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TITLE Report of Student Performance in Writing, 2000-2001: Grades4, 7, and 10. North Carolina Testing Program.

INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh.Instructional Services.

PUB DATE 2001-11-00

NOTE 120p.

AVAILABLE FROM Public Schools of North Carolina, State Board of Education,Dept. of Public Instruction Accountability Services, Raleigh,NC 27699. Web site:http://ncpublicschools.org/accountability/ testing.

PUB TYPE Numerical/Quantitative Data (110) Reports Research (143)EDRS PRICE EDRS Price MF01/PC05 Plus Postage.DESCRIPTORS Academic Achievement; Achievement Tests; Elementary Secondary

Education; Grade 10; Grade 4; Grade 7; *Performance BasedAssessment; Public Schools; State Departments of Education;Student Evaluation; *Writing Achievement; *Writing Evaluation

IDENTIFIERS *North Carolina; North Carolina Statewide Testing Program;Writing Samples

ABSTRACT

This report provides a longitudinal, comprehensive compendiumof student performance data in the area of writing for the 2000-2001 schoolyear. The report was generated using aggregate student data from NorthCarolina public schools, including charter schools, and provides informationregarding student performance at the state level at each of the score pointsfor grades 4, 7, and 10. It is based on results from the annual on-demandwriting sample required during the North Carolina Writing Assessment atgrades 4, 7, and 10. Also included in the report are the specific focusedholistic score scales and sample student responses representing each of thescore points. The report is divided into the following broad parts: List ofTables (n=18); List of Figures (n=10); Part I, North Carolina WritingAssessment, Grades 4 and 7; Part II, North Carolina Test of English II, Grade10; and Appendix (Student Report Form, Grade 4; Student Report Form, Grade 7;North Carolina Charter Schools, 2000-01). (NKA)

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Grades 4, 7, and 10

Public Schools of North Carolinawww.NCPublicSchools.orgState Board of EducationDepartment of Public InstructionOffice of Instructional and Accountability ServicesDivision of Accountability Services / Testing SectionRaleigh, NC 27601-2825

Published November 2001

BEST COPY AVALABLE 2

State Board of Education

Phillip J. Kirk, Jr.

ChairmanRaleigh

Jane P. NorwoodVice ChairCharlotte

Kathy A. TaftGreenville

Michelle Howard-VitalWilmington

Edgar D. MurphyDurham

Evelyn B. MonroeWest End

Maria T. PalmerChapel Hill

.Ronald E. Deal

Hickory

Wayne McDevittAsheville

Zoe W. LocklearPembroke

Patricia WilloughbyRaleigh

Beverly PerdueLieutenant GovernorNew Bern

Richard MooreState TreasurerKittrell

NC Department of Public InstructionMichael E. Ward, State Superintendent

301 North Wilmington Street Raleigh, North Carolina 27601-2825 Web site: www.ncpublicschools.org

3

The 2000-01 North Carolina

Report of StudentPerformance in Writing

Grades 4, 7, and 10

November 2001

Public Schools of North CarolinaState Board of Education

Department of Public InstructionOffice of Instructional and Accountability ServicesDivision of Accountability Services/Testing Section

2000-01 Report of Student Performance in Writing

Acknowledgments

The development of a comprehensive Writing Assessment report requires the skills and efforts ofmany individuals. We thank Mary Wetherby, Jim Kroening, Mildred Bazemore, Betty Marsh,Phyllis Blackmon, Jennifer Gerteisen, and Scott Ragsdale for the overall coordination of thisproject. We also thank Betty Marsh for the statistical analyses and Erin Lyjak for the productionof tables, charts, and graphs.


Introduction

The 2000-01 Report of Student Performancein Writing provides information on studentperformance on the North Carolina WritingAssessment at grades 4, 7, and 10

(English II). The annual writing assessment,a component of the North Carolina TestingProgram, is also a component of the ABCsAccountability Program at grades 4 and 7(growth and performance composites) forthe 2000-01 school year. Writing at grade10 is also included in the ABCsAccountability Program in the Index Modeland the Performance Composite. Themeasurement of writing in North Carolinaand its inclusion in the ABCs ensure thatwriting as a basic skill is emphasized inevery classroom throughout each student'sacademic experience. Such an emphasisprovides each student with a solidfoundation in written communication inpreparation for the competitive and globalmarketplace of the twenty-first century.

The writing assessment was first added tothe North Carolina Testing Program in1983-84 to place a greater emphasis onwriting statewide. Initially, writing wasmeasured in grades 6 and 9. In 1985-86, thewriting assessment at grade 9 was moved tograde 8. English II, an end-of-course writingassessment that focuses on world literatureother than literature from the United Statesand Great Britain, was added to thestatewide testing program in 1991-92. In1992-93, the annual assessment of writingwas expanded again to include themeasurement of narrative writing at grade 4.In response to the reorganization of publiceducation in North Carolina and the ABCs,in 1995-96 the statewide testing programwas reduced. The assessment of writing wasreduced from grades 4, 6, 8, and 10 (EnglishII) to grades 4 (narrative), 7 (expository orpoint-of-view), and 10 (expository), thegrades in which writing was assessed in

North Carolina during the 2000-01 schoolyear.

The 2000-01 Report of Student Performancein Writing provides a longitudinal,comprehensive compendium of studentperformance data in the area of writing. Thereport was generated using aggregate studentdata from North Carolina public schools,including charter schools, and providesinformation regarding student performanceat the state level at each of the score pointsfor grades 4, 7, and 10. In addition, state-level performance is reported by thepercentages of students scoring at or above2.5 in grades 4 and 7 (student performancestandard) and at or above 3.0 in grade 10(student performance standard), by gender,ethnicity, and categoly of exceptionality.State-level results are also reported showinghow well students are able to apply standardlanguage conventions in their writing atgrades 4 and 7 using +'s and 's and inEnglish II using an analytical score scale(1 3) in the areas of sentence formation,usage, mechanics, and spelling. Alsoincluded in the report are results by LEA(stem and leaf) and charts providing thepercentages of students scoring at each ofthe score points, the percentages of studentsscoring at or above 2.5 for grades 4 and 7,and the percentages of students scoring at orabove 3.0 for grade 10. The specific focusedholistic score scales and sample studentresponses representing each of the scorepoints are also included in this report.

The purpose of this report is to provideinformation about the level of studentperformance in the area of writing based onresults from the annual on-demand writingsample required during the North CarolinaWriting Assessment at grades 4, 7, and 10(English II).

