isat writing grades 3, 5, 6, and 8 2009-2010. testing dates/grades isat – march 1 – 12, 2010 *...
TRANSCRIPT
ISAT WRITINGGrades 3, 5, 6, and 8
2009-2010
Testing Dates/Grades
ISAT – March 1 – 12, 2010*Grades 3 and 5 – ExpositoryGrades 6 and 8 – Persuasive
and Narrative
* Casmir Pulaski Day - March 1
Before the test you will receive from Pearson…
District and school packing lists
ISAT Manuals/Tests
Writing Folder: Prompt page Lined pages
Notes page
Student and Testing School ID labels (one Student Label for regular ISAT and one for the Writing Folder)
Return shipping labels
New In 2010
Blank Sheet of Paper – Teachers can provide students with a blank sheet of paper to help plan their composition.
New Sample Book on the ISBE Web Site http://www.isbe.net/assessment/pdfs/2010/ISAT_Writing_Sample_Book_2010.pdf
TEST SESSIONS
Writing Sessions are 45 minutes in
length.
Grades 3 and 5 – one session
Grades 6 and 8 – two sessions
2010 CUT SCORES
Scale score ranges for ISAT Writing
AcademicWarning
Below Standards
Meets Standards
ExceedsStandards
Grade 3 6-13 14-20 21-27 28-33
Grade 5 6-13 14-20 21-27 28-33
Grade 6 6-13 14-20 21-27 28-33
Grade 8 6-14 15-20 21-27 28-33
WRITING PERFORMANCE2000-2009 Grade 3
Grade 3
Academic Warning
Below Standards
Meets Standards
Exceeds Standards
Meets + Exceeds
2000 6 38 53 2 55
2001 9 33 55 3 58
2002 9 34 54 3 57
2003 7 33 57 3 60
2004 5 31 61 3 64
2009 7 31 55 7 62
WRITING PERFORMANCE2000-2009 Grade 5
Grade 5
Academic
Warning
Below Standard
s
Meets Standard
s
Exceeds Standard
s
Meets + Exceeds
2000 3 26 57 14 71
2001 4 27 58 12 70
2002 6 35 54 5 59
2003 6 29 61 4 65
2004 4 26 66 4 70
2007 10 40 39 11 50
2008 9 36 45 10 55
2009 8 38 46 8 54
WRITING PERFORMANCE 2009 Grade 6
Grade 6 *
AcademicWarning
BelowStandards
MeetsStandards
Exceeds Standards
Meets + Exceeds
2008 5 35 55 5 60
2009 5 26 61 8 69
*2008 was the first year for Grade 6 Writing assessment.
WRITING PERFORMANCE 2000-2009 Grade 8
Grade 8
Academic Warning
Below Standard
s
MeetsStandar
ds
ExceedsStandar
ds
Meets+Exceeds
2000 3 27 59 11 70
2001 6 32 55 7 62
2002 5 32 57 5 62
2003 6 35 55 4 59
2004 5 32 59 5 66
2007 6 31 54 9 63
2008 6 31 54 9 63
2009 6 29 56 10 66
Examples of Reports
Examples of Reports
The Writing Folder
Demographic Page (affix student ID label)
Prompt Page Four Lined Pages per Session Space for Notes (notes are not scored)
Student Name Space on Back Cover
ISAT
Grade
6
Session 1
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Types of Compositions
Expository – requires students to explain, interpret, or describe what is asked for in the prompt (Grades 3 and 5)
Persuasive – requires students to take a position and develop one side of the argument (Grades 6 and 8)
Narrative – requires students to recount and reflect upon a significant experience or observed event (Grades 6 and 8)
Features of the Rubric: FOCUSGood – Purpose set with effective
introduction, maintains position, effective closing
Not So Good- General development, launch, giant Focus, Focus drift, abrupt closing
Oh Oh – Prompt dependent, off-mode, over-promise, insufficient writing
Features of the Rubric: SUPPORT/ELABORATION Good- Specific detail, all points
developed, balanced, second-order, word choice, voice
Not So Good- Some specific detail, some depth, inconsistent voice, sufficient writing
Oh Oh- General, list-like, insufficient writing, voiceless, unclear
Features of the Rubric: ORGANIZATION
Good – Clear structure, appropriate paragraphs, shows coherence and cohesion, varied sentence structure
Not So Good – Structure evident, most transitions appropriate, may be somewhat formulaic, sufficient writing
Oh Oh- Unclear structure, intrusive transitions, simplistic sentences, off mode, insufficient
Features of the Rubric: CONVENTIONS
Almost All Student Writing Will Contain Errors
Scoring depends on the following:
Major vs. minor errors
The impact of errors on communication
The density of errors
Features of the Rubric: INTEGRATION “The whole is greater than the sum of its parts.”
