Assessment of Reading, Writing and Mathematics: Junior Division Released 2014 Assessment: Language 1, Writing Item-Specific Rubrics and Sample Student Responses with Annotations EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 1-888-327-7377 Web site: www.eqao.com 2014 Queen s Printer for Ontario
Topic Development Q13: Your class has agreed to do some volunteer work in your school this year. Each student can work in an area of his or her choosing. Write a detailed paragraph explaining what you choose to do and why. Code B Descriptor 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.
Topic Development Code 10 Annotation: Response is not developed. Ideas (e.g., I would be a coach because I know a lot about sports I play all of them and I understand the games and rules) and supporting details are limited (e.g., I would teach them to play.because they are very fun games ). Response has a limited relationship to the assigned task.
Topic Development Code 20 Annotation: Response is minimally developed with few ideas (e.g., I would want to volunteer to be gym orgenizer. I would bring the kids to the gym and give the teacher some time to mark papers ) and simple supporting details (e.g., kids in kinder garden they could play ketck or play musicle chairs ). Organization is minimal with weak links between ideas (e.g., For the kids For the kid If any kids had an idea ). Response is partly related to the assigned task.
Topic Development Code 30 Annotation: Response has a clear focus with adequately developed ideas (e.g., help the gym teacher get to see some eqiupment that I never saw before ) and supporting details (e.g., if your helping the gym teacher you get to go outside and get some fresh air get to watch people run if it s a sunny and good day get to instruct people it will look like I m a teacher ). Organization is simple with adequate links between ideas (e.g., Secondy because ; Meanwhile maybe ; Finnaly so I will get to instruct people...that would be a fun day ). Response is clearly related to the assigned task.
Topic Development Code 40 Annotation: Response has a clear focus and is well-developed with sufficient specific ideas (e.g., the grade 1 classroom.because if in the future I ever want to become a teacher I can learn things this is a good oportunity learn the steps on how to be a leader ) and relevant supporting details (e.g., how to interact with young children The more younger they are the more you will get their full attention from.). Organization is logical with an apparent closing statement and ideas flow clearly (e.g., I chose because if I ever want I can I am also shy so this and how to connect With young children it can be hard This could be good practise From this experience I m hoping I will find the courage to a be a good leader ). Response has a thorough relationship to the assigned task.
Conventions Q13: Your class has agreed to do some volunteer work in your school this year. Each student can work in an area of his or her choosing. Write a detailed paragraph explaining what you choose to do and why. Code B Descriptor 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 prevent communication 10 Errors in conventions interfere with communication OR Insufficient evidence to assess the use of conventions 20 Errors in conventions do not interfere with communication 30 Conventions are used appropriately to communicate
Conventions Code 10 Annotation: Response has errors in conventions (e.g., missing capital: example ; several examples of lack of sentence control: two run-on sentences: I can get it for them there is always I can do it for him so I would ; incorrect subject-verb agreement: there is always people I would work for helping; missing end punctuation in the final sentence; a spelling errors: some one, secetary, ether) that interfere with communication. Response does not demonstrate the use of grade-level conventions or control of conventions.
Conventions Code 20 Annotation: Response has errors in conventions (e.g., improper word usage: it is a (an) easy and fun job ; a run-on sentence: a fun job You and your friend walk and talk while selling the cookies You can t ; a sentence beginning with and ; an improper contraction: have nt; a spelling error: caries) that do not interfere with communication. Response demonstrates some control of simple sentences and of compound sentences by using and. Response demonstrates the use of some grade-level conventions and some control of conventions.
Conventions Code 30 Annotation: Response uses conventions appropriately to communicate (e.g., correct beginning and end punctuation; some varied end punctuation; capitalization of proper nouns; commas used correctly in introductory phrases, subordinate clauses; correct contractions). Some errors exist (e.g., spelling errors: excersice, excersising; comma splices: is not torture, it is fun; volunteer, I also think ). Response demonstrates control of grade-level conventions.