2000-01 Report of Student Peiformance in Writing


Table of Contents

List of Tables iii

List of Figures

Part I, North Carolina Writing Assessment, Grades 4 and 7

North Carolina 2000-01 Report of Student Performance in Writing, Grades4 and 7 3

2000-01 North Carolina Writing Assessment, Grades 4 and 7,State-Level Summary Statistics 11

2000-01 North Carolina Writing Assessment, Grades 4 and 7, Copies of theGrades 4 and 7 Sample Student Responses 21

Grade 4 Narrative Composition Focused Holistic Score Scale 22

Grade 7 Expository Composition Focused Holistic Score Scale 29

2000-01 North Carolina Writing Assessment Grades 4 and 7, Regional byLEA Performance 37

Part II, North Carolina Test of English II, Grade 10

North Carolina 2000-01 English II Report of Student Performance, Grade 10 71

2000-01 North Carolina English H Writing Assessment, State-LevelSummary Statistics 77

2000-01 North Carolina English II Writing Assessment, Copies of theEnglish II Sample Student Responses 85

Expository Composition Focused Holistic Score Scale 87

Conventions Analytical Score Scale 89

2000-01 North Carolina English H Writing Assessment, Regional byLEA Performance 101

Appendix 117

Student Report Form: Grade 4 119

Student Report Form, Grade 7 121

North Carolina Charter Schools, 2000-01 123

7


List of Tables

Writing, Grades 4 and 7

Table 1. Fourth Grade Reader Agreement Status 5

Table 2. Seventh Grade Reader Agreement Status 6

Table 3. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Percent of Students at or above the Standard of 2.5, Grades 4 and 7 ...14

Table 4. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Distribution of Narrative Writing Scores Across Years, Grade 4 17

Table 5. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Distribution of Writing Scores Across Years, Grade 7 18

Table 6. North Carolina Testing Program, Annual Writing Assessment, 2000-01,State Scores of Students with Special Needs 20

Table 7. North Carolina Testing Program, Annual Writing Assessment, 2000-01,Grade 4, Percent of Students Scoring at or above 2.5, by LEA 39

Table 8. North Carolina Testing Program, Annual Writing Assessment, 2000-01,Grade 7, Percent of Students Scoring at or above 2.5, by LEA 40

Table 9a-f. North Carolina Testing Program, Annual Writing Assessment, 2000-01,Percent of Students at or above 2.5, Score Point Distribution, and ConventionScores, Grade 4, by LEA and Region 41

Table 10a-f. North Carolina Testing Program, Annual Writing Assessment,2000-01, Percent of Students at or above 2.5, Score Point Distribution, andConvention Scores, Grade 7, by LEA and Region 48

Table lla-f. North Carolina Testing Program, Annual Writing Assessment,2000-01, Pei-cent of Students at or above 2.5, Grade 4, by Ethnicity, LEA, andRegion 55

Table 12a-f. North Carolina Testing Program, Annual Writing Assessment,2000-01, Percent of Students at or above 2.5, Grade 7, by Ethnicity, LEA, andRegion 62


English II, Grade 10

Table 1. English II Reader Agreement Status Across Administrations 73

Table 2. North Carolina Testing Program, Annual English II Assessment, 1996-97 to2000-01, Percent of Students at or above the Standard of 3.0 79

Table 3. North Carolina Testing Program, Annual English II Assessment, 2000-01,State Scores of Students with Special Needs 83

Table 4. North Carolina Testing Program, Annual English II Assessment, 2000-01,Percent of Students Scoring at or above 3.0, by LEA 103

Table 5a-f. North Carolina Testing Program, Annual English II Assessment,2000-01, Score Point Distribution and Percent of Students at or above 3.0, byLEA and Region 104

Table 6a-f. North Carolina Testing Program, Annual English II Assessment,2000-01, Percent of Students at or above 3.0, by Ethnicity, LEA, andRegion 110

iv 9


List of Figures

Writing, Grades 4 and 7

Figure 1. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Percent of Students Scoring at or above the Standard of 2.5,Grade 4 13

Figure 2. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Percent of Students Scoring at or above the Standard of 2.5,Grade 7 13

Figure 3. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Distribution of Narrative Writing Scores, Grade 4 15

Figure 4. North Carolina Testing Program, Annual Writing Assessment, 1996-97 to2000-01, Distribution of Writing Scores, Grade 7 16

Figure 5. North Carolina Testing Program, Annual Writing Assessment, 1999-00 to2000-01, Percent of Students Scoring at or above the Standard of 2.5, Grade 4by Ethnicity 19

Figure 6. North Carolina Testing Program, Ammal Writing Assessment, 1999-00 to2000-01, Percent of Students Scoring at or above the Standard of 2.5,Grade 7 by Ethnicity 19

English II, Grade 10

Figure 1. North Carolina Testing Program, Annual English H Assessment, 1996-97to 2000-01, Distribution of Expository Writing Scores, Grade 10 80

Figure 2. North Carolina Testing Program, Annual English II Assessment, 1996-97to 2000-01, Percent of Students Scoring at or above the Standard of 3.0 81

Figure 3. North Carolina Testing Program, Annual English II Assessment, 1996-97to 2000-01, Analytics, Percent Scoring at Each Score Point 82

Figure 4. North Carolina Testing Program, Annual English H Assessment, 1999-00to 2000-01, Percent of Students Scoring at or above the Standard of 3.0, byEthnicity 84

1 0

Part I

North CarolinaWriting Assessment

Grades 4 and 7

11


North Carolina 2000-01 Report of Student Performance in WritingGrades 4 and 7

Overview

Findings

The North Carolina Assessment of Writing was administeredstatewide on March 6, 2001 to all students in grades 4 and 7. Thewriting assessment at grade 4 measured students' composing skillsin the narrative mode while the assessment at grade 7 measured theexpository mode. Student responses at both grades were scoredusing a four-point scale.

Student performance in writing increased this year at grades 4 and 7when compared to student performance in 1999-00. Although scoresimproved statewide at both grades, there was variation in studentperformance in writing between schools and school districts.

At grade 4, approximately 68.8 percent of all students testedstatewide achieved a score of 2.5 or greater (the standard) comparedto 57.6 percent in 1999-00. At grade 4, the percent of studentsachieving 2.5 or greater increased by 11.2 percentage points.Overall, student performance in writing statewide at grade 4 hasshown a substantial increase since the assessment began in 1992-93(see Figure 1, page 13).

