Understanding Writing through the
Achievement Chart Categories
September 10/09
What are we looking for when assessing non-fiction
writing?
 What are we looking for when assessing ideas and
organization in non-fiction writing? (BIP, Smart Goal #2)
 How are the writing expectations embedded in the
achievement chart categories? Where do ideas and
organization fit in?
 What does a level 4 writing piece look like, within each
of the 4 categories?

Knowledge and Understanding
 Demonstrates knowledge and understanding
of the text form, genre, and format
 Develops
topic and information
General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven
Reid, Nelson, 2008, pg.18
Thinking
 Generates ideas (connected and supported)
 Demonstrates
processes
 Develops
critical and creative thinking
with perspective
General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven
Reid, Nelson, 2008, pg.18
Communication
 Organizes ideas
 Communicates
purposes
 Uses
for different audiences and
conventions and appropriate vocabulary
General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven
Reid, Nelson, 2008, pg.18
Application
 Transfers knowledge and skills to the writing
tasks
 Demonstrates
the ability to make connections
among topic, personal experiences, and life
situations
General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven
Reid, Nelson, 2008, pg.18
How are ideas and organization embedded in
the overall and specific writing
expectations?
1.
Using the specific expectations for writing provided
highlight the vocabulary and/or examples which
reflect ideas and organization.
What did you notice?
1.
Determine where the specific expectations fit within
the achievement chart categories. (Refer to your
handout)
What did you notice?
General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven
Reid, Nelson, 2008, pg.18
How are ideas and organization embedded in
the overall and specific writing
expectations?
Thinking:
Communication:
Generates ideas (connected and supported)
Organizes ideas
Demonstrates critical and creative thinking processes
Communicates for different audiences and purposes
Develops with perspective
Uses conventions and appropriate vocabulary
Application:
Transfers knowledge and skills to the writing tasks
Demonstrates the ability to make connections among
topic, personal experiences, and life situations
Knowledge and
Understanding:
Demonstrates knowledge and understanding of the text
form, genre, and format
Develops topic and information
General criteria of achievement chart categories as described in OWA, (Ontario Writing Assessment), Mary Reid, Steven
Reid, Nelson, 2008, pg.18
What does a level 4 writing piece look like
within each of the categories?
1.
Your package has 2 different writing samples with the writing prompt
provided to the student.
2.
Deconstruct the exemplar by selecting evidence which reflects the:
a) Criteria of the achievement chart categories (refer to coloured
achievement chart reference)
b) Purpose and intended audience of the task (e.g., word choice,
details, perspective)
c) NOTE: The exemplars provided have not been assessed for
conventions.
3.
Highlight evidence using the same colours shown on the achievement
chart reference
.
How does understanding assessment of
non-fiction writing support the focus of our
Board Improvement Plan and Smart Goal
#2?


IF HPEDSB schools model the writing process for non-fiction writing through shared
writing, using the gradual release model,
THEN students will independently produce non-fiction writing, at or above the
provincial standard, for an intended purpose and audience.
By June 30, 2010,HPEDSB boys will independently produce non-fiction writing for an intended
purpose and audience, as measured by:

· Grade 3 EQAO – Writing results by gender – increase in males achieving levels 3 and 4 from
45% to 50%.

· Grade 6 EQAO – Writing results by gender – increase in males achieving levels 3 and 4 from
38% to 46%.