Assessment of Writing
Schools measure the effectiveness of reading initiatives in many different ways. In order to
do this, it is crucial that we gather and analyse information before we begin an initiative, so
that on conclusion we can repeat a similar assessment in order to measure the success of the
initiative. In this section, we outline some of the many sources of evidence that we can use to
monitor pupils’ reading development and the impact of our reading initiatives.
“Assessment is the process of generating, gathering, recording, interpreting, using and
reporting evidence of learning in individuals, groups or systems, which relies upon a
number of instruments, one of which may be a test. Educational assessment provides
information about progress in learning”
(Assessment in the Primary School Curriculum, Guidelines for School. NCCA, 2007, p. 4)
Writing Assessment Continuum
SelfAssessment
See Appendix 1 for samples
o Writing Surveys / Questionnaires (appendix 1.a)
o Writing Logs (appendix 1.b)
o Tools to allow pupils to reflect on positive aspects of their work and to
focus on an area for improvement (appendix 1.c) e.g.
- Prompts – the most important thing I learnt was... what I found
difficult was... what helped me best...
- Two Stars (identifying the positives) and a wish (identify area for
improvement)
- Ladders (See p. 85 ‘Assessment in the Primary School Curriculum,
Guidelines for Schools’ (NCCA, 2007))
- WWW (What Went Well) and EBI (Even Better If)
o KWL (appendix 1.d)
(See pg 92, Assessment in the Primary School Curriculum, Guidelines for
Schools’, NCCA, 2007)
See Appendix 2 for samples
o Using a Rubric (Genre: narrative) (appendix 2.a)
Conferencing
(See p. 25, Assessment in the Primary School Curriculum, Guidelines for
Schools’ NCCA, 2007)
o Using a Rubric (Genre: explanation) (appendix 2.b)
o Child/ Teacher Conference (appendix 2.c)
(See p. 26, Assessment in the Primary School Curriculum, Guidelines for
Schools’ NCCA, 2007)
Portfolio
Assessment
Questioning
See Appendix 3 for sample
o Creating a Writing Portfolio
(See p. 31, Assessment in the Primary School Curriculum, Guidelines for
Schools’ NCCA, 2007)
o Bloom’s Taxonomy of Questioning
See ‘Assessment in the Primary School Curriculum, Guidelines for Schools’
(NCCA, 2007, pp. 86-88)
Evaluation
check, critique, hypothesise, judge, debate
Synthesis
create, compose, plan, design, propose, formulate, invent,
predict, construct, imagine, devise, combine
Analysis
Analyse, compare, investigate, identify, order, connect;
distinguish, contrast, categorise, separate, explain, infer
Application
Solve, use, construct, examine, apply, calculate, show,
illustrate, complete, classify, demonstrate, modify
Understanding Retell, summarise, describe, explain, discuss, interpret, outline,
predict, restate, compare, estimate, contrast
Knowledge
Teacher
Observation
tell, list, define, name, when, where, identify, show, state,
locate, relate, who
See Appendix 4 for samples
o Drumcondra English Profiles (appendix 4.a)
o Checklists for formal observations (appendix 4.b)
TeacherDesigned
Tasks and
Tests
Standardised
Testing
See Appendix 5 for sample
Teacher-designed tasks and tests can be administered as individual tasks or group
tasks. These may look at a variety of areas of writing development such as use of
texts, conventions, understanding contexts, using strategies to spell, plan writing,
proofread.
o Writing samples (assessed using checklists /Drumcondra Profiles as above)
o Free Writing copy
o Drumcondra Primary School Spelling Test: (www.erc.ie)
The Drumcondra Primary Spelling Test (DPST) is designed to be administered to
pupils in first to sixth classes in primary schools. The DPST includes three item
types: word spelling, in which pupils are asked to spell words called out by the
teacher; sentence or story completion, in which the pupil is asked to write out the
missing words in a text that is also read aloud by the teacher; and error detection
('mistakes') where the pupil is asked to identify common spelling errors in each of
several sentences, and to write out the correct spellings.
Interpreting Standardised Test Results
Standardised Test results may be interpreted in different ways and at different
levels. Individual pupils results can be analysed, tests can be examined from a
whole class perspective and both of these analyses can then be utilised to feed into
the building of a whole school picture. This whole-school picture allows us to
identify trends, emerging patterns or whole school strengths and areas for
improvement. This ‘big picture’ will inevitably prove invaluable when used as a
basis for whole school planning in English.
