Lake Region Union High School

WRITING SAMPLES
ASSESSMENT
COMPONENT

Grade 12

Section D: Writing Samples Assessment Component
Purpose: To provide students, teachers, parents, and administrators with feedback relative to learners' level of development regarding selected types of composition assignments

Rationale: No single test can measure a student's overall writing ability. Certain types of tests are reasonably valid and reliable if the tests
-- are based on a sufficient sample of the student's writing;
-- focus on several types of writing;
-- are given under circumstances that approximate the conditions under which real writing is done;
-- provide the writer with information about the audience and purpose for the writing;
-- are graded by blind readers (that is, by readers who are unaware of the writer's identity);
-- are graded holistically by at least two, and sometimes three, readers in a rating system
designed to enhance inter-rater reliability.
(Diederich, 1974; Odell, 1981)
Description: Once per school year, students in grade twelve will be
given a test which asks them to generate samples of specific types of writing (We suggest that the samples be gathered over two days during the schoolÕs March/April assessment days.). The test will be administered in two sessions (55 minutes) on two consecutive days. The test is designed to gather samples which reflect students' skills in using all stages of the writing process. During the first session, students are given a prompt from which they are to generate preliminary drafts. On the second day, students revise their preliminary drafts to produce final drafts. On both days, students are allowed to use dictionaries and/or thesauruses, if they so desire.
Format: Students are instructed to generate a persuasive
essay. The studentÕs test packet may include material provided in Appendix D. Figures D-1 through D-2 are materials for administering the test. Each packet should contain a cover page (containing spaces for the student's name, etc., and for scoring information), a directions/prompt page (containing general instructions and the prompts), and six blank, lined pages (on which students are to write their preliminary and final drafts).
Scoring Procedure: Only staff trained in the holistic assessment of the test to be graded, and familiar with the rubric designed specifically for this test and for writing in general, should be charged with the
task of scoring these papers. Large-scale, systemwide assessment of student writing seems to demand holistic scoring. Holistic evaluation of writing -- based on the notion that the general impression conveyed by the whole piece of writing is greater than any one of its parts -- has proved to be reasonably reliable and the most cost-effective method of scoring.

Test-specific (writing-specific) rubrics are included, as is a brief discussion of holistic scoring procedures to be used in this system.

Appendix D-2: Instructions for Administering the Writing Exercise
Instructions for Administering the Writing Exercise
GENERAL GUIDELINES:
1. Testing is to be done in two, 55 minute periods, one per day
on two consecutive days.
2. An ample supply of dictionaries and thesauruses should be available in each classroom.
3. Students should use blue or black ink for their final drafts.
4. Each writing packet should contain six pages on which students are to write their preliminary and final drafts.
FIRST SESSION:
1. Maintain a quiet writing environment while students are working. Students should not be allowed to work together during the session.
2. Distribute the writing prompt and read through it with the students during the time allotted for directions.
3. The first session is for generating preliminary drafts. Teachers are to provide no guidance beyond reading the prompts aloud before the writing session.
4. At the end of the first session, collect the writing packets. Make certain that studentsÕ names are on these packet so that packets can be quickly distributed at the beginning of the next session.
5. Students should clearly understand that they may continue to think about the writing and do additional prewriting or practice drafts between the two sessions. They are not prohibited from working with someone else between sessions. However, no notes or additional drafts completed outside of the first test session may be used when students return for the second session. Only the papers from the first session will be available to them.

SECOND SESSION:
1. All papers from the first session should be returned during the time allotted for directions.
2. Writing paper, dictionaries, and/or thesauruses should still be available.
3. Final drafts must be completed and returned by the end of the second session. The final draft must be done in ink. For ease of scoring, students should write on only one side of each page.
4. Again, a quiet writing environment should be maintained. To reduce the incentive to rush through the writing assignment, students should not be allowed to work on other things even if they finish early.
5. Be certain that each student has correctly completed the information requested on the packetÕs cover page. This is essential.

