The Writing COE: Student Performances

1
The Writing COEStudent Performances
Scoring WERA/OSPI Assessment Conference

• Steve Pearse, Ed.D.
• COE Writing Specialist
• CAA Options / OSPI

2
What is the Writing COE?

• A Legislature-approved alternative to WASL for
  meeting graduation requirements and the
  Certficate of Academic Achievement (CAA)
• As per WASL, it represents what students should
  know and be able to dowriting concepts
  skillsas per Grade 9/10 GLEs.
• More information is available on the COE Web
  site http//coe.k12.wa.us

3
Who is Eligible?

• February Seniors, plus all students eligible to
  submit augmented Collections
• June All students who have taken WASL one or
  more times and who likely possess the knowledge
  and skills assessed by the WASL, but have not
  demonstrated proficiency under large-scale
  testing conditions

4
What are the Writing COE Requirements?

• Work Sample Documentation Form (WSDF)
• (See COE Guidelines, revised Red BookOctober,
  08)
• 6-8 Work Samples demonstrating two assessed
  traits
• Content, Organization, Style (COS)
• Conventions (CONV)
• On-demand and extended-time Work Samples
• Evidence of the specific writing process for
  each Work Sample

5
What Does the Work Look Like?

• Prompts/Tasks OSPI-published, district/school,
  teacher/student
• 3-5 Work Samples in response to expository (to
  explain) and 3-5 Work Samples in response to
  persuasive purpose prompts/tasks
• Final Drafts (as indicated) to be scored
• Evidence of process for each Work Sample
  (not scored)
• documents (pre-writing, drafts, revisions,
  edits) AND/OR
• explanations of process

6
What Constitutes an Augmented Writing Collection?

• Eligibility 15 or 16 points earned on the
  submitted Collection
• (meeting standard 17 of 24 possible points)
• Requirements
• 4 Work Samples (2 Expository, 2 Persuasive)
• No on-demand Work Samples required
• Regular Collection scores are banked

7
The Writing COE

• Prompts/Tasks

8
What Constitutes a COE Writing Prompt/Task?

• Topic, Audience, Purpose (TAP) Form
• Sample Prompt/Task Special Song

Write a multiple-paragraph essay to an interested adult that identifies your favorite song and explains its meaning and importance to you, including any events in your life that you associate with this special song.
9
What are some additional examples of Writing COE
prompts/tasks?
Purpose Title (These and other prompts/tasks are available on the COE Web site coe.k12.wa.us) on-demand? OR extended time?
to explain Elders Stories Job Shadow Influential Person
to persuade Culminating Project Locker Searches Class Motto
10
Creating or Selecting Prompts/Tasks for the
Writing COE

• An invitation to write!Topic
• Addressing the readerAudience
• Explaining or PersuadingPurpose
• Choosing an appropriate Form
• Letter or Essay

11
Writing Work Sample Task FormAdult (Teacher )
Assistance

• Purpose Authenticity and Clarity
• Definition When allowed, Adult Assistance must
  be limited to general, non-directive advice
  and/or reminders.
• Requirement
• On-demand responses may NOT benefit from adult
  assistance of any kind.

12
Writing Prompts/Tasks Guidelines

• Prompts/Tasks must support writing content
  skills
• EALR 2 The student writes in a variety of forms
  for different audiences and purposes.
• EALR 3 The student writes clearly and
  effectively.
• 3.1Develops ideas and organizes writing.
• 3.2Uses appropriate style.
• 3.3Knows and applies writing conventions.

13
Writing Prompts/Tasks Recommendations

• Effective Prompts/Tasks feature
• significance authenticity
• structure or frame
• guidance, opportunity, interest
• on-demand or extended-time?

14
Supporting Student-Writers DOs
DONTs

• Key Considerations
• Prompt/task selection, modification
• Purposeful practice
• Effective writing Process Product
• Appropriate student support
• time, opportunity, guidance
• Please note The DOs DONTs of the Writing
  COE document.

15
Supporting Teachers OSPI-Developed
Resourcescoe.k12.wa.us

Writing Modules Related Writing Resources
Elaboration (3 parts) 4-Week Course PersuasionHS Introductions Conclusions ElaborationWriting to Explain (HS) ElaborationWriting to Persuade (HS) High School Persuasive Techniques
16
The Writing COE

• Student Performance
• and Scoring

17
How the Writing COE is Assessed

• Final Drafts (as indicated) only
• Work Samples scored holistically, as sets
• Expository set3-5 Work Samples
• Persuasive set3-5 Work Samples
• On-demand Work Samples touchstones for
  both sets constituting the Collection
• COS CONV rubrics informed by Baseline
  Anchors (WASL) and scored Collections

18
Writing COE Scoring Protocol

• Using the WASL 4-point rubric and
  purpose-based COS Baseline Anchor papers,
  scorers holistically assess either
• the expository or the persuasive purpose Work
  Samples
• for Content, Organization, Style.
• Using the WASL 3-point (0, 1, 2) rubric and
  related CONV Anchor
• Papers, scorers holistically assess either the
  expository or the persuasive Work Samples for
  Conventions.
• Each set of Work Samples is scored twice
  (different scorers).
• When the two scores are non-adjacent, the work
  sample set is scored a third time (Director or
  Assistant Director).