PDST has 2 excel files available to assist you in monitoring individual and
whole school progress. These are available from www.pdst.ie
o Yearly individual tracking of class / pupil
o 1/ 3 year aggregrate STEN/ Standard score
Appendix 1: Self Assessment Tools for Writing
Appendix 1.a: Questionnaires/ Surveys
Writing Survey
1. How do you feel when you are asked to write at school?
I like it
Its all right
I don’t like it
2. How often do you write at home?
Often
Sometimes
not at all
3. How often do you use the computer to write for a purpose?
Often
Sometimes
not at all
4. Do you prefer reading or writing?
Reading
Writing
5. Rank yourself as a writer
Terrific
very good
Ok
Not very good
6. What types of writing do you most like doing?
________________________________________________________________
7. What do you find easy about writing?
________________________________________________________________
8. What parts of writing would you like more help with?
_______________________________________________________________
(Adapted from First Steps
Writing)
Writing Questionnaire
1) Name one piece of writing you did this term that you were really pleased with.
__________________________________________________
2) Why were you pleased with this piece of writing?
__________________________________________________
3) Do you find learning to write in English difficult? (tick one box)
All the time  sometimes  rarely 
never 
4) What parts of learning to write in English do you find difficult?
_______________________________________________
5) Why is it so difficult?
_______________________________________________
6) What usually helps you when it’s a bit of a struggle to learn to write?
_______________________________________________
Writing Survey
Section A
(1) When I am writing, I make a plan beforehand of what I will write
 Always
 Sometimes
Never
(2) When I am writing, I read back over my work to check that it makes sense
 Always
 Sometimes
Never
(3) When I am writing, I think about who will read my work
 Always
 Sometimes
Never
Section B
(4) What do you do when you are writing and you can’t spell a word?
(5) What do you do if you can’t think of what to write?
_________________________________________________________________________
__
_________________________________________________________________________
__
Section C
(6) I like being a good writer
 Agree
 Don’t know
 Disagree
(7) I like to write at home
 Agree
 Don’t know
 Disagree
(8) I like to write at home
 Agree
 Don’t know
 Disagree
(9) I prefer writing to reading
 Agree
 Don’t know
 Disagree
(10) I would like to spend more time on writing
 Agree
 Don’t know
 Disagree
Appendix 1.b: Writing Log
My Writing Log
Name: _________________
Date: ______________________________________________________________
Purpose: ___________________________________________________________
Form: _____________________________________________________________
Comment: _________________________________________________________
Date: ______________________________________________________________
Purpose: ___________________________________________________________
Form: _____________________________________________________________
Comment: _________________________________________________________
Date: _____________________________________________________________
Purpose: ___________________________________________________________
Form: _____________________________________________________________
Comment: __________________________________________________________
(Adapted from First Steps Writing)
Appendix 1.c: Pupil Self-Assessment Tools
Thinking About Your Writing
Name: _____________________
1) I found this piece of writing
Easy
Difficult (circle one)
2) The best part of this piece of writing is
___________________________________________________________________
___________________________________________________________________
____
3) Something I want to work on for the future is
___________________________________________________________________
___________________________________________________________________
___
4) I plan to do this by
___________________________________________________________________
___________________________________________________________________
____
(Adapted from First Steps Writing)
Two Stars and a Wish
__________________________
__________________________
______
__________________________
__________________________
______
___________________________
___________________________
____
(From First Steps, Reading Map of Development)
Appendix 1.d
KWL
Name:
Date:
K
What I know already
W
What I Want to Know
L|
What I have Learned
(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007)
Appendix 2: Conferencing
Appendix 2.a
Using an assessment rubric as part of conferencing
Curriculum area
Subject
Strand
Strand unit
Language
English
Competence and confidence in using language / Writing
Writing: developing competence, confidence and the ability to write
independently
Competence and confidence in using language: developing
competence, confidence and the ability to write independently
Curriculum objectives The child should be enabled to write, without redrafting, on a
given
or chosen topic within certain time constraints.
The child should be enabled to observe the conventions of grammar,
punctuation and spelling in his/her writing.
The child should be enabled to help others in editing their writing.