At grade 7, approximately 73.2 percent of all students testedstatewide achieved a score of 2.5 or greater (the standard) comparedto 71.9 percent in 1999-00. At grade 7, the percent of studentsachieving 2.5 or greater increased by 1.3 percentage points. This isthe sixth year of the writing assessment at grade 7, and this year'sperformance showed an increase over the five previous years (seeFigure 2, page 13).

Across both grades, higher percentages of female students than malestudents received the top writing scores.

At grade 4, generally, a somewhat greater percentage of Whitestudents (75.8%) achieved a score of 2.5 or higher, followed by thepercentage of Asian students (70.9%), Multi-racial students (69.8%),Other students (66.7%), American Indian students (66.4%), Hispanicstudents (58.0%), and Black students (56.1%).

At grade 7, the proportion of Asian students (82.4%) receivinghigher writing scores was slightly greater than the proportion ofWhite students (80.3%). Multi-racial students (75.1%) had the nextlargest proportion receiving higher scores, followed by theproportions of Other students (68.3%), Hispanic students (63.6%),American Indian students (62.6%), and Black students (59.3%).

3

What is theWritingAssessment?

How is theWritingAssessmentAdministered?


While schools are diligently preparing students to meet morerigorous academic standards in reading, mathematics, and writing,there still is variation in performance among students, classrooms,and ethnic groups.

Our continuing challenge is to emphasize and focus more oncommunication skills in the classroom. Whether oral, visual, orwritten, effective communication skills are the results of activelearning and frequent use of higher level thinking skills. The StateBoard of Education has reaffirmed its belief that writing is a basicskill that must continue to be emphasized in every classroom byincluding the assessment of writing as a component of the ABCsAccountab i 1 ity Program.

Table 3 on page 14 depicts percentages of students in the statescoring at or above the standard of 2.5 at grades 4 and 7 for the1996-97, 1997-98, 1998-99, 1999-00 and 2000-01 school years. Adisaggregation by ethnicity and gender is also provided.

The annual writing assessment, a component of the North CarolinaTesting Program, is a state-mandated on-demand assessment ofstudent performance in writing at grades 4 and 7.

The writing assessment was added to the North Carolina TestingProgram in 1983-84 to place a greater emphasis on writingstatewide. The revised North Carolina Standard Course of Study(SCS) emphasizes writing as a basic skill that can be improved withappropriate emphasis. The measurement of writing ensured thatample time and resources are allotted for the development in theclassroom.

The writing assessment measures students' skills in two differentmodes of writing. Students in grade 4 are asked to write a narrativecomposition (personal or imaginative), and students in grade 7 areasked to write an expository (clarification or point-of-view)composition.

On the day of testing the teacher removes from a sealed envelopeindividual copies of a writing prompt. At each grade the writingprompt provides instructions that set forth the task. Each student hassixty-five minutes to write a composition in response to the prompt.Scheduled extended time may be allotted to students with specialneeds or students with limited language proficiency, if appropriate.

4 13

How is theWritingAssessmentadministered?(continued)

How are scoresreported?

What is theexpected standardfor writing?

How are thecompositionsscored?


The prompt requires students to apply their knowledge and skills inlanguage to demonstrate their ability to communicate information inwriting. In response to the prompt, and students in grade 4 must writea narrative composition, students in grade 7 are required to write anexpository or point-of-view composition.

Each year students' scored compositions, student and classroomscores, and scoring guides are returned to all fourth and seventh gradeteachers several weeks after scoring. Teachers are encouraged to usethe scoring guides along with the student responses to acquire a betterunderstanding of the scoring criteria and to interpret scores to studentsand parents.

Each year summary scores are returned to each school and schoolsystem in the state.

The expected standard for writing at grades 4 and 7 is the mid-pointscore of 2.5 or above on a four-point scale. This standard representsan achievable level and quality of writing that can be reached witheffective instruction.

By achieving a score of 2.5 or above, a student has demonstrated areasonable command of the particular mode of writing assessed.

The score of 2.5 is the current grade level standard that is alsoreported as the accountability indicator.

Each student composition is scored by two independent readers. Thecomposition is assigned either a 1-4 or Non-Scorable score by eachreader. For responses where the two scores are discrepant by a singlescore point, a mid-point score is assigned to the student's response.For example, a student may receive a 2.5 as a score.

There were 100,930 fourth grade public school student papers which were scored by two readersand rescored by the scoring director if the readers differed by more than one point on the four-point scale. The agreement rate of the readers is shown below in Table 1.

Table 1Fourth Grade Reader Agreement Status

Total Public Perfect Agreement Adjacent Agreement Resolution RequiredSchool Papers Percent Percent Percent

100,930 75.9 24.0 0.1

e 70 percent criterion rate for perfect agreement required by the State Board of Education wasceeded and the resolutions required were few.

Thex

5 14


There were 98,178 seventh grade public school student papers which were scored by two readersand rescored by the scoring director if the readers differed by more than one point on the four-point scale. The agreement rate of the readers is shown below in Table 2.

Table 2Seventh Grade Reader Agreement Status


98,178 79.6 20.3 0.1

The 70 percent criterion rate for perfect agreement required by the State Board of Education wasexceeded and the resolutions required were few.

The assigned score point reflects each student's performance withrespect to a set of predetermined criteria for each score point (focusedholistic scoring). The score points define the student's command ofthe mode of writing required. A generic score scale follows that isapplied across modes and grades:

NS = Student response is not readable or composition is otherwiseunscorable.

1 = Student response exhibits a lack of command of the modeof writing.

2 = Student response exhibits a weak command of the mode ofwriting.

3 = Student response exhibits a reasonable command of themode of writing.

4 = Student response exhibits a strong command of the mode ofwriting.

The quality of each composition is determined by considering thefollowing characteristics: (1) main idea, (2) supportive details, (3)organization, and (4) coherence. A focused holistic score is assignedto each student's response based on these characteristics.

A second, independent score evaluates the student's performance withrespect to the use of standard English conventions (i.e., grammar,spelling, usage, and sentence formation). This score is reported as a"+" or "". The "+" response exhibits an acceptable level of skills insentence formation, usage, and mechanics; the "" response does notexhibit an acceptable level.

Results of theWritingAssessment atGrade 4

Performance ofSubgroups atGrade 4


Each year the same scoring criteria and score point scale or standardsare used as were used in previous years. However, the scoring guidesare tailored to fit a particular prompt and the anchor papers (i.e.,papers used to exemplify score point standards) are selected tocorrespond to the prompt administered for a given year.

