Act Writing At Eisenhower

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  • Act Writing At Eisenhower

    1. 1. ACT Writing Eisenhower High School Tuesday, March 18 th , 2008 Scoring Clinic “ Get Ready”
    2. 2. Get Ready!
    3. 3. Purpose <ul><li>To effectively score the ACT Writing portion of the Michigan Merit Exam </li></ul><ul><li>To prepare you to effectively teach your students to perform well on the writing portion of the ACT </li></ul>
    4. 4. Why is everyone responsible for writing? <ul><li>When students write about what was new, confusing, what was surprising, what they already knew, how they organized new information as they were learning something new, they improved their academic success. (Hattie, Biggs and Purdie, 1996; Paris and Paris, 2001) </li></ul>
    5. 5. X Science X Math Michigan X X Reading For Information ELA Social Studies Applied Math Writing Science Reading Math English Subject Session X X X X Social Studies Science Math Writing Reading Test Components Contributing to MME Score X X X X X X X X Michigan WorkKeys ACT plus ACT Writing X
    6. 6. X Science X Math Michigan X X Reading For Information ELA Social Studies Applied Math Writing Science Reading Math English Subject Session X X X X Social Studies Science Math Writing Reading Test Components Contributing to MME Score X X X X X X X X Michigan WorkKeys ACT plus ACT Writing X
    7. 7. Spring 2007 Statewide Results
    8. 8. The Facts <ul><li>Combined English/Writing Scale Scores </li></ul>
    9. 9. MME Writing Components - 2007 <ul><li>If they did well on English it had a positive impact on their overall writing score </li></ul>MME Total Writing Score ACT Writing Test 6 pt. ACT rubric X 2 ACT scorers = 12 pts . ACT English Test 75 multiple-choice items MEAP Social Studies Response Writing Score = 6 pt. MME rubric X 2 MME scorers = 12 pts.
    10. 10. Scoring the Writing Test <ul><li>Two trained readers </li></ul><ul><li>Rating from 1(low) to 6 (high) </li></ul><ul><li>Sum of those ratings is a student’s Writing Test sub score 2-12. </li></ul><ul><li>A difference of more than one point – evaluated by a third scorer. </li></ul><ul><li>Note*** After training all readers are required to pass a qualifying test rating selected essays.*** </li></ul>
    11. 12. Score Reporting <ul><li>Comment Codes – Across the State </li></ul><ul><ul><li>67% Lacks details/examples </li></ul></ul><ul><ul><li>24% Lacks organization/connections between ideas </li></ul></ul><ul><ul><li>21% Needs richer development with some additional details and examples </li></ul></ul>
    12. 13. How can we help our students improve? <ul><li>Model how to analyze the prompt </li></ul>
    13. 14. Prompt Format <ul><li>The Writing Test consists of one writing prompt that briefly states an issue and describes two points of view on that issue. </li></ul><ul><li>Students are asked to write in response to a question about their position on the issue described in the writing prompt. </li></ul><ul><li>In doing so, students may adopt one or the other of the perspectives described in the prompt, or they may present a different point of view on the issue. </li></ul>
    14. 15. <ul><li>Students’ essay scores are not affected by the point of view they take on the issue. </li></ul><ul><li>Prompts are designed to be appropriate for response in a 30-minute timed test and to reflect students’ interests and experiences. </li></ul>
    15. 16. ACT Writing Prompts <ul><li>Critical Attributes of ACT Writing Prompt </li></ul><ul><ul><li>Issue </li></ul></ul><ul><ul><li>Two Positions </li></ul></ul><ul><ul><li>Question </li></ul></ul>
    16. 18. Critical Attributes of ACT Writing Prompt <ul><li>Issue </li></ul><ul><ul><li>Dress code </li></ul></ul><ul><li>Two Positions </li></ul><ul><ul><li>Support a dress code </li></ul></ul><ul><ul><li>Do not support a dress code </li></ul></ul><ul><li>Question </li></ul><ul><ul><li>In your opinion, should high schools adopt a dress code for students? </li></ul></ul>
    17. 19. Let’s take a look <ul><li>ACT Rubrics </li></ul>
    18. 20. Scoring Anchor Papers (Sets 1-4) <ul><li>Right hand side of the folder </li></ul><ul><ul><li>Summary of The ACT </li></ul></ul><ul><ul><li>Packet – The ACT Writing Test </li></ul></ul><ul><ul><li>Scoring Rubrics </li></ul></ul><ul><li>Left hand side of the folder </li></ul><ul><ul><li>Graphic Organizers (2) </li></ul></ul><ul><ul><li>Rubrics (4) </li></ul></ul><ul><ul><li>Set of Six Anchor Papers with Prompt </li></ul></ul>
    19. 21. Understand the Rubric <ul><li>What are the differences between a 4 and a 5? </li></ul><ul><li>What are the differences between a 3 and a 4? </li></ul>
    20. 22. Scoring Rubric 5 and 4
    21. 23. Scoring 4 and 3
    22. 24. Scoring Anchor Sets <ul><li>ACT – Type Persuasive Writing Rubric </li></ul><ul><ul><li>Step 1: Review Prompt/Critical Attributes </li></ul></ul><ul><ul><li>Step 2: Read paper, looking for the Critical Attributes of a 3 to 4 Paper </li></ul></ul><ul><ul><li>Step 3: Check off for the Big 4 – (Position, Complexity, Organization, and Language) </li></ul></ul><ul><ul><li>Step 4: Give it a Holistic Score </li></ul></ul>
    23. 25. Discussion <ul><li>After reading and scoring the anchor set, discuss with a partner the reasoning for your scores. </li></ul>
    24. 26. Scored Anchor Sets and Explanations <ul><li>With your partner, review the scoring explanation for the anchor sets. </li></ul><ul><ul><li>Notice the comments/reasons </li></ul></ul><ul><ul><li>Notice the range of anchor papers (Scores 1-6) </li></ul></ul>
    25. 27. Questions/Comments
    26. 28. Links to Resources <ul><li>www.protopage.com/wozniakc </li></ul><ul><li>Learning Express Library </li></ul><ul><ul><li>www.mel.org </li></ul></ul>

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