Class level
Fifth and sixth classes
Strand
Receptiveness to language / Writing
Strand unit
Writing: creating and fostering the impulse to write
Receptiveness to language: creating and fostering the impulse to
write
Curriculum objective The child should be enabled to receive and give constructive
responses to writing.
Class level
Fifth and sixth classes
Sixth class children use the rubric below to assess a story they have written. The particular
elements in the rubric are based on what makes a good story as discussed and agreed by the
children and their teacher beforehand (the criteria for success in writing the story). Another
rubric might be used in subsequent writing to assess punctuation, for example the use of
quotation marks, exclamation marks, and so on.
Sample rubric
Feature
I didn’t do well
I made a good effort
I made a very good
effort
My story doesn’t have a
clear beginning, middle
and end.
My story has a structure
and plot but some of it is
not clear.
My story has a clear structure
and plot.
Paragraphs I have too many (or too
Some paragraphs are in
the right places, but some
aren’t.
Interest
My story is fairly
interesting.
I have described at least
one strong character in
the story
My paragraphs begin at
change points in the story and
help the reader to follow the
story better.
My story is very interesting.
Structure
and plot
Characters
few) paragraphs, or they
are not beginning in
suitable places
My story is not that
interesting.
I have described no strong
character in the story.
The characters in the story are
described well.
Each child’s reflection on his/her own piece of writing helps to develop his/her skills of
metacognition (reflecting on one’s own learning). A key outcome of each conference is
that both the teacher and the child can understand something more about the child’s
learning and the next steps that need to be taken in supporting learning. In addition, the
individualised nature of the conference means that the teacher can differentiate support
appropriate to each child’s abilities and needs.
(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 25)
Appendix 2.b
In this template you may choose to add other features to be observed and also to complete the
missing criteria/descriptions
Rubric: Explanation Writing
Learning Objective: To write an explanation, organising and linking ideas logically and
using language features, grammar and punctuation accurately
Feature
Purpose
Organisation
of Ideas
I didn’t do well
The purpose of the
writing is unclear.
Ideas are jumbled with
no logical sequence to
the writing.
I made a good effort
I made a very
good effort
It is clear for some
Reader is clearly
parts of the writing
aware of what is
what is being explained. going to be
explained.
Ideas are not always
logical or clearly
linked.
.
Ideas are logically
and
clearly and
effectively
linked to show
cause
and effect
Paragraphing No evidence of
paragraphing
Some attempt at
paragraphing
Excellent use of all
of the language
features of
explanation writing.
Language
features
Grammar/
Punctuation
Frequent mistakes in
punctuation and
grammar showing that
the work has not been
proof read
Some attempt at proof
reading but there are
still occasional
mistakes
Mainly error free
work
Appendix 2.c
A Teacher/Child Conference
Language
Subject English
Class level 5th&6thclasses
Competence and confidence in using language / Writing
Writing: developing competence, confidence and the ability to write
Independently
Competence and confidence in using language: developing competence,
confidence and the ability to write independently
Curriculum objectives The child should be enabled to experience varied and consistent oral
language activity as part of the pre-writing process.
The child should be enabled to write independently through a process of
drafting, revising, editing and publishing.
Curriculum area
Strand
Strand unit
Mr. Swift uses conferencing regularly with his twenty-six fifth and sixth class children. He
makes time for small groups of the children to talk with him on a Friday before lunch. In this
way, the children get to talk about their work for about three or four minutes every third week.
Here he is talking with Shane about a piece of writing the class had done earlier in the week: A
UFO Landed Here Yesterday:
Mr. Swift Well Shane, what do you think about what you have written here? Are you happy with
it?
Shane I don’t know … It’s a bit short, I suppose.
Mr. Swift Well to me it’s not too short. But what about the story? Did you read it to your buddy?
Shane I did. He thought the beginning was exciting but the ending was boring.
Mr. Swift And what do you think?
Shane Yeah, I think he’s right. I had a few good sentences at the start - the short sentences we
talked about before we started to write … to make more suspense.
Mr. Swift I agree. You made the opening very interesting. And you used some of the scary
words we had on the list. But I wonder had you a plan for how it would end? I think it finished
too quickly.
Shane Yeah, it did. I just ran out of ideas. So I just finished it off.