Students in the fourth grade were asked to write a personal narrativecomposition in response to the following prompt:

Think about a time when you had a great day at school. Write a storyabout a time you had a great day at school.

Readers scored 100,930 public school responses for grade 4. Thescores show that 68.8 percent of the fourth graders wrote well enoughto score at or above the standard of 2.5. This represents a dramaticincrease of 11.2 percentage points from the 57.6 percent whoachieved this level in 1999-00. About 4.8 percent of the fourthgraders received the highest scores of 3.5 and 4.0 in comparison to4.7 percent last year, and 3.1 percent received the lowest scores of 1.0and 1.5 compared to 2.8 percent in 1999-00. In 2000-01, less thanone percent (0.1) of the papers had problems which made them non-scorable.

Figure 3 on page 15 depicts the distribution of narrative compositionscores for grade 4 across the years of administration (see also Table4, page 17).

For conventions, 41.9 percent of fourth-graders received a double-plus(+ +) rating in comparison to 56.7 percent in 1999-00, while 31.0percent obtained a plus-minus rating (+ -) in comparison to 27.6percent last year. About 27.1 percent were assigned a double-minusrating (- -). In 1999-00, 15.6 percent of fourth-graders received adouble-minus rating.

Gender. Approximately 73.9 percent of the female students scored ator above the standard of 2.5 compared to 63.9 percent for malestudents.

Ethnicity. About 75.8 percent of White students scored at or above2.5 compared to 70.9 percent of the Asian students, 69.8 percent ofMulti-racial students, 66.7 percent of Other students, 66.4 percent ofAmerican Indian students, 58.0 percent of Hispanic students, and 56.1percent of Black students (see Figure 5, page 19).

7 6 BESTCOPYAVAILABLE

AssessmentObservations atGrade 4

Results of theWritingAssessment atGrade 7


Table 3 on page 14 shows the percentages of students at or above thestandard of 2.5 for each subgroup.

Table 6 on page 20 shows the percentages of students at each scorepoint, by Exceptionality and Limited English Proficient.

At grade 4, scores dramatically increased compared to studentperformance in 1999-00. Students had little difficulty choosing atime when he/she had fun with a friend or a relative. The majority ofresponses demonstrated the students' abilities to compose narrativesthat established a progression of ideas and events, although minorlapses in focus and progression may have occurred. The responsesalso contained less forced formulaic strategies than had been seen inprevious administrations.

Common weaknesses among responses scored 1 or 2 were 1) majorbreaks in the progression of ideas and events presented, or 2) flawedelaboration, especially the listing of ideas or events with little or noelaboration.

Seventh graders were asked to write a well-organized point-of-viewcomposition on the topic below.

Take a position on whether wild animals should or should not be keptin zoos. State your position and explain why you think wild animalsshould or should not be kept in zoos.

The 2000-01 school year is the sixth year that the writing test has beenadministered in grade 7. The readers scored 98,178 seventh-gradeexpository compositions. The scores showed that 73.2 percent of theseventh graders wrote well enough to score at or above the 2.5standard compared to 71.9 percent who scored at this level on anexpository composition in 1999-00. About 7.3 percent of the seventhgraders scored 4.0 and 3.5 while 5.8 percent of seventh gradersobtained these scores in 1999-00. About 3.4 percent scored 1.0 or 1.5this year, and 2.6 percent received these scores in 1999-00. In the2000-01 school year, less than one percent of the papers had problemswhich made them non-scorable.

Figure 4 on page 16 depicts the distribution of grade 7 compositionscores across the years of administration (see also Table 5, page 18).

About 74.1 percent of seventh graders were assigned a double-plus(+ +) for their use of standard English conventions, and 80.2 percentof the students received the same rating in 1999-00. The plus-minusrating (+ ) was assigned to 18.2 percent of the papers in comparisonto 14.2 percent in 1999-00. Almost 7.7 percent were rated with the do

7

Performance ofSubgroups atGrade 7

AssessmentObservations atGrade 7


double-minus ( ). In 1999-00 about 5.6 percent of seventh-gradestudents received the same rating.

Gender. Approximately 79.8 percent of the female students scored ator above the standard (2.5) compared to 66.9 percent of the males.

Ethnicity. About 82.4 percent of the Asian students scored at or abovethe standard of 2.5 compared to 80.3 percent of the White students,75.1 percent for Multi-racial students, 68.3 percent of the Otherstudents, 63.6 percent of the Hispanic students, 62.6 percent of theAmerican Indian students, and 59.3 percent of the Black students (seeFigure 6, page 19)

Table 3 on page 14 shows the percentages of students at or above thestandard of 2.5 for each subgroup.

Table 6 on page 20 shows the percentages of students at each scorepoint, by Exceptionality and Limited English Proficient.

At grade 7, scores increased compared to student performance in1999-00. Students had little difficulty taking a position on whetherwild animals should or should not be kept in zoos. The majority ofresponses were focused on the subject matter and provided relevantreasons to support the positions taken. Common weaknesses seenamong the responses that were not successful were the forced usageof statistical evidence and personal examples. When these techniqueswere applied, students tended to lose focus on their main ideas. Thisresulted in breaks in the progression of ideas which affected thecoherence of the compositions.

918

2000-01

North CarOlina

Writing Assessment

Grades 4 and 7

State-Level Summary Statistics

The following charts provide state-level summary statistics. The number tested at each gradelevel and the percentage of students scoring at each of the focused holistic score point values areprovided. Longitudinal data of performance by gender and ethnicity, the. performance ofstudents with exceptionalities, and the performance of students identified as Limited EnglishProficient are also provided. The percent of students achieving the accountability standard of 2.5is provided for all categories.

911

100 -

90 -

80 -

70 -

60 -

50 -

40 -

30 -

20 -

10 -

0

Figure 1. North Carolina Testing ProgramAnnual Writing Assessment, 1996-97 to 2000-01

Percent of Students Scoring at or above the Standard of 2.5Grade 4

51.748.6

55.257.6

68.8

100 -

90 -

80 -

70 -

60 -

50 -;

40 -

30 -

20 -

10 -

0

1996-97

54.9

1997-98 1998-99 1999-00 2000-01


Percent of Students Scoring at or above the Standard of 2.5Grade 7

62.5

70.3 71.9 73.2

1996-97 1997-98 1998-99

13

1999-00 2000-01

Tab

le 3

. Nor

th C

arol

ina

Tes

ting

Prog

ram

Ann

ual W

ritin

g A

sses

smen

t, 19

96-9

7 to

200

0-01

Perc

ent o

f St

uden

ts a

t or

abov

e th

e St

anda

rd o

f 2.

