(Please note earlier versions of the post did not correctly refer to SBAC. Images still list it as Smarter Balance and not the Smarter Balanced Assessment Consortium).
This got me thinking, as a teacher of writing teachers, how would I encourage the use of assessment to not only align to political tailwinds but to help ensure students can write a college level when graduating high school.
I see a few options for schools:
- School leader developed rubric
- Creating them at the district level
Option One: School Leader Developed Rubric
- School leader with an SLO focused on argumentative writing would be volunteered to develop arubric
- Examine smarted balance rubric and CCSS writing appendix (description of how pieces were scored).
- Choose criterion
- Develop rubrics
- Test, ………….etc
- Have schools that have already developed rubrics test theirs. Offer that same version to others buildings to try.
- Develop and share a rubric based on the CCSS and Smarter Balance Rubric
- Administer a pilot assessment
- Score and develop anchor packets that can be used to calibrate raters.
- Evidence of scores cannot be inferred.
- Teachers need to know that they do not need to focus on every criterion at once.
- Teachers should (or district should be) developing a library of mini-lessons
- The teaching of argumentative writing is closely linked to text based analysis of mentor texts
- Texts should be annotated using codes aligned to the criterion in the rubrics
- Text annotation needs to be taught and modeled.
So I decided to share my attempt at creating an argumentative writing rubric that could be used at the high school level:
How does it work? Well I attempted to align the rubric to both the Smarter Balance argumentative writing rubric and the Common Core Anchor Standards:
At the top of each domain you will find a CCSS anchor standard. Then each criterion is a grade level expectation. The scale of each criterion is taken word for word from the Smarter Balance Rubric
How would it work?
Improving Writing Instruction
The entire rubric could be used as a summative assessment to give teachers classroom level or building level snapshots. I would NEVER use such an extensive rubric for formative assessment.
There are 13 criterion and four level of scales across five domains. That would be 52 individual boxes for a student to have to consider. In no way will that help them to become better writers.
Instead teachers could take a piece, and with the student focus on a limited number of criterion. Possibly they would choose a specific domain. Maybe after reading the student work the teacher and student may choose 1-3 criterion as targeted areas of growth.
A Holistic Score not a Mathematical Equation
The teacher, and the young writer, are the ultimate arbiters of quality. Therefore I do not assign different point values to each scale and criterion. No complicated mathematical equation exist. Instead the rubric relies on teacher expertise and evidence from the writing to assign an overall holistic score for each domain.
Assessment Needs to Drive Instruction
The domain and criterion in the rubric should be used to read mentor texts with purpose. Teachers should develop an annotation system that has students identify the qualities of strong writing.
Each student may have a different focus to improve their writing. Do not be afraid to have students work on only a small piece of the rubric at once. In fact I believe students will find this practice more rewarding.
Use schoolwide or classroom wide data from the entire rubric to identify gaps in knowledge growth. Take this information and cater your mini-lessons to fit this need. Record minilessons using screencasts. Overtime you will have a library of better writing practices.
Feel free to open the Google spreadsheet and use as much or little of the rubric as you desire. You can also contact me and we can develop ideas together to connect writing instruction and assessment.
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