It is an evaluation of how the features work together to form the whole, of how clearly the composition achieves the assigned task for a specific grade level.
SCORE=Focus+Support/Elaboration+Organization+
Conventions+Integration+Integration
Rubric Student Checklist Expository, Grade 3 Focus Sets purpose of composition in the introduction through either a
thematic introduction or specific preview. Maintains position/logic throughout. If previewed, each point is addressed. Effective closing (may be restatement of points in the
introduction)
Expository, Grade 3-5 Focus I have an interesting beginning to my composition that clearly
explains what I am going to write about. My composition is about the subject or topic. If I use previewing, I remember to write about each point. I write a closing that successfully ties my ideas together.
(Teachers: Please use the rubric for instruction.)
Thematic Introduction - Grade 3
Prompt: Write an expository composition describing what it takes to be a good friend.
“It takes a lot to be a good friend. I can help you understand how to do this. If you want to learn to be a good friend, read what I have to say. Follow my advice.”
(Announces topic --does not have to be a specific
preview)
Lack of Cohesion – Grade 3
Prompt: Write an expository composition describing what it takes to be a good friend.
“…She helps me with art. She helps me with my problems. She helps me with answers. She helps me with reading.
She shares with me. She shares cookies with me. She share stickers with me…”
(Sentences could be arranged in any order.)
Launch – Grade 3
Prompt: Write an expository composition describing what it takes to be a good friend.
“It takes care and respect. You have to be kind and good to each other. You share things and be nice to each other. Don’t fight and try to kill each other.”
(This does not indicate the topic: Is it discussing a good marriage? What?)
Cohesion – Grade 5
Prompt- Write an expository composition about an invention you think is important.
“The computer is easy to use. With just a click of the mouse, you’re surfing the web. Just as easy is finding information because it is right in front of you sorted into different categories. Also, the language of computers can be easily switched. So, if your mom wants her information in French, it can change in a matter of seconds.”
(Sentences are cohesive: they connect ideas.)
Focus Drift- Grade 5 Prompt: Write an expository composition about One
person who is an example of a good role model.
“My cousin Patty is a good role model because she’s always buying me things if I need it. She just gave me a jacket and she bought me some school paper and pencils and index cards. I have to take the jacket to the cleaners because my other cousin’s kids are always touching things without asking and they got something on it. I know they didn’t mean to hurt it but…”
(Does not continue to discuss Patty as role model--adds irrelevant information)
Second-Order Support- Grade 5
Prompt: Write an expository composition about One person who is an example of a good role model.
“ My mom is a good role model because her cooking is good, especially her baking. My mom is a great baker because she can bake at the speed of light and still have everything turn out great. When she bakes turkey, it even tastes good when it is left over. Also, my mom is enthusiastic about her baking. When she bakes, she bounces around and sings. Sometimes she makes the food look like it came from another planet with different shapes and strange colors. To watch her bake is almost like watching a movie.”
(Elaborates on ideas--bake at the speed of light, makes food look like it came from a different planet, almost like watching a movie)
List-like – Grade 8 Prompt- Write a persuasive composition telling
whether you agree or disagree that the media should report the private lives of famous people.
“I think the media should cover their lives because people might want to know how they live or what they eat. One reason is they want to know how they live. People want to know if they have problems or to see how they look. People want to see their cars. Also people want to see TV stars and how they live. Some want to see their house and they want to know if the rumors are true. And they want to know what they have to say about their lives…”
(There is no elaboration of ideas.)
Relevant Reactions – Grade 6
Prompt – Write a narrative composition about a time you gave or received a special gift.