Appendix D-3: Test Packet Cover Page
NOTE: I.D. NUMBERS ARE RECOMMENDED TO PROMOTE OBJECTIVITY.
Student's Name/I.D.# ________________________________
Teacher/I.D.# ______________________________________
School Lake Region Union High School
Grade ___________________ Date ____________________
Scoring Information
First Reader________ ______ ______ __________ __________ /__________
Second Reader ______ ________ ______ ___________ _________/_______
Third Reader ______ _______ _______ __________ __________/_________

Overall Score _______
Scorers will be teams of three (English teachers as well as other faculty members). Each scorer will write a narrative evaluation for the student, but the scorersÕ numerical ratings will be averaged. This average score will be reported on the studentsÕ transcripts.
Appendix D-8: Test Packet Directions/Prompt Page (Grade 12, Spring)
Writers: Read these directions silently as your teacher reads them aloud.

A SAMPLE OF PERSUASIVE WRITING
STUDENT DIRECTIONS
Each twelfth grade student is being asked to write on one topic so that we can obtain a sample of his or her writing. This is part of a system used to help us keep track of students' writing skills. For the next two days, you will use your time in class to write on one topic. Today you will read the topic, pull together your ideas, and write a first draft. You will have 55 minutes; so plan your time in order to complete your first draft today. Your notes and your first draft will be collected before you leave today. Tomorrow they will be returned to you, and you will have another 55 minutes to revise, edit, and prepare a final, polished draft.
Although you may write your first draft in pencil, your final draft must be written in blue or black ink, so be certain to bring a pen with you tomorrow. If your final draft is more than one page long, please write on only one side of each sheet of paper. Dictionaries and thesauruses are available in the room, and you may use them whenever you wish.
It is important that you do not talk with anyone else during these sessions so that everyone can concentrate. You may, however, talk with one another about the assignment after class. If you finish early, please do not work on anything else. Just sit quietly while others finish their work. Tomorrow you may use the notes and first draft that you turn in today. You may not bring with you notes or additional drafts completed outside of class.
Now, please look at the prompt below. Listen carefully as I read it. Then begin working.
The Department of Education is considering a recommendation to lengthen the school year in order to improve the academic achievement of Vermont students.
1. Determine your position on this proposal.
2. In a persuasive essay, present your position and provide
specific examples to support it.

Appendix D-11: Holistic Scoring Procedure for Test
Recommendations for Holistic Scoring of Writing Test
Structure: Each scoring group must have a designated "leader." Leaders are responsible for assembling the writing packets and providing the scoring rubrics.
Procedure:
1) Before scorers arrive during the schoolÕs May in-service day, the leader should open each packet to the page on which the student's
final draft begins. (The writerÕs original work will be photocopied so that each scorer/reader will have his/her own copy of the work, upon which the reader may make his/her own notes as he/she reads. The studentÕs original, along with the written reports (See 6.) of the readers/scorers and the overall assessment of the work (overall score), will be returned to the writer.)
2) Each writing packet is to be evaluated and scored by three readers.
3) Raters' scores are to be indicated in such a way that the second and third readers remain unaware
of scores assigned by previous readers.
4) If the overall score on a paper differs by no more than one place from scorer/reader to scorer/reader, the leader averages the three scores to produce an overall score
5) When a paper's overall score differs by more than one place, the leader initiates a discussion with the scorers to determine an overall score.
6) Each scorer/reader will provide a written report (a paragraph or a completed form), to be given to the writer, that evaluates the writerÕs skill in each of the assessed areas of writing (rubric), as well as other comments as appropriate.
7) The writerÕs overall score will be reported on the studentÕs final transcript and to the student.

Lake Region Union High School

WRITING SAMPLES ASSESSMENT COMPONENT

WRITING SAMPLES
ASSESSMENT
COMPONENT