Assessment of Writing

Schools measure the effectiveness of reading initiatives in many different ways. In order to do this, it is crucial that we gather and analyse information before we begin an initiative, so that on conclusion we can repeat a similar assessment in order to measure the success of the initiative. In this section, we outline some of the many sources of evidence that we can use to monitor pupils’ reading development and the impact of our reading initiatives.

“Assessment is the process of generating, gathering, recording, interpreting, using and reporting evidence of learning in individuals, groups or systems, which relies upon a number of instruments, one of which may be a test. Educational assessment provides information about progress in learning” (Assessment in the Primary School Curriculum, Guidelines for School. NCCA, 2007, p. 4) 

Writing Assessment Continuum

Self- Assessment

See Appendix 1 for samples o Writing Surveys / Questionnaires (appendix 1.a)

o Writing Logs (appendix 1.b)

o Tools to allow pupils to reflect on positive aspects of their work and to focus on an area for improvement (appendix 1.c) e.g.

- Prompts – the most important thing I learnt was... what I found difficult was... what helped me best...

- Two Stars (identifying the positives) and a wish (identify area for improvement)

- Ladders (See p. 85 ‘Assessment in the Primary School Curriculum, Guidelines for Schools’ (NCCA, 2007))

- WWW (What Went Well) and EBI (Even Better If)

o KWL (appendix 1.d) (See pg 92, Assessment in the Primary School Curriculum, Guidelines for Schools’, NCCA, 2007)

Conferencing See Appendix 2 for samples

o Using a Rubric (Genre: narrative) (appendix 2.a) (See p. 25, Assessment in the Primary School Curriculum, Guidelines for Schools’ NCCA, 2007)

o Using a Rubric (Genre: explanation) (appendix 2.b)

o Child/ Teacher Conference (appendix 2.c) (See p. 26, Assessment in the Primary School Curriculum, Guidelines for Schools’ NCCA, 2007)

Portfolio Assessment

See Appendix 3 for sampleo Creating a Writing Portfolio

(See p. 31, Assessment in the Primary School Curriculum, Guidelines for Schools’ NCCA, 2007)

Questioning o Bloom’s Taxonomy of Questioning

See ‘Assessment in the Primary School Curriculum, Guidelines for Schools’ (NCCA, 2007, pp. 86-88)Evaluation check, critique, hypothesise, judge, debate

Synthesis create, compose, plan, design, propose, formulate, invent, predict, construct, imagine, devise, combine

Analysis Analyse, compare, investigate, identify, order, connect; distinguish, contrast, categorise, separate, explain, infer

Application Solve, use, construct, examine, apply, calculate, show, illustrate, complete, classify, demonstrate, modify

Understanding Retell, summarise, describe, explain, discuss, interpret, outline, predict, restate, compare, estimate, contrast

Knowledge tell, list, define, name, when, where, identify, show, state, locate, relate, who

Teacher Observation

See Appendix 4 for samples

o Drumcondra English Profiles (appendix 4.a)o Checklists for formal observations (appendix 4.b)

Teacher-Designed Tasks and Tests

See Appendix 5 for sampleTeacher-designed tasks and tests can be administered as individual tasks or group tasks. These may look at a variety of areas of writing development such as use of texts, conventions, understanding contexts, using strategies to spell, plan writing, proofread.

o Writing samples (assessed using checklists /Drumcondra Profiles as above)o Free Writing copy

Standardised Testing

o Drumcondra Primary School Spelling Test: (www.erc.ie) The Drumcondra Primary Spelling Test (DPST) is designed to be administered to pupils in first to sixth classes in primary schools. The DPST includes three item types: word spelling, in which pupils are asked to spell words called out by the teacher; sentence or story completion, in which the pupil is asked to write out the missing words in a text that is also read aloud by the teacher; and error detection ('mistakes') where the pupil is asked to identify common spelling errors in each of several sentences, and to write out the correct spellings.

