Integrated Reading-Writing
Assessment
Scoring Protocols
And Anchor Papers
Grade 3
IR-W Scoring Protocol 2012-13
Grade 3
Page 0
Introduction
Each year, students in grades 2-6 are administered the Integrated ReadingWriting Benchmark Assessment (IR-W). The purpose of this assessment is to
provide teachers with valuable data that can be used to inform reading and
writing instruction.
This scoring protocol has been created to implement the use of the new
MEAP Analytic Rubric for Narrative Writing. Because we are moving from a
holistic rubric to an analytic rubric, we are eliminating the need for each
paper to be scored by two readers. In order to establish consistency in
scoring, we’ve created a step in the process for establishing scoring norms
through collaboration. This document defines the process for scoring
IR-W Writing Samples.
IR-W Scoring Protocol 2012-13
Grade 3
Page 1
IR-W Scoring Protocol
2012-13
Step 1 - Get to know the Analytic Rubric for Narrative Writing.
The Analytic Rubric for Narrative Writing is on page 10. Read the rubric.
Highlight key words that will be important to keep in mind as you score
writing.
Step 2 – Become familiar with the process of using the rubric to score papers.
Each paper will receive one score for each writing trait. Each trait is scored
on a scale of 0-3. The points for “Ideas” are doubled. The total number of
points possible is 15.
Writing Trait
Ideas
Organization
Style
Conventions
Score Range
0-3 (x 2)
0-3
0-3
0-3
Step 3 - Study the Anchor Papers
Keep the rubric within sight to reference as you score papers. Begin by
scoring the anchor papers on pp. 4-9. You may need to read a paper more
than once in order to decide on a score for each writing trait. Try scoring
them on your own and then check the answer key on page 11-12.
Step 4 – Getting Organized for Scoring IR-W Writing Samples
Teachers within a grade level divide student IR-W writing samples so that
each teacher is reading a stack with an equal number of papers from each
teacher on the grade level team. Have copies of the Analytic Rubric handy for
reference.
Step 5 - Score a Sample
Establishing norms - With your grade level colleagues, identify 3-5 writing
samples that will be used to establish scoring norms. Each teacher on the
grade level team will score the same 3-5 writing samples. The purpose of
this step is to establish consistency in scoring. This step may be repeated as
needed during the scoring process.
IR-W Scoring Protocol 2012-13
Grade 3
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Resolving discrepancies - Teachers compare scores and discuss
discrepancies. Discrepancies are resolved before going on. Most
discrepancies will be resolved through dialog amongst members of the team
by referring to the analytical rubric and anchor papers. If additional
clarification is needed to resolve discrepancies, consult a Literacy Leader.
Step 6 - Scoring Writing Samples
Once consistency in scoring has been established, teachers will each take a
stack of papers that is comprised of a mix of samples from each member of
the team and score them independently.
Step 7 – Data Input
After scoring, student samples are sorted and returned to the teacher. Each
teacher inputs writing data for her class into CLASS A.
IR-W Scoring Protocol 2012-13
Grade 3
Page 3
IR-W 3rd Grade Anchor Papers
IR-W Scoring Protocol 2012-13
Grade 3
Page 4
Sample 1
One day a girl rode her bike to the park. She played and played.
Then she saw some kids playing so she whent and asked if she
could play with them. They said, “no because your a girl!” She felt
sad, very sad. The next day she didn’t know what to do. So she
rode her bike to the park again. She said to them “you hurt my
feelings yesterday.” They said “I’m sorry.” She said “it’s ok.” They
where so sorry that they wernt fair. Then it was fair. Then it was
all better.
IR-W Scoring Protocol 2012-13
Grade 3
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Sample 2
Being treated unfairly
One day, when we were in school, the bell rang for recess. “Ring!
Ring! Ring!” Everybody ran out the doors! “Move, ughh!” I ran to
get a jumprope out of the cart, but they were all out. Aww! I
thought in my head. Then I saw six people playing with a long
jumprope. I really wanted to play. So I ran in line and waited and
waited. “Next!” The girl shouted. “Can I play?” I asked shyly.
“No!” yelled the girl that shouted “Next” at me. I felt sad, so I
walked away. Suddenly, my friend bumped into me. “Ahh!” I
screamed at the top of my lungs. “Sorry,” said my friend M___ as
she hugged me. “It’s ok,” I mumbled. “What’s the matter?” she
asked me. I pointed at the six girls, “They won’t let me jump rope
with them,” said softly. “Them? Ok come with me,” she said. Then
she held my hand and dragged me to the girls that were
jumproping. “Can she jumprope?” M___ asked. “No!” The girl said
IR-W Scoring Protocol 2012-13
Grade 3
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again. “Really! Would you like some other people to treat you like
that and not let you jumprope?” she asked. “No,” the girl said
shyly. “Then why are you treating my friend like that?” “Sorry,”
The girl said nervesly. “Do you want to jumprope with me” the girl
asked me. “Ok!” and that was how I got treated fairly.
