ASTTLE WRITING MATRIX PDF

This set of exemplars illustrates the use of the e-asTTle marking rubric to score writing across the writing prompts. The exemplars cover the full scoring range. asTTle Writing Rubric in Student Speak. Created by Clevedon School from asTTle Writing Rubrics. Last updated: Ideas. Learning Intention. The e asTTle framework for assessing writing. Developing the prompts, marking rubric, and annotated exemplars. Extending the usefulness.

The table and its associated information have been put together in response to requests from teachers and schools, particularly so that they can widen the formative use of the e-asTTle writing tool. Azttle R3 does not translate to curriculum level 3! During the development of e-asTTle Writing, a.

Subscribe to our newsletter and other communication from Evaluation Associates Full Name. The curriculum levels reported for e-asTTle Writing are based on a standard-setting exercise undertaken to link performance on an e-asTTle assessment with the weiting of writing competence provided in the Literacy Learning Progressions.

Marking resources for e-asTTle writing / Teacher resources / Home – e-asTTle

The range of scores is within curriculum level expectations although increasingly fewer students in Years 7 to 10 performed at or above the curriculum levels matgix for their year levels.

You can use the e-asTTle scoring rubrics to assess a prompt you writkng up. This should be used only when a non-standardised form of writing assessment is being undertaken, for instance, when:. An e-asTTle Writing assessment provides a snapshot of what a student can achieve by themselves under standardised conditions. Open the double-sided, fold-out page for the writing matrix in your booklet which is colour-coded for each stage. Home Teacher resources Marking resources for e-asTTle writing.

Part A contains information about the tool, marking and administration and interpreting reports. The Ministry will provide information to assist in score comparisons. The curriculum levels are not used as part of the marking. Each of the 20 writing prompts has its own annotated exemplars specific to that prompt.

Students who score in the lowest category for every element assessed by e-asTTle writing all R1s are not well targeted by the assessment. You will be asked to select a purpose, and then a prompt, when you create an e-asTTle writing test. However, do not put any scored results for your prompts into e-asTTle!

Moderation and things to consider. Search all of TKI. The resources below have been developed by Evaluation Associates over our many years working in schools.

Take time to become familiar with the scores and characteristics of the exemplars. Quick links Improving teacher practice Find out about how you can accelerate student achievement by improving matri practice in assessment for learning.

Writing: Moderation and things to consider | e-asTTle Help

Home Resources Matrices, templates and review tools. The Writing manual is available for download below. However, teachers should test younger students using e-asTTle writing only if they can communicate at least one or two simple ideas in writing without teacher assistance.

Use the writing matrix to decide which stage each learner is likely to fit into — make a general decision at this stage. We can then send you updates and our newsletter. Such tools help teachers, leaders, and boards to identify their professional strengths and learning needs and prioritise the support required. This is the most current and correct version of the conversion table and replaces an incorrect version dated “November 14”.

You may also like: This would include adttle vocabulary and topic-specific vocabulary. Spelling is the focus of a separate element. The generic astle can be used to check interpretation of individual categories for example, category R2 in spelling, or category R4 in ideas. See Choosing a Writing Prompt for more information.

Together, the rubric, the exemplars and the annotations enable consistent marking decisions to be made. Ongoing moderation of scoring decisions is necessary to ensure that scoring is consistent and accurate over time.

Module 2 – Writing

xsttle With well moderated scoring and proper administration e-asTTle writing has the capacity to put students into about six or seven statistically distinct bands of achievement. The specific exemplars are examples of writing for the prompt being used.

There are 76 exemplars of student Writing, designed to help you make scoring decisions. The following questions and answers are specifically related to the e-asTTle writing tool revised.

Curriculum levels derived from the use of the conversion table will not correlate with results entered into e-asTTle because wtiting in e-asTTle have been calibrated and ranked based on how difficult the prompt and purpose is to write. The set of generic exemplars illustrates the use of the e-asTTle marking rubric to score writing across the writiny prompts. This is a useful summary, easy to read and contains important ideas about your English language learners.

Skim through the exemplars and think about how they provide evidence for each stage. A more comprehensive picture will involve collecting multiple pieces of assessment data from a range of contexts and experiences across the curriculum. This means that a student who has been assessed by e-asTTle Writing to be working at a particular curriculum level will not necessarily have produced a piece of writing that looks exactly like a National Standards exemplar.

You will find these inside matrkx scoring rubric. In the revised e-asTTle writing each element has only 6 or 7 scoring categories. In order for the e-asTTle application to calculate a scale score for a student, each element must be scored against the rubric.