1. e-asTTle Writing Paekakariki School 29 th May2012

2. LI/SC Know about the components of the new e- asTTle writing Choose a prompt (task) Have a go at using a rubric Learn About New e asTTle

3. The scope of NEW easTTle Years 1 to 10 (up to L6) suitable for students who can independently communicate at least one or two simple ideas in writing Valid and reliable Compatible with the existing e-asTTle technology

4. What does the tool assess? A part of the whole General writing competence - skills not specific to particular learning areas—does not assess content knowledge - aspects of writing-to-communicate across the curriculum -skills core to writing in general Independent writing of continuous text across five communicative purposes and seven elements -prompts specify a purpose but the rubric accommodates multiple purposes -describe, explain, recount, narrate, persuade -writing scored element by element but appears as an overall score on the measurement scale -ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, spelling ( formerly known as curriculum functions/features/dimensions )

5. What does the tool assess? A part of the whole Why only a part of the whole? -The e-asTTle model for assessment and reporting involves standardised tasks that lead to reliable results that can be reported on measurement scales -One assessment can’t assess everything -Not sufficient for making an OTJ (see 4.2 in manual)

6. The components of e-asTTle writing 20 prompts (formerly known as tasks) Marking rubric (includes structure and language notes) Annotated exemplars Glossary and definitions Scoring and reporting tools

7. Using an e-asTTle writing assessment An e-asTTle writing assessment involves: Selecting a prompt Introducing the prompt to the students- 5 mins and no written record of discussion. Students writing to the prompt for up to 40 minutes Scoring the responses against a rubric with the help of annotated exemplars Entering results into the online application and generating reports.

8. Create a new “test”

9. Create a customised test

10. Choose a purpose

11. Select a prompt

12. A writing prompt

13. Choosing a prompt Teachers need to use professional judgement to ensure a prompt is appropriate. For example, consider: -the level of abstraction -the complexity of the text structure -the context Some prompts use slightly simplified language: -the three recounting prompts -three of the describing prompts

14. The marking rubric elements

15. Marking rubric: Ideas

16. Marking process Markers need: -student script -prompt -marking rubric (ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, and spelling) -structure and language notes -annotated exemplars -glossary and definitions A step by step approach: -read through whole script -work through rubric element by element -check writing against category descriptors and notes to identify best fit category (R1, R2, R3 etc) -use exemplars to clarify and confirm decisions -moderate decisions -record each score on front page of student writing booklet

17. Characteristics of a fair marker During marking: -self disciplined—need to recognise the authority of the rubric and put aside their knowledge of the student as a whole -a team player—need to accumulate a shared understanding of the rubric After marking (planning next steps): -creative

18. Annotated exemplar

19. Characteristics of the annotated exemplars The 76 annotated exemplars: -developed from student responses to the 20 prompts -marked using the rubric -cover all prompts (each prompt has at least 3, covering a range of scores—low, medium, and high) The student scripts exemplify: -typical, not ideal, writing -tricky features to score (e.g., possibly off-topic; multiple purposes) The annotations: -justify scores The generic exemplars: -from the same group of 76 -used to check interpretation of individual categories

20. National reference information for e-asTTle writing National reference information is available for: Year level Year level by gender Year level by ethnicity Year level by region Year level by “English at home” Year level by “schools like us”