Interpreting Standardised Test Results Standardised Test results may be interpreted in different ways and at different levels. Individual pupils results can be analysed, tests can be examined from a whole class perspective and both of these analyses can then be utilised to feed into the building of a whole school picture. This whole-school picture allows us to identify trends, emerging patterns or whole school strengths and areas for improvement. This ‘big picture’ will inevitably prove invaluable when used as a basis for whole school planning in English.

PDST has 2 excel files available to assist you in monitoring individual and whole school progress. These are available from www.pdst.ie

o Yearly individual tracking of class / pupilo 1/ 3 year aggregrate STEN/ Standard score

Appendix 1: Self Assessment Tools for Writing

Appendix 1.a: Questionnaires/ SurveysWriting Survey

1. How do you feel when you are asked to write at school? 

I like it Its all right I don’t like it

2. How often do you write at home?Often Sometimes not at all

3. How often do you use the computer to write for a purpose?Often Sometimes not at all

4. Do you prefer reading or writing?Reading Writing

5. Rank yourself as a writerTerrific very good Ok Not very good

6. What types of writing do you most like doing?________________________________________________________________

7. What do you find easy about writing?________________________________________________________________

8. What parts of writing would you like more help with?_______________________________________________________________ (Adapted from First Steps Writing)

Writing Questionnaire

1) Name one piece of writing you did this term that you were really pleased with. __________________________________________________ 

2) Why were you pleased with this piece of writing? __________________________________________________ 

3) Do you find learning to write in English difficult? (tick one box) All the time sometimes rarely never  

4) What parts of learning to write in English do you find difficult? _______________________________________________

5) Why is it so difficult? _______________________________________________ 

6) What usually helps you when it’s a bit of a struggle to learn to write? _______________________________________________ 

Writing Survey

Section A(1) When I am writing, I make a plan beforehand of what I will write Always Sometimes Never

(2) When I am writing, I read back over my work to check that it makes sense Always Sometimes Never

(3) When I am writing, I think about who will read my work Always Sometimes Never

Section B(4) What do you do when you are writing and you can’t spell a word?

(5) What do you do if you can’t think of what to write?______________________________________________________________________________________________________________________________________________________

Section C(6) I like being a good writer Agree Don’t know Disagree

(7) I like to write at home Agree Don’t know Disagree

(8) I like to write at home Agree Don’t know Disagree

(9) I prefer writing to reading Agree Don’t know Disagree

(10) I would like to spend more time on writing Agree Don’t know Disagree

Appendix 1.b: Writing LogMy Writing Log

Name: _________________

Date: ______________________________________________________________Purpose: ___________________________________________________________Form: _____________________________________________________________Comment: _________________________________________________________

Date: ______________________________________________________________Purpose: ___________________________________________________________Form: _____________________________________________________________Comment: _________________________________________________________

Date: _____________________________________________________________Purpose: ___________________________________________________________Form: _____________________________________________________________Comment: __________________________________________________________

(Adapted from First Steps Writing)

Appendix 1.c: Pupil Self-Assessment ToolsThinking About Your Writing

Name: _____________________

1) I found this piece of writing Easy Difficult (circle one)

2) The best part of this piece of writing is __________________________________________________________________________________________________________________________________________

3) Something I want to work on for the future is _________________________________________________________________________________________________________________________________________

4) I plan to do this by __________________________________________________________________________________________________________________________________________

(Adapted from First Steps Writing)

Two Stars and a Wish

(From First Steps, Reading Map of Development)

Appendix 1.dKWL

Name: Date:

KWhat I know already

WWhat I Want to Know

L|What I have Learned

__________________________________________________________

__________________________________________________________

(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007)Appendix 2: Conferencing

Appendix 2.aUsing an assessment rubric as part of conferencing

Curriculum area LanguageSubject EnglishStrand Competence and confidence in using language / WritingStrand unit Writing: developing competence, confidence and the ability to write

independentlyCompetence and confidence in using language: developing competence, confidence and the ability to write independently

Curriculum objectives The child should be enabled to write, without redrafting, on a given or chosen topic within certain time constraints.The child should be enabled to observe the conventions of grammar, punctuation and spelling in his/her writing.The child should be enabled to help others in editing their writing.