19
Determining a Score for the Writing COE

• The two expository purpose scorers points for
  COS
• and CONV are added for a total possible of 12
  points.
• The two persuasive purpose scorers points for
  COS and CONV are added for a total possible of 12
  points.
• 24 points are possible for the Collection.
• Students need 17 points to meet standard, 15
  points to be eligible to submit an Augmented
  Collection.

20
The At-Standard Writing COEWays of Earning 17
Points
EXPOSITORY PERSUASIVE
COS CONV COS CONV COS CONV COS CONV T
3 1 4 2 2 1 3 1 17
3 1 4 1 3 2 2 1 17
2 2 2 2 4 1 3 1 17
2 1 3 1 3 2 3 2 17
4 1 3 2 3 1 2 1 17
3 2 2 2 3 1 4 0 17
21
Meeting StandardA Composite Collection

• Range 20 - 24 points
• Expository Persuasive Work Samples
• Big Picture Observations?
• _
• _
• _
• _
• _

22
Composite COE Writing CollectionExample
Annotations

• Expository Work Sample Set Content,
  Organization, Style
• strong ability to explain
• reasonably engaging introductions context,
  audience, voice
• clearly, purposefully organized effective
  transitional devices
• ample supporting details adequately layered
  elaboration
• conclusions wrapping up main points clarity,
  emphasis
• appropriate word choice, often effective for
  topic, audience, purpose
• often-fluent sentences varied in structure,
  length
• identifiable voice person behind the words
• Expository Work Sample Set Conventions
• consistently follows rules of Standard English
  for usage, spelling of commonly-used words,
  capitalization, punctuation, sentence formation,
  and paragraphing

23
The Writing COE

• 2008 Scoring Results

24
The February, 08 Scoring EventWriting COE
Results

• 36.6 of students met the writing standard.
• 13 10th grade students, 127 11th grade students,
  and 496 12th grade students participated.
• 36 of 12th grade students met standard.
• Writing experienced a low insufficiency rate,
  once appropriate teacher assistance was defined.

25
June, 2008 Scoring ResultsSubmissions
Sufficiency

• 288 students151 seniors, 133 juniors, and 4
  sophomoressubmitted Collections.
• Of the 288 COEs, 27 (9.4) represented Special
  Education, 101 (35) represented Bilingual/ELL,
  and 180 represented (62.5) Low Income students.
• 281 Writing Collections (97.6 of submissions)
  were sufficient and were scored.
• 19 students13 seniors, 6 juniorssubmitted
  Augmented Collections 100 were sufficient.

26
June, 08 Scoring Results

• 122 students met standard (42.4 of
  submissions).
• 35 (8) of African-American students, 48 (71)
  of Caucasian/White students, 20 (5) of Asian
  students and 39 (31) of Hispanic/Latino students
  met standard.
• 18.5 of Special Education students met
  standard 31 of Bilingual/ELL students met
  standard.
• 13 Augmented Collections met standard (68.4 of
  submitted), including 10 seniors (66.7).
• 56 Collections were eligible for Augmentation
  (19.4 of submitted COEs).

27
COE Mean Scores by Purpose Trait
Purpose/Trait February, 08 June, 08
Expository COS 4.9 5.2
Expository CONV 2.0 2.3
Persuasive COS 5.4 5.5
Persuasive CONV 2.7 2.5
28
The Writing COE What Weve Learned

• Prompt/Task selection
• Student-writer support
• Adult Assistance clarity appropriateness
• Teaching tools, resources
• Process-to-Product correlations
• apparent strengths, apparent gaps
• Opportunities for improvement
• -student readiness support
• -content-area participation
• -scorer training support

29
The Writing Collection of Evidence

• Important points, facts?
• Additional questions?
• Professional Reflections Possibilities?
• Please note additional Writing COE support
  materials posted on the COE Web site
  coe.k12.wa.us. Thank you!

30
Contact us

• Call us, write us, visit us. Our job is to serve
  you.
• Steve Pearse, Ed.D. COE Writing Specialist.
  caaoptions_at_k12.wa.us. [phone]
• Lesley Klenk, Ph.D. COE Administrator.
  lesley.klenk_at_k12.wa.us.
• Amanda Mount, COE Operations Specialist.
  amanda.mount_at_k12.wa.us. [phone]