5G

rade

s 4

and

7

Gro

upPe

rcen

t of

Stud

ents

Gra

de 4

Gra

de 7

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

Num

ber

Tes

ted

100.

0%10

0.0%

100.

0%10

0.0%

100.

0%90

,638

94,3

8696

,649

99,0

3810

0,93

088

,422

91,3

3290

,921

93,5

6798

,178

Perc

ent A

t or

Abo

ve 2

.5

All

Stud

ents

100.

0%10

0.0%

100.

0%10

0.0%

100.

0%48

.6%

51.7

%55

.2%

57.6

%68

.8%

54.9

%62

.5%

70.3

%71

.9%

73.2

%

Gen

der

Fem

ale

49.4

%49

.6%

50.0

%49

.1%

49.1

%56

:3%

56.5

%61

.9%

62.6

%73

.9%

62.6

%68

.0%

77.3

%79

.2%

79.8

%

Mal

e50

.5%

50.2

%50

.0%

50.9

%50

.6%

41.1

%47

.1%

48.4

%52

.9%

63.9

%47

.5%

57.3

%63

.6%

64.9

%66

.9%

Eth

nici

tyA

mer

ican

Ind

ian

1..7

%1.

5%1.

5%1.

5%1.

6%41

.9%

38.8

%50

.6%

51.5

%66

.4%

40.2

%47

.6%

62.8

%59

.8%

62.6

%

Asi

an1.

3%1.

3%1.

4%1.

6%1.

5%53

.2%

58.9

%59

.9%

67.6

%70

.9%

58.5

%68

.7%

76.5

%76

.4%

82.4

%

Bla

ck28

.6%

29.2

%29

.6%

29.6

%30

.1%

36.7

%37

.8%

43.2

%46

.3%

56.1

%39

.2%

47.6

%58

.3%

60.8

%59

.3%

His

pani

c1.

8%2.

3%2.

6%3.

1%3.

8%39

.7%

40.5

%46

.8%

48.3

%58

.0%

43.3

%53

.1%

61.1

%60

.8%

63.6

%

Mul

ti-ra

cial

1.2%

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State Average

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percent Proficient

1999-00 2000-01


Percent of Students Scoring at or above the Standard of 2.5Grade 7 by Ethnicity

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2000-01

North Carolina

Writing Assessment

Grades 4 and 7

Copies of the Grades 4 and 7 Sample Student Responses

The following pages provide copies of sample student responses from grades 4 and 7. The scorepoint for each response and an annotation explaining the score are provided on eachcomposition.

21 2 8

Grade 4 NarrativeCompositionFocused HolisticScore Scale

Score Point 4 - The response exhibits a strong command of narrativewriting. The response is focused and has an effective sequencing ofevents and a clear progression of ideas. The writer provides specific,relevant details to support ideas. The composition is unified and wellelaborated. The writer's organization provides a clear strategy orcontrolled plan; the composition progresses logically and has a sense ofoverall completeness.

Score Point 3 - The response exhibits a reasonable command ofnarrative writing. The response is focused and establishes progressionof ideas and events although minor lapses in focus and progression maybe present. The composition contains elaboration and support in theform of specific details. The composition may have minor weaknessesin coherence. The writer's organization provides a reasonable sense oflogical progression and overall completeness.

Score Point 2 - The response exhibits a weak command of narrativewriting. The response exhibits some progression of ideas and eventsand provides some elaboration and support. The elaboration is relevantbut may be flawed. The composition may not be evenly elaborated,having a list-like quality with concrete supporting details. Thecomposition may have little connection between a controlling idea andsupporting details relevant to development.

Score Point 1 - The response exhibits a lack of command of narrativewriting. There is evidence that the writer has read the prompt andattempted to respond to it. The writer may attempt to support ideas, butthere may be no sense of strategy or control, or the writer may exhibitskeletal control but the response is too sparse to be scored higher than a"1." The response may not sustain focus on the topic, may lack clarity,and/or may have an inappropriate strategy.

NS - This code may be used for compositions that are entirely illegibleor otherwise unscorable: blank responses, responses written in a foreignlanguage, restatement of the prompt, and responses that are off topic orincoherent. The Scoring Director must give permission for the use of

22

Score Point 1:

While the response lists some events, it is too sparse to be scored higher than a "."goiThe writer has seen the prompt and attempted to respond ("...nly uncle. n..told r e we was ng fishing. ").

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The response exhibits some progression of ideas and events ("...we went to record town..Then me & Robertraced...After that...Then we went home...Then we went over..."), but th events are presented in a list-likefashion. Supporting details are presented as extensions to the listed events ("...so we could buy NSYNC...toplay a game...to listen to my new cd...movie called deep blue sea.").

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The response is focused on a trip with mom to go horseback riding and has a clear beginning, middle, andending. The writer has established a logical sense of progression ("One cool, cloudy day...Finally, we werethere...My mom picked out...Then Mr. O'Konner placed a saddle...Quickly, I placed my right foot...I watchedmy mom...Soon she was on too...When he told us we could go...We then let the horses go freely..."). Thenarrative contains specific details ("...beautiful gray and white horse named Cloudy...diamond shaped spot onits head...galloped as if he wasn't touching the ground..."), and has a reasonable sense of logical progression.

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Score Point 4:

The response is focused on a roller coaster ride with a friend and has effective sequencing of ideas and events("It all started on a cloudy snowy day...At about 11 :00...When we arrived...When it was our turn to geton...Then, all of a sudden...Suddenly, we were in a dark tunnel...In the blink of an eye...When we pulled backinto the place...Then we walked over to the next ride..."), indicating the strategy and control of the writer. Theresponse is strong in the main idea, organization, relevant details, and coherence; ideas build on each other andprogress logically to the final conclusion. The composition is well-elaborated with specific details and has asense of overall completeness.

35 BEST COPY AVAILABLE

28

Grade 7ExpositoryCompositionFocusedHolistic ScoreScale

Score Point 4 - The response exhibits a strong command of expositorywriting. The writer has focused on the subject matter and has providedspecific, relevant reasons and details to support reasons as a means ofelaboration. The writer's organization provides a clear strategy orcontrolled plan with a clear sense of logical progression and overallcompleteness. The composition is coherent.