Class level Fifth and sixth classesStrand Receptiveness to language / WritingStrand unit Writing: creating and fostering the impulse to write

Receptiveness to language: creating and fostering the impulse to writeCurriculum objective The child should be enabled to receive and give constructive

responses to writing.Class level Fifth and sixth classesSixth class children use the rubric below to assess a story they have written. The particular elements in the rubric are based on what makes a good story as discussed and agreed by the children and their teacher beforehand (the criteria for success in writing the story). Another rubric might be used in subsequent writing to assess punctuation, for example the use of quotation marks, exclamation marks, and so on.

Sample rubricFeature I didn’t do well I made a good effort I made a very good

effortStructureand plot

My story doesn’t have a clear beginning, middle and end.

My story has a structure and plot but some of it is not clear.

My story has a clear structure and plot.

Paragraphs I have too many (or too few) paragraphs, or they are not beginning in suitable places

Some paragraphs are in the right places, but some aren’t.

My paragraphs begin at change points in the story and help the reader to follow the story better.

Interest My story is not that interesting.

My story is fairly interesting.

My story is very interesting.

Characters I have described no strong character in the story.

I have described at least one strong character in the story

The characters in the story are described well.

Each child’s reflection on his/her own piece of writing helps to develop his/her skills of metacognition (reflecting on one’s own learning). A key outcome of each conference is that both the teacher and the child can understand something more about the child’s learning and the next steps that need to be taken in supporting learning. In addition, the individualised nature of the conference means that the teacher can differentiate support appropriate to each child’s abilities and needs.

(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 25)Appendix 2.bIn this template you may choose to add other features to be observed and also to complete the missing criteria/descriptions

Rubric: Explanation Writing

Learning Objective: To write an explanation, organising and linking ideas logically and using language features, grammar and punctuation accurately

Feature I didn’t do well I made a good effort I made a very good effort

Purpose The purpose of the writing is unclear.

It is clear for some parts of the writing what is being explained.

Reader is clearly aware of what is going to beexplained.

Organisation of Ideas

Ideas are jumbled withno logical sequence tothe writing.

Ideas are not alwayslogical or clearlylinked..

Ideas are logically andclearly and effectivelylinked to show causeand effect

Paragraphing

No evidence ofparagraphing

Some attempt atparagraphing

Language features

Excellent use of all of the language features ofexplanation writing.

Grammar/Punctuation

Frequent mistakes inpunctuation and grammar showing that the work has not been proof read

Some attempt at proofreading but there arestill occasionalmistakes

Mainly error free work

Appendix 2.c

A Teacher/Child Conference Curriculum area Language Subject English Class level 5th&6thclassesStrand Competence and confidence in using language / WritingStrand unit Writing: developing competence, confidence and the ability to write

IndependentlyCompetence and confidence in using language: developing competence, confidence and the ability to write independently

Curriculum objectives The child should be enabled to experience varied and consistent oral language activity as part of the pre-writing process.The child should be enabled to write independently through a process of drafting, revising, editing and publishing.

Mr. Swift uses conferencing regularly with his twenty-six fifth and sixth class children. He makes time for small groups of the children to talk with him on a Friday before lunch. In this way, the children get to talk about their work for about three or four minutes every third week. Here he is talking with Shane about a piece of writing the class had done earlier in the week: A UFO Landed Here Yesterday:Mr. Swift Well Shane, what do you think about what you have written here? Are you happy with it?Shane I don’t know … It’s a bit short, I suppose.Mr. Swift Well to me it’s not too short. But what about the story? Did you read it to your buddy?Shane I did. He thought the beginning was exciting but the ending was boring.Mr. Swift And what do you think?Shane Yeah, I think he’s right. I had a few good sentences at the start - the short sentences we talked about before we started to write … to make more suspense.Mr. Swift I agree. You made the opening very interesting. And you used some of the scary words we had on the list. But I wonder had you a plan for how it would end? I think it finished too quickly.Shane Yeah, it did. I just ran out of ideas. So I just finished it off.Mr. Swift OK, so would you have another go at the ending? Remember that someone reading this story wants to know what happened to the two main characters. So make up a new last paragraph with a bit more information, just to bring the story to an interesting conclusion. If you get stuck come back to me tomorrow, and we’ll look at it again.Shane OK teacher, I’ve just thought of a better ending!

