ABSTRACT

Formative assessment is an important driver in supporting children’s writing development. This paper describes a writing rubric designed for use by teachers to formatively assess the writing of children in Pre-K to Grade 2, how the rubric was received by teachers, and its implementation in classrooms. Writing samples from 337 children in 33 classrooms in 7 schools in the Write to Read literacy improvement project were scored on conventions, organisation, ideas, word choice and voice. Agreement among raters was good as overall weighted Kappa values at each grade level ranged from .62 to .80. Confirmatory factor analysis supported three- and five-factor models. Coaches endorsed use of the rubric for providing formative feedback to students, identifying learning needs, and differentiating instruction. They highlighted how the rubric provides a framework through which teachers and students engage with the language of writing assessment and raise expectations about writing quality.

摘要

形成性评估是支持儿童写作发展的重要驱动力。本文描述了一个写作量规，供教师用于形成性地评估学前班至二年级儿童的写作，教师如何接受量规，以及在课堂上的实施。来自 7 所学校 33 间教室的 337 名儿童的写作样本读写能力提高项目在惯例、组织、想法、单词选择和声音方面进行评分。由于每个年级的总体加权 Kappa 值范围从 0.62 到 0.80，因此评估者之间的一致性很好。验证性因素分析支持三因素和五因素模型。教练们赞同使用该量规为学生提供形成性反馈、确定学习需求和区分教学。他们强调了该标准如何提供一个框架，教师和学生可以通过该框架参与写作语言评估，并提高对写作质量的期望。