Score Point 3 - The response exhibits a reasonable command of expositorywriting. The writer has focused on the subject matter and given reasons tosupport the main idea. Some responses contain a few well-elaboratedreasons or more reasons with less elaboration. The writer's organizationprovides a reasonable sense of logical progression. The response isgenerally coherent and complete overall, although minor weaknesses arepresent.

Score Point 2 - The response exhibits a weak command of expositorywriting. The writer has focused on the subject matter and given at least oneor two reasons or else a list of reasons with little or no elaboration. Theseresponses may be poorly organized and may not establish a logicalprogression, but some sense of strategy exists. Some responses introducereasons and ideas which are not explained or related to the subject matter,causing the reader to have to make inferences.

Score Point 1 - The response exhibits a lack of command of expositorywriting. There is evidence that the writer has seen and attempted to respondto the prompt. However, the response may not sustain focus on the topic.The writer may attempt to support ideas, but there may be no sense ofstrategy or control. Many responses exhibit skeletal control but may be toosparse to be scored higher than a "1."

NS - This code may be used for compositions that are entirely illegible orotherwise unscorable: blank responses, responses written in a foreignlanguage, restatements of the prompt, and responses that are off topic orincoherent. The Scoring Director must give permission for the use of "NS."

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Score Point 1:

The writer takes the position that animals should not be kept in zoos and provides two unelaborated reasonsas support ("They are living things to...It is not right to take a animal out of the wild and put it into a cage.").The response is too sparse to be scored higher than a "1."

tEST COPY AVAILABLE

30 3 7

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Score Point 2:

The writer takes the position that wild animals should not be kept in zoos and provides three reasons assupport ("...they should be with their families...they should be in the wild where they belong...wild animalsshould be away from people."). While a few supporting details are offered, the response lacks thedevelopment necessary for a higher score.


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Score Point 3:

The writer takes the position disagreeing with people taking animals out of their natural habitat. Theresponse is focused, organized, and offers three reasons with elaboration for each. The responseprogresses logically and is generally coherent and complete, overall.

BEST COPY AVAILABLE

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Score Point 4:

The writer takes the position that wild animals should be kept in zoos. The response contains three specific,elaborated reasons as support ("...it's a lot safer...a better balanced meal...beautiful environment"). There isa clear sense of logical progression and overall completeness.

BEST COPY AVAILABLE

35 4 2

2000-01

North Carolina

Writing Assessment

Grades 4 and 7

Regional by LEA Performance

Tables 7 through 12 provide the number of students tested, percentage of students at each scorepoint, and the percentage scoring at or above the standard of 2.5 for each of the LEAs by region(former six Technical Assistance Centers configurations). Performance by ethnicity is alsoprovided for each LEA.

37 4 3

Table 7. North Carolina Testing Program, Annual Writing Assessment, 2000-01, Grade 4,Percent of Students Scoring at or above 2.5, by LEA

State Percent 2001 LEA Performance100 Bridges", Francine Delany**, The Learning Center"

97 Magellan"

93 Lincoln Charter"

91 Metrolina Regional"

89 Watauga

87 Ashe, Avery, Phoenix Academy**, Transylvanir86 Tiller School**

84 Madison, Suny83 Alleghany, Caldwell, Currituck, Orange Co. Charter", Summit Charter"82 Gaston, Haywood, Henderson81 Chapel Hill-Carrboro City, Buncombe, Roanoke Rapids City80 Arapahoe**, Dare, Kings Mountain79 Graham, Polk, Union, Wilkes78 Burke, Jackson, Union Academy**, Wake77 Kannapolis City, Millennium"76 Catawba, Cleveland, East Wake Academy", Yance)75 Chatham, Elkin City, Moore, New Hanover74 Davidson, Iredell-Statesville, Mitchell, Orange, Pender, Randolph, Swair73 Alexander, Carteret, Duplin, Mooresville City, Nash-Rocky Mount, Waynr72 Asheville City, Mount Airy City, Perquimans, Winston-Salem/Forsytt71 Anson, Charlotte/Mecklenburg, Cherokee, Cumberland, Jones, Person70 Franklin Academy", Gates, Macon, McDowell, Village Charter**

2001 State 69 Alamance-Burlington, Harnett, Lincoln, Tyrrer68 Guilford, Hickory City, Robeson, Scotland, S.B. Howard"67 Asheboro City, Caswell, Clinton City, Durham, Edgecombe, Lenoir, Lexington City66 Bertie, Lee, Stokes, Weldon City, Yadkin65 Edenton/Chowan, Columbus, Mountain Community", Rockingham, Whiteville City64 Elizabeth City/Pasquotank, Johnston, Sugar Creek**63 Brevard Academy", Northampton, StanI362 Greensboro Academy**, Newton Conover City, Ons low, Richmonc61 Greene60 Clay, Granville, Pamlico59 Davie, Halifax

2000 State 58 Beaufort, Franklin, Hoke, Rutherford57 Brunswick, Martin56 Thomasville City

1999 State 55 Hyde54 Evergreen Cominunity**, Sterling Montessori", Warrer

1995 State 53 Bladen, Chatham Charter"1996,1998 State 52

51 Cabarrus, Wilson50 Hertford, Maureen Joy", STARS"

1997 State 49 Vance

48 Craven47 Sampson

46 Englemann", Montgomery

44 Community Charter", Piedmont Community"

40 Haliwa-Saponi Tribal**39 Rowan-Salisbury

37 Rocky Mt. Charter Public**36 Children's Village", River Mill Charter"

1994 State 34, 33 American Renaissance", Camden, Research Triangle", Turning Point"

32 Carter Community**, Healthy Start", Shelby City, SPARC Academy*'

28 Forsyth Academies"

26 Pitt, Washington25 Harnett Early Childhood", Quest Academy"24 Northeast Raleigh"

1993 State 23

17 C.G. Woodson**, Grandfather Academy"

13 Bethel Hill**, Rowan Academy"

8 Success Institute"

0 Omuteko Gwamaziima**, Vance Charter"* Quality Education**, Crossnore Acadenly**, Woods Charter**

Notes: A narrative writing prompt was administered each year. The percent of students scoring 2.5 or better is determined by using the Accountability Standard formula,

which is the sum of students scoring 2.5, 3.0, 3.5, and 4.0 divided by the total number tested, rounded to the nearest whole number.

*Data are not reported where number tested is fewer than five.**Denotes a charter school. For reporting purposes the charter school name has been abbreviated. The complete charter school name can be found in the Appendix.