IR-W Scoring Protocol 2012-13
Grade 3
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Sample 3
The way i was treated unfairly cristmas morning
for one i woke up and i got a leapster I was happy. I woke up and i
got a leapster I was happy then my broter got a netbook i was
mad. Secondly I got a lot of presents. I got a lot of presents but
my brother got more i was mad Lastly I got lots of cool stuff. I
got lots of cool stuff but my brother got cooler stuff i was mad.
That’s why i think i was treated unfairly.
IR-W Scoring Protocol 2012-13
Grade 3
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Sample 4
My brother was being nice to me. He maid me bacon and eggs in
the morning and he helps me with my homework. He is a lot of fun
when he plays video games with me. He is very tall to! He is 21
years old. And sometimes he goes out with his friends.
IR-W Scoring Protocol 2012-13
Grade 3
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Michigan Education Assessment Program Analytic Rubric - Narrative Writing, Grades 4 and 7
Any condition code will result in a score of 0 for each trait.
3
2
1
0
Ideas
(Points
Doubled)
Tells a story with ideas that
are clearly focused on the
topic and are thoroughly
developed with specific,
relevant details.
Tells a story with ideas that
are somewhat focused on the
topic and developed with
limited and/or general
details.
Tells a story with ideas that
are minimally focused on
the topic and developed
with limited and/or general
details.
Ideas are not focused on
the topic and/or are
undeveloped.
Organization
Organization and
connections between ideas
and/or events are clear and
logically sequenced.
Organization and
connections between ideas
and/or events are logically
sequenced.
Organization and
connections between ideas
and/or events are weak.
No organization evident.
Style
Command of language,
including effective and
compelling word choice and
varied sentence structure
clearly supports the writer’s
purpose and audience.
Adequate command of
language, including effective
word choice and clear
sentences supports the
writer’s purpose and
audience.
Limited use of language,
including lack of variety in
word choice and sentences,
hinders support for the
writer’s purpose.
Ineffective use of language
for the writer’s purpose
and audience.
Conventions
Conventions of Standard
English* for grammar, usage,
spelling, capitalization, and
punctuation for the grade
level are consistently used.
Conventions of Standard
English* for grammar, usage,
spelling, capitalization, and
punctuation for the grade
level are usually used.
Conventions of Standard
English* for grammar,
usage, spelling,
capitalization, and
punctuation for the grade
level are rarely used.
Conventions of Standard
English* for grammar,
usage, spelling,
capitalization, and
punctuation are not used.
A. Off topic
B. Illegible or written in a language other than English
C . Blank
D. Insufficient to rate
* Standard English is the form of English most widely accepted as clear and proper.
** Students cannot earn the highest score in Ideas and/or Organization if they write in a different genre (i.e. informational instead of
narrative
IR-W Scoring Protocol 2012-13
Grade 3
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Grade 3 Answer Key
Writing
Sample
1
Ideas
Organization
Style
Conventions
Total
2
2
2
2
8
Ideas – The writer uses general details (played and played) to tell her story.
Organization – The writer sequences ideas in chronological order. Connections
between ideas could be stronger.
Style – Word choice is basic (kids, sad) and at times repetitive.
Conventions – Adequate use of conventions with some sight words misspelled.
Writing
Sample
2
Ideas
Organization
Style
Conventions
Total
6
3
3
3
15
Ideas – The writer clearly develops the topic by conveying her thoughts and feelings
related to an unfair situation.
Organization – The ideas are logically sequenced in chronological order. Strong
lead begins with establishing setting.
Style – Use of dialog brings this story to life. The writer also uses interesting word
choice – “mumbled,” “softly,” “shyly” to support dialog.
Conventions – Use of conventions is appropriate for grade level.
Writing
Sample
3
Ideas
Organization
Style
Conventions
Total
2
2
1
1
6
Ideas – This paper is focused on the topic but has limited and general details (e.g. a
lot of presents, cool stuff).
Organization – This paper is organized logically. The writer uses basic transitions
such as “secondly.”
Style – The writer uses limited word choice and often repeats words or phrases.
(Lots of cool stuff, cooler stuff).
Conventions – The writer does not consistently use capitals at the beginning of
sentences.
IR-W Scoring Protocol 2012-13
Grade 3
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Writing
Sample
4
Ideas
Organization
Style
Conventions
Total
0
0
0
0
0
This paper is off topic. The writer did not write about the topic of fairness.
Writing from Knowledge and Experience
Scoring Targets
Writing Trait
and GLCE Code
Ideas
W.PR.03.03
Organization
W.PR.03.02
Style
W.PS.03.01
Conventions
W.PR.03.05
Overall
W.GN.03.01
Exceed
Met
Basic
Apprentice
5-6
3-4
1-2
0
3
2
1
0
3
2
1
0
3
2
1
0
12-15
10-11
5-9
0-4
IR-W Scoring Protocol 2012-13
Grade 3
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Class Writing Data
Ideas
IR-W Scoring Protocol 2012-13
Grade 3
Organization
Style
Conventions
Total
Page 13