EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
Assessment of Reading, Writing and Mathematics:
Primary Division, 2016
Released Assessment: Item-Specific Rubrics and
Sample Student Responses with Annotations
Student Booklet: English, Primary Writing
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2016 Queen’s Printer for Ontario
Scoring Guide for Primary Short Writing (2016) Topic Development- Rubric
Move fast or fly high? – Question A13 Prompt: Would you rather be able to move very fast or fly very high? Write a paragraph explaining which you would choose and why.
Code Descriptor
B
Blank: nothing written or drawn in the space provided
I
Illegible: cannot be read; completely crossed out / erased; not written in English
OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”)
OR Off topic: no relationship of written work to assigned prompt
OR Errors in conventions prevent communication
10
Response is not developed; ideas and information are limited and unclear. Organization* is random with no links between ideas. Response has a limited relationship to the assigned task.**
20
Response is minimally developed with few ideas and little information. Organization* is minimal with weak links between ideas. Response is partly related to the assigned task.**
30
Response has a clear focus, adequately developed with ideas and supporting details. Organization* is simple or mechanical with adequate links between ideas. Response is clearly related to the assigned task.**
40
Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization* is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task.**
*Organization refers to the sequencing of information and events. The links may be explicit (e.g., transition words) or implicit (the right information at the right time). **Task refers to form, purpose and audience.
Scoring Guide for Primary Short Writing (2016)
Topic Development
Move fast or fly high? – Question A13
Code 10
Annotation: Response is not developed; ideas and supporting details are limited and unclear (e.g.,
…so I can get stuff done really fast. …so I can run across the hole Island and Explore. … I dont
want to go to high.). Organization is random with no links between ideas.
Response has a limited relationship to the assigned task.
Scoring Guide for Primary Short Writing (2016)
Topic Development
Move fast or fly high? – Question A13
Code 20
Annotation: Response is minimally developed, with few ideas for moving fast (e.g., …be ontime
where ever you go. I like going very high in the sky to.) and little information as to why it is the
student’s choice (e.g., …you can go to places faser like school, dance class and work.).
Organization is minimal with a simple opening sentence and weak links between ideas (e.g., I will
like… You can be… I like…).
Response is partly related to the assigned task.
Scoring Guide for Primary Short Writing (2016)
Topic Development
Move fast or fly high? – Question A13
Code 30
Annotation: Response has a clear focus, with adequately developed ideas and details (e.g., …I
would be unstopabul…run around the world ten times in one minute…be the best at every
game…tag, capcher the flag, man hunt, hide-and-go-seek, and lots more…). Organization is
simple with simple opening and closing sentences and adequate links between ideas (e.g., If would
rather…because…I could be…and that is why…)
Response is clearly related to the assigned task.
Scoring Guide for Primary Short Writing (2016)
Topic Development
Move fast or fly high? – Question A13
Code 40
Annotation: Response has a clear focus, with well-developed ideas and specific details for (e.g., …
win races for my school at track and field and recive a ribbon for coming in 1st place. …get to
school early and play soccer before the bell rings. …be a better football player and win the cup for
my team…). Organization is logical, with opening and closing sentences and clear, effective links
between ideas (e.g., I would choose... The1st reason is… The 2nd reason is… The third reason is…
Those are 3 raeson why I would want to run very fast.).
Response has a clear and thorough relationship to the assigned task.
Scoring Guide for Primary Short Writing (2016) Use of Conventions - Rubric
Move fast or fly high? – Question A13 Prompt: Would you rather be able to move very fast or fly very high? Write a paragraph explaining which you would choose and why.
Conventions refers to grammar, usage, spelling and punctuation.
1 prevent: Errors prevent understanding. The reader cannot determine what the piece of writing is saying. 2 interfere: Reading rhythm is constantly interrupted. The errors disrupt clear communication of ideas. 3 insufficient evidence: The student has not written enough to assess his/her use of conventions. A minimum of two sentences (or their equivalent) is required to receive at least a Code 10. 4 do not interfere: Reading rhythm may be interrupted. The errors do not disrupt communication of ideas. 5 Conventions (e.g., punctuation, grammar, syntax and spelling) are used appropriately: Conventions are used accurately and consistently. Response reflects the standard of written communication expected by the Ontario Curriculum to the end of the grade being assessed.
B
Blank: nothing written or drawn in the space provided
I
Illegible: cannot be read; completely crossed out / erased; not written in English
OR
Errors in conventions prevent1 communication
10
Errors in conventions interfere2 with communication
OR
Insufficient evidence3 to assess the use of conventions
20
Errors in conventions do not interfere4 with communication
30
Conventions are used appropriately5 to communicate
Scoring Guide for Primary Short Writing (2016)
Use of Conventions
Move fast or fly high? – Question A13
Code 10
Annotation: Response has errors in conventions (In this run-on sentence there are: misspelled
words: wold, abale, areall, frunt, tose, rilly, atened; the use of a lower case letter for the word i; and
inconsistent use of upper case letters in lines 2 and 3) that interfere with communication.
Response does not demonstrate control of grade-level conventions.
Scoring Guide for Primary Short Writing (2016)
Use of Conventions
Move fast or fly high? – Question A13
Code 20
Annotation: Response has errors in conventions (e.g., a run-on sentence; misspelled words: lik,
feaild, frenids, allways; missing commas after Also, frenids) that do not interfere with
communication. The response contains both a correctly punctuated simple and compound sentence.
Response demonstrates control of some grade-level conventions.
Scoring Guide for Primary Short Writing (2016)
Use of Conventions
Move fast or fly high? – Question A13
Code 30
Annotation: Response uses conventions appropriately to communicate (e.g., correct use of
beginning and end punctuation; correct use of a contraction: didn’t). Some errors exist (e.g.,
misspelled words: coruld, happend; missing commas after hurt, somewhere; a missing apostrophe:
peoples). The response demonstrates control of compound sentences.
Response demonstrates control of grade-level conventions.