Table 8. North Carolina Testing Program, Annual Writing Assessment, 2000-01, Grade 7,Percent of Students Scoring at or above 2.5, by LEA

State Percent 2001 LEA Performance

100 Magellan**, Quest Academy**

96 Exploris*"

94 Elkin City

91 Ashe, Graham, Mount Airy City90 Chapel Hill-Carrboro City89 Burke, Dare88 Watauga87 Cherokee, Yancey86 Mooresville City, Polk85 Asheville City, Kings Mountain, Lake Norman**, Lincoln Charter**84 Catawba, Surry, Transylvania83 Alleghany, Bridges**, Buncombe, Jones, Sterling Montessori**, Union82 Chatharn Charter**81 Caswell, Gaston, Newton Conover City80 Carteret, Cleveland, Davidson, Hickory City, Moore79 Avery, C.G. Woodson**, Downtown Middle**, Mitchell78 Cabarrus, Chatham, Haywood, Henderson, Iredell-Statesville, Wake77 Caldwell, Cumberland, Currituck, Davie, Duplin, Macon, Rockingham76 Alexander, Anson, Clinton City, Granville, Stan ly, Wilkes, Winston-Salem/Forsyd75 Asheboro City, Clay, Franklin Academy**, Pamlico, Pender, Whiteville Cit:74 New Hanover, Person

2001 State 73 Alamance-Burlington, Charlotte/Mecklenburg, Francine Delany**, Lincoln, McDowell, Ons low, Orange, Perquimans, Waym

2000 State 72 Madison, Nash-Rocky Mount, Rutherford71 Camden, Edenton/Chowan, Guilford, Scotland, Weldon City

1999 State 70 Beaufort, Craven, Johnston, Richmond, Swain, Wilson69 Brunswick, Gates, Yadkin68 Hoke, Randolph, Roanoke Rapids City67 Harnett, Rowan-Salisbury66 Northampton65 Pitt64 Robeson

1998 State 63 Kannapolis City, Stokes, Summit Charter**62 Durham, Lenoir, Sampson, Shelby City61 Columbus, Elizabeth City/Pasquotank, Franklin, Jackson, Lee

1996 State 60 Lexington City, Tyrrell, Vance Charter**59 Bladen, Montgomery58 Halifax57 Hyde, Imani Institute**56 Rocky Mt. Charter Public**, Thomasville City

1997 State 55 American Ren. Middle**, East Wake Academy**, Greene, Quality Education**

53 Arapahoe**, Brevard Academy**, Evergreen Community**

51 Bertie50 Village Charter**, Washington49 Vance48 Edgecombe, Martin47 Kestrel Heights**, Mountain Community**46 CIS Academy**, Hertford45... Alpha Academy**, Warren

43 Bethany Community**42 SPARC Academy**

40 Provisions Academy**

35 River Mill Charter**

33 Crossnore Academy**, Thomas Jefferson**

31 Orange Co. Charter**

29 The Learning Center**

25 MAST**, Woods Charter**24... S.B. Floward"

17 Carter Community**

13 Lift Academy**....9 Omuteko Gwamaziima"...

0 Success Academy*** Grandfather Academy**, Kennedy Charter**, Lakeside School**

Notes: An expository or descriptive writing prompt was administered each year. The percent of students scoring 2.5 or better is determined by using the AccountabilityStandard formula, which is the sum of students scoring 2.5, 3.0, 3.5, and 4.0 divided by the total number tested, rounded to the nearest whole number.

*Data are not reported where number tested is fewer than five."Denotes a charter school. For reporting purposes the charter school name has been abbreviated. The complete charter school nmne can be found in the Appendix.

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orth

Car

olin

a T

estin

g Pr

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m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

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f St

uden

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t or

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5,G

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city

and

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ove

tNUMBER

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eNUMBER

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eNUMBER

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orth

Car

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g Pr

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nnua

l Wri

ting

Ass

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ent,

2000

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city

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ll S

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eric

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dian

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anB

lack

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pani

cM

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2.5

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tNUMBER

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nt1,

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ity30

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62.1

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king

ham

1.14

365

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287

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3164

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68.8

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es: t

The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f stu

dent

s sc

orin

g 2.

5, 3

.0, 3

.5, a

nd 4

.0 d

ivid

ed b

y th

e to

tal n

umbe

r te

sted

. The

num

bers

have

bee

n ro

unde

d to

the

near

est t

enth

.

Dat

a no

t rep

orte

d w

here

Num

ber

Tes

ted

is fe

wer

than

five

.**

Den

otes

a c

hart

er s

choo

l. F

or r

epor

ting

purp

oses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

. The

com

plet

e na

me

can

be fo

und

in th

e A

ppen

dix.

The

eth

nic

cate

gorie

s m

ay n

ot s

um to

All

Stu

dent

s N

umbe

r T

este

d be

caus

e st

uden

ts m

ay n

ot h

ave

code

d in

an

ethn

ic c

ateg

ory.

Tab

le 1

1.

Nor

th C

arol

ina

Tes

ting

Prog

ram

, Ann

ual W

ritin

g A

sses

smen

t, 20

00-0

1Pe

rcen

t of

Stud

ents

at o

r ab

ove

2.5,

Gra

de 4

, by

Eth

nici

ty a

nd L

EA

All

Stud

ents

Am

eric

an I

ndia

nA

sian

Bla

ckH

ispa

nic

Mul

ti-ra

cial

Whi

teNUMBER

TESTED

2.5 or

abov

e t

NUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eSt

ate

100,930

68.8

1,612

66.4

1,510

70.9

30,409

56.1

3,823

58.0

2,119

69.8

60,687

75.8

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ce70

148

.52

344

242

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34.5

2*

221

63.3

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ce C

hart

er**

170.

00

*0

40

*0

*13

0.0

Wak

e7,

780

78.2

2676

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385

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055

61.1

293

6,4.

218

580

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847

86.0

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ella

n**

6496

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560

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100.

0

Ster

ling

Mon

tess

ori*

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53.8

01

2I

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52.6

Fran

klin

Aca

dem

y**

4369

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*0

10

0*

4173

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t Wak

e A

cade

my*

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76.0

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05

60.0

I*

I*

1883

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RC

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dem

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2832

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2832

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thea

st R

alei

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1723

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1625

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st A

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01

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28.6

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ren

241

53.9

1060

.01

178

50.0

3*

2*

4667

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iwa-

Sapo

ni T

riba

l**

1040

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40.0

00

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0

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on90

150

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492

42.9

3735

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54.5

355

62.3

S.B

. How

ard*

2268

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*0

1963

.20

*2

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*

Not

es: t

The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f st

uden

ts s

cori

ne 2

.5. 3

.0, 3

.5, a

nd 4

.0 d

ivid

ed b

y th

e to

tal n

umbe

r te

sted

. The

num

bers

have

bee

n ro

unde

d to

the

near

est t

enth

.*D

ata

not r

epor

ted

whe

re N

umbe

r T

este

d is

few

er th

an f

ive.