During the conference, Mr. Swift directs Shane in identifying what could be improved in his story. There are a number of other things the teacher could dwell on but he uses this conference to highlight the story’s ending, as work was done with the class recently on building structure in a story. Shane will now write up a second draft of the story. There may be some further small changes before the final draft is completed. Mr. Swift has also used a buddy system in the class to have children read each other’s work constructively. Each child is required to note one strength and one idea for improvement in the work of the partner buddy. Each teacher/child conference takes just a few minutes, the whole group taking 50-55 minutes of class time. Mr. Swift is confident that the time spent on conferencing is well spent, given the real improvement he has seen in the children’s work.

(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 26)Appendix 3: Portfolio

Creating a Writing Portfolio

Curriculum area LanguageSubject EnglishStrand Receptiveness to language / WritingStrand unit Writing: creating and fostering the impulse to write / Receptiveness to

languageCurriculum objectives The child should be enabled to express and communicate reactions to reading experiences.The child should be enabled to experience interesting and relevant writing challenges.The child should be enabled to see his/her writing valued.Class level Fifth and sixth classes

Strand Competence and confidence in using language / WritingStrand unit Writing: developing competence, confidence and the ability to write

IndependentlyCompetence and confidence in using language

Curriculum objectives The child should be enabled to observe the teacher improving writing.Class level Fifth and sixth classes

Ms. Kennedy teaches fifth class and uses portfolios to assess the children’s work in English during the year. She gets the children to make up the folders (A3 size) and design the covers. She tells the children at the outset that the purpose of the portfolio is to show others and themselves how their English work improves during the year. About every two weeks Ms. Kennedy gives the class some time to look at their pieces of work and asks them to select what they think is a good piece. On the back of it they write one or two sentences explaining what is good about it. These features/qualities of good work are written on posters by Ms. Kennedy and displayed on the classroom wall so that she and the children can refer to them. They provide the basis for useful discussions.

Over the months the collection of work in each portfolio grows. By the end of the year, each portfolio has about fifteen items including poems, pieces of writing (some descriptive and some in story form), the re-telling of news items discussed in class, and accounts of holidays and school events. There are also word puzzles and quizzes, jokes and cartoon strips. The children store the portfolios on a shelf in the class library.

Ms. Kennedy is surprised at how well the children look after their portfolios. At the end of the year the class have a portfolio presentation whereby each child has a minute to talk to the class about his/her work and select their best piece. Many of the children are able to say how their work in English improved over the year. The portfolios are of great interest to parents when they meet the teachers and receive their children’s reports.

(Assessment in the Primary School Curriculum, Guidelines for School, NCCA, 2007, 31)

Appendix 4: Teacher Observation

Appendix 4.a: Drumcondra Profiles

Drumcondra Profiles (See page 133-143)

Looking at the writing sample below and the Drumcondra writing profile for this class level, what can you conclude about this child’s writing development?

• Use the Drumcondra Profiles choose 3 children from your class ranging in ability from ‘experiencing difficulty’, ‘capable’, ‘capable and confident’

• At staff gathering, compare work of these children discussing- Strengths and challenges for writer- Implications for our teaching

Appendix 4.b – Sample Checklists to assist Teacher Observation

Questions for Teachers’ Formal Observations

Planning Drafting Editing PublishingHas the pupil identified the purpose and audience for writing?

Has the appropriate form of writing been identified e.g. report?

How did the pupil plan before writing?

Does the child use reading as a stimulus for writing ideas?

Does the pupil write with fluency when recording initial ideas?

Does the child edit as they go?

Is fluency hampered by difficulties with spellings?

Does the pupil have-a-go at unknown spellings?

What strategies are used when spelling unknown words?

At which point does the pupil reread and make changes?

To what extent does the pupil edit?

Can the child edit for many conventions at one time or individually?

How does the spelling change between the drafts?

Is the pupil able to identify misspellings?

Have all corrections been identified?

Have careful corrections been made?

