Oregon Writing Scoring Guide Transition Overview
Explore the transition timeline, revision process, and reasoning behind the Oregon Writing Scoring Guide update in this detailed overview by Ken Hermens, ELA Assessment Specialist. Learn about the history, legacy, and key differences of the revised scoring guide, along with training implications for the regular classroom.
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Presentation Transcript
WRITING Oregon Revised Scoring Guide Transition Fall, 2016 Ken Hermens, ELA Assessment Specialist
Agenda Transition Timeline Background: History of the Revision Why was there a revision? What was the revision process? How was the Scoring Guide tested ? Legacy and Revised Scoring Guides What has remained the same? What are the key differences? Training on the Revised Scoring Guide What place does the Revised Scoring Guide have in the regular classroom?
What is the transition timeline? 2016-2017 either the Current Official Writing Scoring Guide or CCSS-aligned Writing Scoring Guide may be used for scoring Essential Skills Work Samples (this also applies to other grades besides high school) 2017-2018 CCSS-aligned Writing Scoring Guide becomes the Official State Scoring Guide; Current Official Writing Scoring Guide sunsets
Why the revision? Adoption of the Common Core State Standards in October of 2010; implementation in 2013- 2014 Shift in standards dictated an alignment review of assessment tools used to measure instructional standards Smarter Balanced ELA Assessments represent a new approach to writing assessment with a new vocabulary Writing Scoring Guide retained as tool for Essential Skills Assessment
What was the revision process? A panel of educators met for two days in May of 2014 The panel included teachers, TOSAs, ESD representatives, and writing scoring directors Review materials included Common Core Standards for Writing, Education Northwest Rubrics, Smarter Balanced Rubrics
What was the revision process? Panelists identified key language and skills in the CCSS, observing how these were integrated into the EdNW and SBAC rubrics Panelists composed a list of recommendations specifying changes to the guide that would not affect rigor A contractor worked during the summer and fall of 2014 to incorporate the recommendations
What was the revision process? Draft versions of the contractor s work were distributed to the panelists for feedback and piloting in fall and winter, 2014-2015 After additional edits were made to address feedback from the pilot, draft versions of the scoring guide were posted for statewide review and use in spring, 2015
How Was the scoring guide tested? The two sites were composed of a different panel of raters Both sites scored the same set of FT papers Both sites were calibrated using the same set of anchor papers Both sites were trained by the same trainer using the same training materials The Draft raters received a brief overview of the differences in the new scoring guide
What did the data reveal? Study included 594 writing samples that were double scored using the Draft and Official Writing Scoring rubrics.
What did the data reveal? Writing 4.00 3.90 3.80 3.70 Mean Trait Score 3.60 3.50 3.40 3.30 3.20 3.10 3.00 I O S C Official Draft 3.57 3.57 3.50 3.54 3.72 3.63 3.56 3.58
What has remained the same? Remains the sole instrument approved by the State Board for scoring Essential Skills writing samples 6 + 1 Analytic Trait Scoring Guide Four counting traits remain the same Still a 6-point rubric A score of 4 still meets the standard
What has remained the same? Expectations for the level of achievement to score a 4 or above remains the same Papers that scored a 4 using the Official Scoring Guide should still earn a 4 using the Revised Scoring Guide. Papers scored previous to 2016-2017 using the Official Scoring Guide do NOT need to be re-scored using the revised scoring guide, even after the Official Scoring Guide is retired for 2017-2018. Writing based on source material is not required but is desirable to make students college and career ready.
What has remained the same? Work Samples are one of three primary ways students can demonstrate proficiency in Writing for Essential Skills Students produce two passing samples; one must be either expository or persuasive (Explanatory or Argumentative) Minimum score of 4 in Ideas, Organization, Sentence Fluency, Conventions Revision is an option
What is slightly different? Oregon Modes align with Common Core Text Types & Purposes Persuasive Opinion / Argumentative Expository Informative/Explanatory Narrative Narratives, real or imagined
How has the Scoring Guide changed? Two separate but correlated rubrics; one for Explanatory/Argumentative Writing and one for Narrative Writing Of the counting traits, shifts in language occur primarily in the traits of Ideas and Content and Organization The changes are primarily seen in the higher score points Trait 7: Citing Sources has become Use of Sources
Six (plus one) Writing Traits: * Ideas and Content * Organization * Sentence Fluency * Conventions Voice Word Choice Use of Sources
How has the Scoring Guide changed? Ideas and Content Insertion of the word claims ( Main ideas and claims are particularly clear Expectation in argumentative writing that counterclaims will be acknowledged/addressed (but this is just one bullet) More verbiage surrounding the use of details beyond relevance: anticipate major knowledge, concerns, values, and possible biases of intended audience and using facts, quotations, or other information/evidence Use of resources addressed more extensively
How has the Scoring Guide changed? Organization Specific references to claims or arguments ; use of the term perfunctory. Conclusion supports the argument, claims, information or explanation presented; follows a logical progression in wrapping up the topic. Details fit where placed to support the arguments, information, or explanations used. Connections to source materials, where used, are integrated into the writing.
