ON-DEMAND WRITING ASSESSMENT USING CLASSROOM ASSESSMENT IN SUPPORT OF LEARNING GRADES 1 TO 8 Begin with the End in Mind means to begin each task or project.

ON-DEMAND WRITING

ASSESSMENTUSING CLASSROOM ASSESSMENT IN

SUPPORT OF LEARNINGGRADES 1 TO 8

Begin with the End in Mind means to begin each task or project

with a clear vision of your desired direction and destination, and

then continue by flexing your proactive muscles to make things

happen. Stephen Covey

JOIN THE CONVERSATION

Use #RCSDinstitute to engage in professional dialogue with your colleagues.

END OF YEARThe summative assessment will be administered between May 4th and June 11th.Results are due to CEC June 19th.

In addition…• There will be an optional marking session on the May 15th TPD. An email

with information will be shared with administrators. • There will be a marking session on the afternoon of May 21st. Each school

will be able to send one teacher to score student writing (similar to the process we follow for RAD marking sessions).

INSTRUCTIONAL RESOURCESTraits WritingWrite TraitsPM Writing/Write Source Write Traits Grades 1-3 (schools alrea

dy have grades 4-8)ELA Moodle Page

after Institute check out updated writing assessment resources

RUBRIC (SUGGESTED REVISIONS)

Throughout the session you will have multiple opportunities to use the writing rubric.

Table Lead: Please record suggested revisions on the HOT PINK rubric.

Revisions should be based on table consensus.

Table Lead: At the end of the session, place the scored rubric in the envelope labelled “Scored Rubrics.”

TABLE SCORING: WRITING SAMPLE #1Table lead: Pass out the writing sample on YELLOW PAPER.

1. Read the writing sample.2. Together, with the members at the table, use the rubric to score the writing

sample.

3. Table Lead: On the yellow rubric, record the table consensus scores. Place the scored rubric in the envelope labelled “Scored Rubrics.”

Note: the Meeting Outcomes criteria on the rubric aligns with curriculum expectations for that grade level.

TABLE SCORING: WRITING SAMPLE #2Table lead: Pass out the writing sample on BLUE PAPER.

1. Read the writing sample.2. Together, with the members at the table, use the rubric to score the writing

sample.

3. Table Lead: On the blue rubric, record the table consensus scores. Place the scored rubric in the envelope labelled “Scored Rubrics.”

Note: the Meeting Outcomes criteria on the rubric aligns with curriculum expectations for that grade level.

TABLE SCORING: WRITING SAMPLE #3Table lead: Pass out the writing sample on GREEN PAPER.1. Read the writing sample.2. Together, with the members at the table, use the rubric to score the writing

sample. Also, discuss possible instructional steps.3. Table Lead: On the green rubric, record the table consensus scores.4. Table Lead: On the green rubric, record suggested “Instructional Notes.” (Sample “Instructional Notes”)

5. Table Lead: Place the scored rubric in the envelope labelled “Scored Rubrics.”

Note: the Meeting Outcomes criteria on the rubric aligns with curriculum expectations for that grade level.

This is the “meeting” outcomes sample that was selected for the learning folder.

TABLE SCORING: WRITING SAMPLE #4Table lead: Pass out the writing sample on LIGHT PINK PAPER.1. Read the writing sample.2. Together, with the members at the table, use the rubric to score the writing

sample. 3. Table Lead: On the light pink rubric, record the table consensus scores. Place the scored rubric in the envelope labelled “Scored Rubrics.”

Note: the Meeting Outcomes criteria on the rubric aligns with curriculum expectations for that grade level.

Complete this task OR move to the task on the next slide.

INDEPENDENT SCORING Continue scoring your own students’ writing. Periodically, share with a table partner to ensure consistency of scoring expectations.

TABLE LEADPlease give your envelope labelled “Scored Rubrics” to the administer of the host school.

Enjoy the

weekend!