Holistic and 6+Traits Scoring Is it really apples
Description: Holistic and 6Traits Scoring Is it really apples and oranges? Whats what? HOLISTIC VIEW 6 TRAITS VIEW Think about an apple as a fruit that you can eat as a whole fruit Think of the writing piece as an impression of the complete paper
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slide1. Holistic and 6+Traits Scoring Is it really apples and oranges?<br>
slide2. What’s what? HOLISTIC VIEW 6+ TRAITS VIEW
Think about an apple as a fruit
that you can eat as a whole fruit
Think of the writing piece as an
impression of the complete paper Think about an orange as a fruit
that you can eat by pealing it into small
small slices
Think of the writing piece as the slices
paper that show the students mastery
of the individual trait<br>
slide3. Holistic Scoring Holistic scores = summative assessment Snapshot of writing skill
Score writing skill
Traits are not equal, based on research (e.g., Paul Diedrich)
summative score-not used for
providing feedback to the
students
Appropriate scoring rubric for
AZMerit and Benchmarks<br>
slide4. Holistic Scoring C:\Documents and Settings\mpatel\Desktop\HOLISTICRUBRICBASEDON6TRAITS.pdf<br>
slide5. Scoring with Holistic Rubric 6 = Almost all of the bullets are met. The writer demonstrates sophisticated, though not necessarily perfect, control*of these skills. This indicates exceptional writing skill.
5 = The writer demonstrates consistent, but not sophisticated, control*of most of the bullets, indicating some slight weakness but still very good skill in writing.
4 = The writer demonstrates consistent
control*of writing based on the bullets
to indicate an appropriate and
acceptable writing skill.<br>
slide6. Scoring with Holistic Rubric 3 = The writer demonstrates inadequate control*of several skills as indicated by the bullets in this score point.
2 = The writer demonstrates poor control*of skills as indicated by the bullets in this score point.
1 = The writer demonstrates inferior skill as indicated by the bullets in this score point.
*Control: The ability to use a given feature
of written language effectively at appropriate
grade level. A paper receives a higher score
to the extent that it demonstrates control of
the skills represented by the bullets.<br>
slide7. Scoring 6+ 1 Traits of Writing • Using the 6 Traits for writing instruction is the best way to teach writing. Teachers must have the ability to analyze student writing throughout the year in order to offer constructive, formative feedback to students.
• Strand 2 of the Arizona Writing Standard is based on the 6 Traits of Writing. Instruction that follows the Standard is a responsibility for all teachers.
• Scoring student writing with the 6 Traits is the
appropriate way to gain insight into students’
strengths and weaknesses. Offering feedback
based on the 6 Traits is meaningful and allows
students to understand their writing ability
and how to grow as a writer. 6+ 1 Traits Scoring = Formative Assessment to Analyze Student Writing<br>
slide8. Scoring 6+ 1 Traits of Writing Ideas/Content: This trait addresses the writer’s theme along with the supporting details that develop and enrich that theme. Regardless of the type or purpose of writing, ideas should be clear, complete, and well-developed. One clear focus should be apparent, but development and details should be thorough, balanced, and well suited to audience and purpose. Descriptions of the Traits Organization: This trait addresses the structure of a piece of writing including the
thread of central meaning and the patterns that hold the piece together. Regardless
of the type or purpose of writing, a well-thought out order of ideas should be
apparent. The structure should suit the topic, with a consciously
planned opening and closing, each paragraph specific to one
central idea, and transitions that tie the details together. Voice: Type of voice will vary according to the
purpose and type of piece, but it should be
appropriately formal or casual, distant or intimate,
depending on the audience and purpose.<br>
slide9. Scoring 6+1 Traits of Writing Descriptions of the Traits Word Choice: This trait reflects the writer’s use of specific words and phrases to
convey the intended message in an interesting, precise, and natural way
appropriate to audience and purpose. Sentence Fluency: This trait addresses the rhythm and flow of language.