Mr. Swift OK, so would you have another go at the ending? Remember that someone reading
this story wants to know what happened to the two main characters. So make up a new last
paragraph with a bit more information, just to bring the story to an interesting conclusion. If you
get stuck come back to me tomorrow, and we’ll look at it again.
Shane OK teacher, I’ve just thought of a better ending!
During the conference, Mr. Swift directs Shane in identifying what could be improved in his
story. There are a number of other things the teacher could dwell on but he uses this conference
to highlight the story’s ending, as work was done with the class recently on building structure in
a story. Shane will now write up a second draft of the story. There may be some further small
changes before the final draft is completed. Mr. Swift has also used a buddy system in the class
to have children read each other’s work constructively. Each child is required to note one
strength and one idea for improvement in the work of the partner buddy. Each teacher/child
conference takes just a few minutes, the whole group taking 50-55 minutes of class time. Mr.
Swift is confident that the time spent on conferencing is well spent, given the real improvement
he has seen in the children’s work.
(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 26)
Appendix 3: Portfolio
Creating a Writing Portfolio
Curriculum area
Subject
Strand
Strand unit
Language
English
Receptiveness to language / Writing
Writing: creating and fostering the impulse to write / Receptiveness
to language
Curriculum objectives The child should be enabled to express and communicate reactions
to
reading experiences.
The child should be enabled to experience interesting and relevant writing challenges.
The child should be enabled to see his/her writing valued.
Class level
Fifth and sixth classes
Strand
Strand unit
Competence and confidence in using language / Writing
Writing: developing competence, confidence and the ability to write
Independently
Competence and confidence in using language
Curriculum objectives The child should be enabled to observe the teacher improving
writing.
Class level
Fifth and sixth classes
Ms. Kennedy teaches fifth class and uses portfolios to assess the children’s work in English
during the year. She gets the children to make up the folders (A3 size) and design the
covers. She tells the children at the outset that the purpose of the portfolio is to show others
and themselves how their English work improves during the year. About every two weeks
Ms. Kennedy gives the class some time to look at their pieces of work and asks them to
select what they think is a good piece. On the back of it they write one or two sentences
explaining what is good about it. These features/qualities of good work are written on
posters by Ms. Kennedy and displayed on the classroom wall so that she and the children
can refer to them. They provide the basis for useful discussions.
Over the months the collection of work in each portfolio grows. By the end of the year,
each portfolio has about fifteen items including poems, pieces of writing (some descriptive
and some in story form), the re-telling of news items discussed in class, and accounts of
holidays and school events. There are also word puzzles and quizzes, jokes and cartoon
strips. The children store the portfolios on a shelf in the class library.
Ms. Kennedy is surprised at how well the children look after their portfolios. At the end of
the year the class have a portfolio presentation whereby each child has a minute to talk to
the class about his/her work and select their best piece. Many of the children are able to say
how their work in English improved over the year. The portfolios are of great interest to
parents when they meet the teachers and receive their children’s reports.
(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 31)
Appendix 4: Teacher Observation
Appendix 4.a: Drumcondra Profiles
Drumcondra Profiles
(See page 133-143)

Looking at the writing sample below and the Drumcondra writing profile for this class
level, what can you conclude about this child’s writing development?
•
Use the Drumcondra Profiles choose 3 children from your class ranging in ability
from ‘experiencing difficulty’, ‘capable’, ‘capable and confident’
At staff gathering, compare work of these children discussing
- Strengths and challenges for writer
- Implications for our teaching
•
Appendix 4.b – Sample Checklists to assist Teacher Observation
Questions for Teachers’ Formal Observations
Planning
Has the pupil
identified the
purpose and
audience for
writing?
Has the appropriate
form of writing been
identified e.g.
report?
How did the pupil
plan before writing?
Does the child use
reading as a stimulus
for writing ideas?
Drafting
Does the pupil write
with fluency when
recording initial
ideas?
Editing
At which point does
the pupil reread and
make changes?
Publishing
Have all corrections
been identified?
To what extent does
the pupil edit?
Have careful
corrections been
made?
Is fluency hampered
by difficulties with
spellings?
Can the child edit for
many conventions at
one time or
individually?
Has consideration
been given to the
way the piece is
presented?
Does the pupil havea-go at unknown
spellings?
