| Computerized Scoring
Technology has been engaged to assist with the drive for standardized evaluation. In an effort to both objectify writing evaluation and ease the burden of grading, Educational Testing Services (the writers of the SAT) and others have enlisted the help of computer technology. However, the value of automated scoring technologies is also limited for the same reasons that traditional standardized testing is limited. |
| Checklists�a list of targeted items. There are no evaluative markers regarding degree of quality. A checklist provides a reference point for whether various elements or behaviors are present. Topics for checklists include, but are not limited to: |
 |
|
 |
| MEASUREMENT TOOLKIT: Assessment for Objective Evaluation |
| Formal Assessment Instruments of writing competency that yield a single score are most useful for public accountability. Writing for this kind of assessment is a specialized, school-based genre that students need to become adept at in order to advance to higher learning. The nature of test design necessitates a limited set of writing prompts for eliciting written responses. Criteria for evaluation are weighted toward surface features of writing such as usage, grammar, spelling, grammatical aspects of style, and five paragraph structure. Formal writing evaluation has limited value for informing instruction except to report how well a student is able to apply what s/he knows of about writing to the context of writing test genre. |
|
|
|
| Standardized Tests
The cry for public accountability in education has driven development of standardized testing into a major industry in the U.S. Examples of standardized testing for writing include, but are not exclusive to SAT II, Advanced Placement English Exams, various state exams such as the writing subtest in Texas� Test of Academic Knowledge and Skills (TAKS). The AP History and Political Science Exams also measure writing ability because they are heavily dependent on essay responses. Standardized testing compares a student�s performance to the performance of a normal distribution sampling of his/her peers on a similar test. |
| Informal Assessment Instruments can be used to make expectations clear for students before they begin writing, provide a point a reference for reflection during writing, and assess writing upon completion of a task. Informal measurements are the most useful tools for helping students improve their writing, because they are applicable to all genre, build on real writing for real purposes directed at real audiences, and can be written to address specific targets relevant to the instructional situation. Objective informal assessment tools include: |
| Rubrics � a list of targeted items with criteria for evaluating both quality and quantity. The characteristics of minimal, medium, and high quality/quantity are explicitly defined for each element in a grid format. Rubrics yield analytical information for both writer and instructor that is task specific. They are usually designed for product evaluation only. Rubrics sometimes use terms like �attempted, acceptable, admirable, awesome� or �novice, beginner, learner, expert� to extend struggling students beyond good/bad judgments that stifles their motivation to improve. Rubrics can also use evaluative labels to identify performance levels (ex: 0-inadequate, 1-needs improvement, 2- adequate, 3-meets expectations). |
| Trait Scoring Guides � a specialized type of rubric that is more detailed and can be applied to more than one writing task. The 6 Traits Scoring Guide, designed by Vicki Spandel is a popular, easy to use, research-based example. Spandel�s trait guides provide practical assessment that informs instruction based on the six trait categories identified by research (LINK). Another model, called 6 Traits + 1 uses the same traits with altered categories. A Trait Scoring Guide moves a reader/writer from vague comments like, �awesome dude!� or �you could do better� to specific aspects of writing that can be addressed to improve communication. |
| Where to find more of these tools: |
| Teacher Designed � Experienced teachers who engage in effective instruction design various informal assessment formats to address the needs of specific students, tasks, and learning objectives. This accounts for the great variety of rubrics and checklists that can be found on the web where teachers share their work with one another. |
| Published � Published lists of criteria are abundant on the web, in books about writing instruction, and in journal articles. |
| DeFina, Anstendig & De Lawter (2001), Jones (2001) |
| Cheville (2004), Thomas (2005) |
| Baldwin (2004) |
|
|
| punctuation Mark skills
editing revision writing forms elements for a specific genre writing process self assessment for content in a report |
| Burch (1997), Moskal, (2000), Stix (1997) |
| Wolf, Wolf & Carpenter (2002), Routman (2005), Tompkins (1993) |
| Sample Process Checklists- |
|
| Spandel 2002 |
| These guides can be applied to evaluate product and guide process. The difference is in how the information is used. |
|
|
|
| To design one yourself, first decide if your goal is to evaluate completion (checklist) or quality (rubrics). Checklists are designed by simply listing the required elements for an acceptable performance or product. Extend your checklist to a rubric by defining and ranking levels of performance. Checklists can be designed to reflect state and national standards |
| Moskal (2000), Routman (2005), Stix (1997) |
| DeFina, Arstendig & Lawter (1991) Tompkins (1982)
|
|
|
|
|
|
 |
|
|
| download for assessing the full writing process download for assessing the revision phase only |
| Sample Product Checklists - |
|
|
| link for creating a checklist to compliment any project at any grade level using this interenet tool for teachers at the Project Based Learning site |
|
|
|
| Sample Product Rubrics - |
| link to Middle Web which has an explanation of rubrics and samples that are appropriate for common middle school writing assignments link to Teacher Created Writing Rubrics for Assessment site. click Writing Rubrics for many different kinds. link to Mulitage-Education.com which offers a rubric for evaluating Literature Logs in the intermediate grades. |
| Sample Product and Process Checklists for a Creative Writing Assignment-- |
|
|
| Lesson Plan for Writing a Time Travel Adventure Story Writing Process Checklist Writing Product Evaluation |
|
|