Writing Assessment Framework 2011 NAEP
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The document summarizes the key goals, characteristics, and components of the 2011 National Assessment of Educational Progress writing assessment. The assessment aims to evaluate students' ability to write for different purposes and audiences using word processing tools. It assesses three domains: development of ideas, organization of ideas, and language facilities and conventions. Student performance is reported using scale scores, achievement levels, and examples of student writing.
Writing Assessment Framework 2011 NAEP
- 1. Writing Framework 2011 National Assessment of Educational Progress National Assessment Governing Board U.S. Department of Education By: Khalid El-Gamal M.Ed
- 2. Key Goals for the 2011 NAEP Writing Assessment To encourage student writers to move beyond prescriptive or formulaic approaches in their writing To assess students’ writing using word processing software with commonly available tools To measure student’s ability to respond to a writing task in an on-demand scenario
- 3. Key Characteristics of Writing Tasks Guidelines for Development • Topic • Purpose • Audience Student Engagement • Content • Approaches to thinking & writing • Form
- 4. Communicative Purposes To persuade To explain In order to change the reader’s point of view or affect the reader’s action In order to expand the reader’s understanding To convey In order to communicate individual and imagined experience to others
- 5. Percentage of Writing Tasks G4 G8 G 12 To persuade 30% 35% 40% To explain 35% 35% 40% To convey experience 35% 30% 20%
- 6. Audiences Grade 4 Peers – teachers – school officials – parents Grade 8 & 12 Authoritative audiences e.g. community leaders and government officials
- 7. Approaches to Thinking and Writing Describing & Narrating (storytelling) Reflecting and questioning Evaluating & interpreting (critiquing) Analyzing & synthesizing (logical reasoning)
- 8. Types of Writing (Form) Grade 4 Specified Grade 8 & 12 Specified (letter) Recommended (letter, editorial, or essay) Not specified
- 9. Domains of Evaluation Development of ideas Organization of ideas Language facility and conventions
- 10. Criteria for Evaluation Development Organization Language Facilities & Conventions • Depth & complexity • Details & examples • Approaches of thinking & writing • Text structure • Coherence • Focus • Word choice • Sentence structure & sentence variety • Voice & tone • Grammar, usage, and mechanics (capitalization, punctuation, and spelling)
- 11. Assessment Results Scale scores (1-6) Achievement levels Profile of student writing
- 12. Achievement Levels Levels Proficient (solid academic performance) Advanced (superior performance) Basic ( partial mastery of prerequisite knowledge and skills) Components Achievement level descriptions (how good is good enough) Cut scores Examples of students’ responses
- 13. Assessment Features Computer-based for Grade 4 by 2019 Computer-based for Grade 8 & 12 Word processing tools enabled (except, font color, clipart, and the internet) Two 30-minute extended response tasks Accessibility & accommodations Large print – Braille – extended time - audio Holistic scoring rubric
- 14. Nation’s Report Card Where assessment results reported Includes information about the subgroups of students Gender Race/ethnicity Eligibility for free/reduced-price lunch Students with disabilities English language learners
- 15. NAEP Reporting Components How information is reported What is reported What information is gathered Profile of student writing
- 16. Content Components for the 2011 NAEP Writing Assessment Communicative purposes To persuade To explain To convey experience Example Audiences Principal Parents government officials Peers Community Leaders Teachers Example Approaches to Thinking & Writing Analyze Narrate Describe Summarize Evaluate Synthesize Reflect Question Argue Example forms Essay Story Article Letter Editorial Report Evaluation Criteria Development of Ideas Organization of Ideas Language Facilities & Conventions
- 17. Thank you