Sentence structure should be strong and varied. Conventions: This trait addresses the mechanics of
writing, spelling, capitalization, punctuation, and
paragraph breaks. It can also include proper format.<br>
slide10. Scoring 6+1 Traits of Writing ..\..\..\Desktop\IdeasandContent Rubric.pdf ..\..\..\Desktop\Grade3WordChoice.pdf ..\..\..\Desktop\Grade3Organization.pdf ..\..\..\Desktop\SentenceFluency Rubric.pdf ..\..\..\Desktop\Grade3Conventions.pdf ..\..\..\Desktop\Grade3Voice.pdf<br>
slide11. Summary 6 Traits of Writing
Classroom instruction
Formative scoring
Score in each of 6 traits
Constructive feedback Holistic rubric
Summative scoring
Single holistic score
for Benchmark
Single holistic score
AZMerit<br>
slide12. Scoring Writing
Is It Apples and Oranges? Lauren Miller:
Instructional Support Team 7-12
lmiller@edkey.org Karen Crang
Instructional Support Team 3-6
kcrang@edkey.org Kemberlyn Cotter
Instructional Support Team K-2
kemberlyn.flake@edkey.org Rachelle Hanson
Instructional Support Team-ELL
rachelle.hanson@edkey.org<br>
slide2. What’s what? HOLISTIC VIEW 6+ TRAITS VIEW
Think about an apple as a fruit
that you can eat as a whole fruit
Think of the writing piece as an
impression of the complete paper Think about an orange as a fruit
that you can eat by pealing it into small
small slices
Think of the writing piece as the slices
paper that show the students mastery
of the individual trait<br>
slide3. Holistic Scoring Holistic scores = summative assessment Snapshot of writing skill
Score writing skill
Traits are not equal, based on research (e.g., Paul Diedrich)
summative score-not used for
providing feedback to the
students
Appropriate scoring rubric for
AZMerit and Benchmarks<br>
slide4. Holistic Scoring C:\Documents and Settings\mpatel\Desktop\HOLISTICRUBRICBASEDON6TRAITS.pdf<br>
slide5. Scoring with Holistic Rubric 6 = Almost all of the bullets are met. The writer demonstrates sophisticated, though not necessarily perfect, control*of these skills. This indicates exceptional writing skill.
5 = The writer demonstrates consistent, but not sophisticated, control*of most of the bullets, indicating some slight weakness but still very good skill in writing.
4 = The writer demonstrates consistent
control*of writing based on the bullets
to indicate an appropriate and
acceptable writing skill.<br>
slide6. Scoring with Holistic Rubric 3 = The writer demonstrates inadequate control*of several skills as indicated by the bullets in this score point.
2 = The writer demonstrates poor control*of skills as indicated by the bullets in this score point.
1 = The writer demonstrates inferior skill as indicated by the bullets in this score point.
*Control: The ability to use a given feature
of written language effectively at appropriate
grade level. A paper receives a higher score
to the extent that it demonstrates control of
the skills represented by the bullets.<br>
slide7. Scoring 6+ 1 Traits of Writing • Using the 6 Traits for writing instruction is the best way to teach writing. Teachers must have the ability to analyze student writing throughout the year in order to offer constructive, formative feedback to students.
• Strand 2 of the Arizona Writing Standard is based on the 6 Traits of Writing. Instruction that follows the Standard is a responsibility for all teachers.
• Scoring student writing with the 6 Traits is the
appropriate way to gain insight into students’
strengths and weaknesses. Offering feedback
based on the 6 Traits is meaningful and allows
students to understand their writing ability
and how to grow as a writer. 6+ 1 Traits Scoring = Formative Assessment to Analyze Student Writing<br>
slide8. Scoring 6+ 1 Traits of Writing Ideas/Content: This trait addresses the writer’s theme along with the supporting details that develop and enrich that theme. Regardless of the type or purpose of writing, ideas should be clear, complete, and well-developed. One clear focus should be apparent, but development and details should be thorough, balanced, and well suited to audience and purpose. Descriptions of the Traits Organization: This trait addresses the structure of a piece of writing including the
thread of central meaning and the patterns that hold the piece together. Regardless
of the type or purpose of writing, a well-thought out order of ideas should be
apparent. The structure should suit the topic, with a consciously
planned opening and closing, each paragraph specific to one
central idea, and transitions that tie the details together. Voice: Type of voice will vary according to the
purpose and type of piece, but it should be
appropriately formal or casual, distant or intimate,
depending on the audience and purpose.<br>
slide9. Scoring 6+1 Traits of Writing Descriptions of the Traits Word Choice: This trait reflects the writer’s use of specific words and phrases to
convey the intended message in an interesting, precise, and natural way
appropriate to audience and purpose. Sentence Fluency: This trait addresses the rhythm and flow of language.
Sentence structure should be strong and varied. Conventions: This trait addresses the mechanics of
writing, spelling, capitalization, punctuation, and
paragraph breaks. It can also include proper format.<br>
slide10. Scoring 6+1 Traits of Writing ..\..\..\Desktop\IdeasandContent Rubric.pdf ..\..\..\Desktop\Grade3WordChoice.pdf ..\..\..\Desktop\Grade3Organization.pdf ..\..\..\Desktop\SentenceFluency Rubric.pdf ..\..\..\Desktop\Grade3Conventions.pdf ..\..\..\Desktop\Grade3Voice.pdf<br>
slide11. Summary 6 Traits of Writing
Classroom instruction
Formative scoring
Score in each of 6 traits
Constructive feedback Holistic rubric
Summative scoring
Single holistic score
for Benchmark
Single holistic score
AZMerit<br>
slide12. Scoring Writing
Is It Apples and Oranges? Lauren Miller:
Instructional Support Team 7-12
lmiller@edkey.org Karen Crang
Instructional Support Team 3-6
kcrang@edkey.org Kemberlyn Cotter
Instructional Support Team K-2
kemberlyn.flake@edkey.org Rachelle Hanson
Instructional Support Team-ELL
rachelle.hanson@edkey.org<br>