How has the Scoring Guide changed? Sentence Fluency At the high school level, Sentence Fluency is not explicitly addressed in the Common Core. In the Smarter Balanced rubric, reference is made to syntactic control is strong. This phrase is used in the draft guide at the 6 level.
How has the Scoring Guide changed? Conventions No changes were made Grade level expectations for Conventions are explicitly stated in the Common Core
How has the Scoring Guide changed? Voice In the bold: an objective tone and level of formality consistent with norms in the discipline. Same reference to objective tone and level of formality is repeated in bullets with reference to appropriateness to audience, purpose, and topic.
How has the Scoring Guide changed? Word Choice Domain-specific vocabulary is referenced at each score point. Academic language is used accurately to convey information or make claims/counterclaims, arguments or explanations. At the 5 and 6 levels, additional language specifies that language is used accurately to convey information and clarify relationships among information, claims/counterclaims, reasons and evidence.
Sample 4 Paper: Old vs. New Opinion paper: A Field Trip to OMSI Read the paper together (This paper will be Medium 1 in the posted exemplar student papers) The paper receives scores of 4 in each of the traits under both the old Official Writing Scoring Guide and the Revised Writing Scoring Guide. The changes in the commentary are minimal given that this paper does not go above the 4 level in any given trait. Most of the changes relate to slight changes in vocabulary; the same concepts are being examined but using slightly different language. There is no requirement for using outside resources; ignore resources bullets
Ideas and Content: Old commentary: Writing is clear and focused reader can easily understand the main ideas Supporting details are relevant Revised commentary: Writing purpose is clear and ideas focused reader can easily understand the main ideas and reasoning Supporting details are relevant
Ideas and Content: Score of 4 Remember: There is no requirement that sources be used but, if used, there are bullets that apply to them. For Argumentative writing, there is a bullet starting at the 4 level that counterarguments or counterclaims be acknowledged/addressed; raters should keep in mind that this is just one bullet.
Organization: Old commentary: clear sequencing and paragraph breaks clear beginning conclusion is developed easy to follow with details that fit where placed Revised commentary: Sequencing and paragraph breaks are clear and contribute to the logic and sense of the piece beginning is recognizable conclusion supports the argument and claims presented and follows a logical progression easy to follow details that fit where placed.
Sentence Fluency: No changes
Conventions: No changes
Voice: Old commentary: The writer seems committed to the topic, and there is a sense of writing to be read maintains an appropriate distance from the reader Revised commentary: The writer seems committed to the topic, and there is a sense of writing to be read an appropriate level of style and tone that is generally consistent with topic and purpose.
Word Choice: Old commentary: Words effectively convey the intended message .functional and generally appropriate do not energize the writing Revised commentary: Words effectively convey the intended message words are functional and appropriate to audience and purpose
Citing Sources Is there evidence multiple sources were consulted to support the arguments? Are there attributions present to acknowledge the source material? How effectively was source material integrated into the paper? Was the student successful at avoiding plagiarism by paraphrasing or using quotation marks?
Revised SG use at grades 3-8 The requirement to collect a writing work sample at grades 3- 8 (and once in high school) remains. These samples are to be scored using the official state scoring guide or comparable measures adopted by the district. The timeline for transitioning to the Revised Writing Scoring Guide would be the same at all grades: For 2016-2017, either the existing or the revised version of the writing scoring guide may be used Beginning in 2017-2018, the revised scoring guide becomes the official scoring guide The use of the revised scoring guide does not reflect an expectation of greater rigor, just stronger alignment to Common Core language.
Resources: ODE website: www.ode.state.or.us Scoring Guides: Official Writing Scoring Guide Student language versions of Writing Scoring Guide Writing Scoring Guides in English and Spanish: http://www.ode.state.or.us/search/page/?id=32 Links and Documents to support the transition to the Revised Scoring Guide http://www.ode.state.or.us/search/page/?id=5588