How does the
spelling change
between the drafts?
Does the pupil seem
satisfied with final
piece?
Does the child edit
as they go?
Has it been shared
with others?
What strategies are
used when spelling
unknown words?
Is the pupil able to
identify
misspellings?
Adapted from First Steps Writing
Checklist: Writing Behaviours
Name: ……
Age: ____ Date :___________
Always
Sometimes
Never
Forms alphabet letters
Has direction/return sweep
Leaves space between words
Uses initial consonants
Uses dominant consonants
Has consonant framework
Uses some vowels
Makes close approximations
Writes some words independently
Locates unknown words in the environment
Uses upper/lower case letters
Uses punctuation
Writes one sentence
Writes two sentences
Writes a page
Generates quality ideas
Writes in different genres
Proof reads/Edits
Checklist: Some Early at Risk Indicators
(Motor Development)
Class:
Class Teacher:
Support Teachers:
Pencil
Grasp
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Date:
Copying Shapes
Use of Scissors
Writing own
name
Drawing
Please comment on the following:
Pencil Grasp: Can the pupil hold a pencil or drawing instrument in an appropriate manner in order
to make marks on paper?
Copying Shapes: Can the child copy such shapes as a circle, a square, a triangle and a diamond?
Use of scissors: Can the child cut paper with some degree of control?
Write own name: Can the child write own name unaided?
Drawing: Can the child draw a picture of themselves?
Checklist: Explanation Writing
Child
A
Child
B
Layout of writing
Did he/she introduce the writing with a definition?
Did he/she explain the important points in order?
 The parts (describe)
 Operation (how it works)
 Application (how it is used)
Did he/she conclude the writing with an interesting fact
or an evaluation comment?
Vocabulary
Did he/she use technical vocabulary?
Did he/she use time connectives e.g. next, later…
Did he/she use connectives e.g. so, because, when…
Are spellings correct?
Did he/she use the present tense?
Punctuation
Capital letters
Full stops
Checklist: Recount Writing
Name:
 strongly agree
 sometimes
Does it open with a rough idea of what it is about?
 rarely
Is it written in paragraphs with natural breaks?
Is it in chronological order? (In the order in which things happened).
Are there suitable time connectives such as next, after, finally etc.?
Does it come to a satisfactory ending?
Is it in the past tense?
Is it written mostly using ‘I’ or ‘we’?
Child
Teacher
Has it been written with an idea of who it was written for?
Have adjectives and adverbs been used effectively?
Checklist: Persuasive Writing
Have I ....
Set out my main arguments clearly, linking them with connecting
words or phrases?
Yes
No
Introduced my arguments effectively?
Used my conclusion to sum up my ideas?
Used topic sentences to focus my paragraphs?
Explained my arguments and used relevant evidence?
Included at least two opposing point of view & argued against it?
I think I did the following really well:
I think I need to improve on the following :
Teacher comments:
Appendix 5: Teacher Tests and Tasks
Free Writing
What is Free Writing?
1. Allow 10 – 15 minutes of free writing each day.
2. Free writing should be just that, 10 – 15 minutes when the children can write freely.
o It should be in a special copy.
o It should be dated.
o Children should be told beforehand that it will not be marked, corrected or criticised.
o Children may be given an opportunity to read what they have written to the teacher.
o There should be no pressure on children to “produce” an amount of writing.
o The reluctant writer may use pictures to convey a message.
What is the purpose of free writing?
Free writing allows the teacher to assess and monitor where the learner is at. It indicates what
the common writing behaviours in my class are and provides me with a starting point for my
teaching. I can use the children’s common writing errors as focus/ teaching emphases when
modelling writing.
Sample Letter for Parents in Free Writing copy
Children in our school keep a “Free Writing copy”. They are encouraged to write freely on
two to three occasions during the week in school in this copy.
Having an audience is an important part of the writing process. Children are encouraged to
read their free writing to the teacher, to the class, or to you at home. Children’s writing will
be published in our newsletter and on our website.
The free writing copy will not be marked or corrected by the teacher, but will be read by
the teacher.
The children enjoy this approach to writing and are very proud of their work. Free writing
allows the teacher to assess and monitor their progress. It gives children confidence to
write.
Children learn to walk by walking; children learn to talk by talking and children learn to
write by writing. We hope you enjoy their writing