” write an essay
that summarizes and explains the challenges
Earhart faced throughout her life.
Remember to use textual evidence to support
your ideas.
So let’s
try it!!!!!!
Sample Grade 7
Prose Constructed Response (PCR) from Research Simulation
Task (Analytical Essay)
You have read three texts describing Amelia Earhart. All three include
the claim that Earhart was a brave, courageous person. The three texts
are:
•“Biography of Amelia Earhart”
•“Earhart's Final Resting Place Believed Found”
•“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s
bravery.
Write an essay that analyzes the strength of the arguments
about Earhart’s bravery in at least two of the texts.
Remember to use textual evidence to support your ideas.
So let’s
try it!!!!!!
Remember, a text can be a ……
•
•
•
•
•
•
map
chart
chapter
timeline
picture
work of art
And how am I
suppose to do
this?
Instructional Shift in ELA/Literacy
Reading, writing and speaking grounded in
evidence from text, both literary and
informational.
And how am I suppose to do this?
• Use the curriculum maps.
• Use the writing prompts and performance tasks in the
literature textbook that follow the selections in the units.
• Teach students how to analyze and critique text by
Annotating text (underlining main points etc.)
Asking text – dependent questions.
• Teach students how to cite evidence from the text.
• Create your own writing prompts using the samples
• Provide opportunities for students to read to self and read
to someone
• Teach students how to summarize
• Spend less time on process writing
• Teach students how to compare and contrast
And how am I suppose to do this?
So when do I teach
grammar? I have a 14
year old sixth grader
who still can’t distinguish
between a noun and a
verb.
Integrating Grammar into Reading and
Writing through:
• bellwork (5-10 min.)
• mini –lessons (10-15 min.)
• the text by asking text-dependent questions about the
grammar skill(s) being taught
• writing (example – On a writing assignment, you can ask
students to use at least 5 compound complex sentences)
• Remember, teaching is about learning in context.
• It is not important that students can write compound complex
sentences in isolation. We’re interested in whether or not
students can write compound complex sentences or use
colons and semi-colons within the context of actually writing
an essay or research paper.
Writing Instruction is based on ….
1. Reading complex text
2. Citing evidence from the text
+
Text
=
citing
evidence
Effective Reading
and Writing
Instruction and
PARCC
Customer Service
• LaTisha Bryant BRYANTLL1@SCSK12.org
Middle School Instructional Advisor
416-2932
• Jocquell Rodgers RODGERSJE@SCSK12.org
Middle School Instructional Advisor