Has consideration been given to the way the piece is presented?

Does the pupil seem satisfied with final piece?

Has it been shared with others?

Adapted from First Steps Writing

Checklist: Writing Behaviours

Name: …… Age: ____ Date :___________ Always Sometimes Never

Forms alphabet lettersHas direction/return sweepLeaves space between wordsUses initial consonantsUses dominant consonantsHas consonant frameworkUses some vowelsMakes close approximationsWrites some words independentlyLocates unknown words in the environmentUses upper/lower case lettersUses punctuationWrites one sentenceWrites two sentencesWrites a pageGenerates quality ideasWrites in different genresProof reads/Edits

Checklist: Some Early at Risk Indicators(Motor Development)

Class: Date:Class Teacher:Support Teachers:

Pencil Grasp

Copying Shapes Use of Scissors Writing own name

Drawing

Pupil 1

Pupil 2

Pupil 3

Pupil 4

Please comment on the following:Pencil Grasp: Can the pupil hold a pencil or drawing instrument in an appropriate manner in order to make marks on paper?Copying Shapes: Can the child copy such shapes as a circle, a square, a triangle and a diamond?Use of scissors: Can the child cut paper with some degree of control?Write own name: Can the child write own name unaided?Drawing: Can the child draw a picture of themselves?

Checklist: Explanation Writing

Child A

Child B

Layout of writingDid he/she introduce the writing with a definition?

Did he/she explain the important points in order? The parts (describe) Operation (how it works) Application (how it is used)

Did he/she conclude the writing with an interesting fact or an evaluation comment?

VocabularyDid he/she use technical vocabulary?Did he/she use time connectives e.g. next, later…Did he/she use connectives e.g. so, because, when…Are spellings correct?Did he/she use the present tense?PunctuationCapital letters Full stops

Checklist: Recount WritingName: strongly agree sometimes rarely Child TeacherDoes it open with a rough idea of what it is about?

Is it written in paragraphs with natural breaks?

Is it in chronological order? (In the order in which things happened).

Are there suitable time connectives such as next, after, finally etc.?

Does it come to a satisfactory ending?

Is it in the past tense?

Is it written mostly using ‘I’ or ‘we’?

Has it been written with an idea of who it was written for?

Have adjectives and adverbs been used effectively?

Checklist: Persuasive Writing

Have I .... Yes NoSet out my main arguments clearly, linking them with connecting words or phrases?

Introduced my arguments effectively?

Used my conclusion to sum up my ideas?

Used topic sentences to focus my paragraphs?

Explained my arguments and used relevant evidence?

Included at least two opposing point of view & argued against it?

I think I did the following really well:

I think I need to improve on the following :

Teacher comments:

Appendix 5: Teacher Tests and Tasks

Free Writing

What is Free Writing?1. Allow 10 – 15 minutes of free writing each day.

2. Free writing should be just that, 10 – 15 minutes when the children can write freely.

o It should be in a special copy.

o It should be dated.

o Children should be told beforehand that it will not be marked, corrected or criticised.

o Children may be given an opportunity to read what they have written to the teacher.

o There should be no pressure on children to “produce” an amount of writing.

o The reluctant writer may use pictures to convey a message.

What is the purpose of free writing?

Free writing allows the teacher to assess and monitor where the learner is at. It indicates what

the common writing behaviours in my class are and provides me with a starting point for my

teaching. I can use the children’s common writing errors as focus/ teaching emphases when

modelling writing.

Sample Letter for Parents in Free Writing copy

Children in our school keep a “Free Writing copy”. They are encouraged to write freely on two to three occasions during the week in school in this copy.

Having an audience is an important part of the writing process. Children are encouraged to read their free writing to the teacher, to the class, or to you at home. Children’s writing will be published in our newsletter and on our website.

The free writing copy will not be marked or corrected by the teacher, but will be read by the teacher.

The children enjoy this approach to writing and are very proud of their work. Free writing allows the teacher to assess and monitor their progress. It gives children confidence to write.

Children learn to walk by walking; children learn to talk by talking and children learn to write by writing. We hope you enjoy their writing