Extended Assessments Elementary Writing Oregon Department of Education and Behavioral Research and Teaching January 2007.

Extended Assessments

Elementary Writing Oregon Department of Education and Behavioral Research

and TeachingJanuary 2007

Task NamesElementary

• Task 1: Words/Sentences• Task 2: Sentences/

Paragraphs• Task 3: Conventions• Task 4: Write for Different

Purposes• Task 5: Narrative Writing• Task 6: Persuasive Writing• Task 7: Research Writing

Secondary• Task 1: Words/Sentences• Task 2: Sentences/

Paragraphs• Task 3: Conventions• Task 4: Write for Different

Purposes• Task 5: Narrative Writing• Task 6: Persuasive Writing• Task 7: Research Writing• Task 8: Applying for Jobs

Administration – Big Picture

• Task Content

• Prerequisite Skills

• Content Prompts

• Materials Preparation

• Scoring

• Anticipations and Possibilities

• Role Play

Task Content • Each task is aligned to content standards.• Items include:

– Write words from dictation– Write sentences from dictation– Create contractions, correct capitals, choose verb

tense– Identify writing modes– Write a Personal Narrative– Write a Persuasive piece– Answer questions based on information presented

to students.

• The prerequisite skills determine how the student will access the content.

Prerequisite Skills

• Any materials required for the student to respond are within the task.

• The first two Prerequisite skills are the same for all tasks. – Ascertaining Attention– Participating in an Interaction

• Prerequisites 3 and 4 apply to the subject area, but not necessarily to the specific items or content standard.

• Prerequisite 5 is a skill directly related to the following content prompts.

Prerequisite Skills cont.

• Prerequisite skills “#5”– Task 1: Show me where a sentence ends.– Task 2: Tell/Show me a period.– Task 3: Tell/Show me a rule about school that you

have to follow.– Task 4: Tell/Show me a story title.– Task 5: Tell/Show me someone else in the room.– Task 6: Tell/Show me someone else in the room.– Task 7: Show me a table that has numbers in it.

Content Prompts• Progression of difficulty as the students

advance through the items and tasks.– Task 1, Item 1 requires the student to write a

three letter word.– Task 1, Item 5 requires the student to write a

portion of a sentence.– Task 7, Item 5 requires the student to make a

decision based on provided information and write a sentence about it.

Content Prompts cont.

• There is a variation in skills required to respond to content prompts, but there are limitations because of the content area.

• The student does not necessarily need the physical ability to write in order to access the assessment.– There are opportunities to respond with

pointing or gestures.

Materials Preparation

• Students will respond in writing on the student materials for most of the assessment.

• Student Materials for standard administration:– Task 4 -- Two pages must be presented

simultaneously for a matching exercise.– Task 7 -- Two pages must be presented

simultaneously. One with information and one for student response.

Materials Preparation cont.

• Student Materials for scaffold administration:– Tasks 1, 2, and 6 -- Two pages must be presented

simultaneously. One for student response and one with picture prompts.

– Task 4 -- Two pages must be presented simultaneously for a matching exercise.

– Task 7 -- Two pages must be presented simultaneously. One with information and one for student response.

General Scoring Writing

• When the response unit is words and sentences, scoring focus is– legibility, – spelling, – conventions.

• When the unit is paragraphs and compositions, scoring focus is– “thought units”

Pause for note taking

Scoring Continued (Thought Units)

• Thought unit: the words are written in a phrase that can stand on its own with a subject-verb-object– 0 = the ‘thought unit’ consists of illegible words having many

spelling errors and the syntax/grammar is not coherent.– 1 = the ‘thought unit’ contains at least one word that is

legible but contains spelling errors; if more words are present, the syntax/grammar is not correct but still contains the gist of a thought unit.

– 2=the ‘thought unit’ contains words that are legible with only minor/infrequent spelling errors AND grammar/syntax is substantially, if not completely, correct.

General Scoring Writing (continued)

• 1 point : Response is partially correct but contains errors in legibility, spelling, grammar, or syntax. – When the answer requires two responses, and

only one is provided 1 point can be awarded• 2 points: Response is completely correct (or

contains a very minor and non-meaning based error in legibility, spelling, grammar, or syntax).– When the answer requires two responses and

both are correct.Pause for note taking

Standard and Scaffold Administration

• Materials

• Exercises

Extended Assessments

Middle/High Writing Oregon Department of Education and Behavioral Research

and Teaching

January 2007

Task NamesElementary

• Task 1: Words/Sentences• Task 2: Sentences/

Paragraphs• Task 3: Conventions• Task 4: Write for Different

Purposes• Task 5: Narrative Writing• Task 6: Persuasive Writing• Task 7: Research Writing

Secondary• Task 1: Words/Sentences• Task 2: Sentences/

Paragraphs• Task 3: Conventions• Task 4: Write for Different

Purposes• Task 5: Narrative Writing• Task 6: Persuasive Writing• Task 7: Research Writing• Task 8: Applying for Jobs

Task Content • Items include:

– Generate sentences– Write sentences from dictation to form a paragraph– Write words from dictation, choose correct verb

tense, correct capitalization– Identify writing modes– Write a Personal Narrative– Write a Persuasive piece– Answer questions based on information presented

to students– Follow a sequence and answer questions, fill out a

form with personal information

Pre-requisite Skills cont.

• Pre-requisite skills “#5”– Task 1: Move a pencil.– Task 2: Tell/Show me where you should write.– Task 3: Tell/Show me a rule that you have to follow.– Task 4: Tell/Show me a story title.– Task 5: Tell/Show me someone else in the room.– Task 6: Tell/Show me someone else in the room.– Task 7: Show me a dollar sign.– Task 8: Tell/Show me a first name.

Content Prompts

• In general, there is a progression of difficulty as the students advance through the items and tasks.– Task 2, Item 1 requires the student to write a four

word sentence.– Task 2, Item 5 requires the student to write an

eleven word sentence.– Task 7, Item 5 requires the student to access

written information and answer comprehension questions in writing.

Materials Preparation• Students will respond in writing on the student

materials for most of the assessment.• Student Materials for standard administration:

– Task 4 -- Three pages are included, two pages must be presented simultaneously for a matching exercise (There will be only two pages in the final version).

– Task 7 -- Two pages must be presented simultaneously. One with information and one for student response.

Materials Preparation cont.• Student Materials for scaffold administration:

– Tasks 1, 2, 5, 6 and 8 -- Two pages must be presented simultaneously. One for student response and one with added picture prompts

– Task 5 has two pages of picture prompts.– Task 4 -- Two pages must be presented

simultaneously for a matching exercise.– Task 7 -- Three pages must be presented

simultaneously. Two include information and picture prompts. One has lines for student response.

Standard and Scaffold Administration

• Materials

• Exercises