“…The first time I looked in the magazine I saw a doll called Samantha. I wanted her so much it hurt. She had luscious curls, peachy skin, and a simply gorgeous smile… When spring came so did Easter and I begged my mom, “Please can I have her?” I didn’t get her. There were silent tears….I asked again at my birthday and again I didn’t get her, not even Molly. I was disappointed. I didn’t give up, but I came close...Christmas finally came and not knowing whether to be excited or disappointed, I raced down the stairs on Christmas morning…There she was looking just like she did in the magazine. I immediately took her out and hugged her.”
(Luscious/begged/silent tears/disappointed/raced/hugged)
Specific Word Choice – Grade 8
Prompt – Write a narrative composition about one time when you or someone you know was treated unfairly.
“It all started on one of those typical winter days. I will admit that my friends must have been stricken with a touch of the ‘winter blues.’ Regardless, it was no excuse for the pandemonium that would erupt during my lunch hour. I walked to my usual table, greeting everyone as I sat down. There were only a few of us at first. The rest of my friends were still standing in the unbearably long lunch line.”
(Stricken, winter blues, pandemonium, erupt,
unbearably)
Please hear this…
Understand that writing for reading assessment is not exactly the same as writing for writing assessment.
Students who perform brilliantly on multiple choice items may not
demonstrate the same brilliance on the writing test.
You will know how to help a student improve his writing by looking at his feature scores.
Scorers are trained in the ISAT rubric and scoring guides, are subject to continuous review, and are instructed to err on the side of the student.
There are many good classroom writing programs, but be aware that they may differ from ISAT writing because of the requirements of the rubric.
State writing scores compare favorably to writing scores across
the country. Illinois eighth graders scored among the top tier of states on the
NAEP writing assessment.
ISAT Writing True/False
It is NOT necessary to have a five-paragraph formulaic strategy.
(The composition should be evenly developed. We do not count paragraphs.)
It is NOT true that more words are always better. It is NOT true that every persuasive composition must have
three reasons. It is NOT true that the quality of handwriting affects scoring. Writing is NOT currently an AYP subject. Students CANNOT use a dictionary while testing. Student responses CANNOT be photocopied.
___________________________________________________
It IS true that off-mode responses will be penalized in both Focus and Organization.
It IS true that students may use “I” in persuasive and expository responses. (i.e. anecdotes, examples)
It IS true that insufficient writing can be an issue for all features.
ISAT Writing Rubric Terminology
Balance – Major points are developed evenly Bare Bones Development – A response with
only the essentials; weak in support Coherence – Overall organizational plan Cohesion – Idea-to-idea connection, usually
achieved through sentence variety, word choice, and/or effective transitions
Episode - Happenings within the unifying event in a narrative
Extension - Additional information but at a superficial level; does not add depth
Terminology continued…
Focus Drift- Adding irrelevant information Formulaic Structure – Simple presentation
that replicates a template Giant Focus – An organized plan is
announced but not developed Inductive Focus – Technique for presenting
the topic through clues, examples, or anecdotes
Intrusive Transitions – Transition words that interrupt the flow of ideas and thoughts
Launch – Developing the topic without providing an opening statement
Terminology continued…
Off Mode – Response does not match the assignment
Prompt Dependent – The reader’s understanding depends on his familiarity with the prompt
Redundant Transitions – Reuse of the same transition words
Second-order Support – Explains the importance of evidence/examples; adds depth
Specific Preview – Introduces the topic and shows how it will be presented
Sufficiency – Very little writing or very little content or substance
Terminology continued…
Thematic Introduction - States the overall idea or topic; prepares the reader for how the writer is going to treat the topic; may be anecdotal
Umbrella Statement – An opening or closing statement that covers all topics, ideas, and episodes
Unifying Event – Main happening or occasion in a narrative
Voice – Lively, interesting writing that engages the reader
Word Choice Enhances Specificity – Vivid words and phrases are used to create a picture in the reader’s mind
Interactive CDs for ISAT Writing(sent to schools in September, 2008)
Grades 6 and 8 Grades 3 and 5
If your school did not receive these or cannot locate them, contact ISBE.