*Den

otes

a c

hart

er s

choo

l. Fo

r re

port

ing

purp

oses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

. The

com

plet

e na

me

can

be f

ound

in th

e A

ppen

dix.

The

eth

nic

cate

eori

es m

ay n

ot s

um to

All

Stud

ents

Num

ber

Tes

ted

beca

use

stud

ents

may

not

hav

e co

ded

in a

n et

hnic

cat

egot

y.

Tab

le 1

2a. N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

AW

este

rn R

egio

nA

ll St

uden

tsA

mer

ican

Ind

ian

Asi

anB

lack

His

pani

cM

ulti-

raci

alW

hite

NUMBER

TESTED

2.5 or

abov

e t

NUM BER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

e

Stat

e98

,178

73.2

1,49

762

.61,

599

82.4

28,5

8959

.33,

172

63.6

1,82

275

.160

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80.3

Wes

tern

Reg

ion

7,40

278

.199

60.6

3974

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671

.414

564

.810

080

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564

79.1

Bun

com

be1,

961

82.6

955

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76.9

102

81.4

4269

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78.6

1,75

583

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Ash

evill

e C

ity24

584

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82.1

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80.0

1090

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486

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cine

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any*

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72.7

0*

0*

20

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66.7

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rgre

en C

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unity

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roke

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886

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y99

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1*

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ham

8690

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83.3

00

0'

0* .,

7491

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Hay

woo

d61

577

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50.0

0*

4*

560

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71.4

590

78.3

Hen

ders

on90

677

.97

42.9

683

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63.4

6056

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92.9

774

80.4

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ntai

n C

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unity

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47.1

0*

00

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0'

1643

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Jack

son

251

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75.0

216

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mit

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rter

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376

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42

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310

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ison

204

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1*

00

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l55

172

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85.7

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chel

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978

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lk16

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55.6

785

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888

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..!R

uthe

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120

57.5

310

70.0

608

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mas

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fers

on**

2433

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41

0*

1936

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n14

470

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50.0

01

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vard

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y**

1553

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30

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1241

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Yan

cey

187

86.6

20

3I

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Not

es: t

The

Acc

ount

abili

ty S

tand

ard

fonn

ula

is th

e su

m o

f st

uden

ts s

cori

ng 2

.5, 3

.0, 3

.5, a

nd 4

.0 d

ivid

ed b

y th

e to

tal n

umbe

r te

sted

. The

num

bers

have

bee

n ro

unde

d to

the

near

est t

enth

.D

ata

not r

epor

ted

whe

re N

umbe

r T

este

d is

few

er th

an f

ive.

**D

enot

es a

cha

rter

sch

ool.

For

repo

rtin

g pu

mos

es th

e ch

arte

r sc

hool

nam

e ha

s be

en a

bbre

viat

ed. T

he c

ompl

ete

nam

e ca

n be

fou

nd in

the

App

endi

x.T

he e

thni

c ca

tego

ries

may

not

sum

to A

ll St

uden

ts N

umbe

r T

este

d be

caus

e st

uden

ts m

ay n

ot h

ave

code

d in

an

ethn

ic c

ateg

ory.

00

Tab

le 1

2b. N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

AN

orth

wes

t Reg

ion

AH

Stu

dent

sA

mer

ican

Ind

ian

Asi

anB

lack

His

pani

cM

ulti-

raci

alW

hite

NUMBER

TESTED

2.5 or

abov

e t

NUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

e

Stat

e98

,178

73.2

1,49

762

.61,

599

82.4

28,5

8959

.33,

172

63.6

1,82

275

.160

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80.3

Nor

thw

est R

egio

n15

,246

78.7

5671

.434

383

.42,

342

63.2

484

66.5

207

81.6

11,7

5182

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Ale

xand

er41

476

.31

*19

63.2

3056

.714

78.6

2*

347

79.3

Alle

ghan

y10

883

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14

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184

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Ash

e23

691

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3I

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991

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ry17

278

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978

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ndfa

ther

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dem

y**

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778

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1,26

084

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60.0

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78.3

3473

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92.9

1,03

185

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Hic

kory

City

347

80.4

225

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80.0

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891

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New

ton

Con

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194

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484

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520

80.3

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0.0

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2951

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66.7

810

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180

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ingt

on C

ity21

260

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100

51.0

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068

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mas

ville

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164

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8248

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650

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255

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lle1,

244

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eric

an R

en. M

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55.2

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07

57.1

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2*

4856

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Moo

resv

ille

City

328

86.3

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75.0

5664

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57.1

253

92.1

Stok

es55

363

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023

26.1

540

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508

65.6

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885

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in C

ity70

94.3

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14

30

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93.5

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dges

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83.3

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00

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683

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Mou

nt A

iry

City

138

96.6

05

100.

013

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116

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377

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es74

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034

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068

876

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kin

453

69.1

01

1952

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35.7

2*

401

72.1

Not

es:

The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f st

uden

ts s

cori

ng 2

.5, 3

.0, 3

.5, a

nd 4

.0 d

ivid

ed b

y th

e to

tal n

umbe

r te

sted

. The

num

bers

hav

e be

enro

unde

d to

the

near

est t

enth

.*D

ata

not r

epor

ted

whe

re N

umbe

r T

este

d is

few

er th

an f

ive.

**D

enot

es a

cha

rter

sch

ool.

For

repo

rtin

g pu

rpos

es th

e ch

arte

r sc

hool

nam

e ha

s be

en a

bbre

viat

ed. T

he c

ompl

ete

nam

e ca

n be

fou

nd in

the

App

endi

x.T

he e

thni

c.ca

tego

ries

may

not

sum

to A

ll St

uden

ts N

umbe

r T

este

d be

caus

e st

uden

ts m

ay n

ot h

ave

code

d in

an

ethn

ic c

ateg

ory.

Tab

le 1

2c. N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

ASo

uthw

est R

egio

nA

ll S

tude

nts

Am

eric

an In

dian

Asi

anB

lack

His

pani

cM

ulti-

raci

alW

hite

NUMBER

TESTED

2.5 or

abov

e t

NUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

e

Sta

te98

,178

73.2

1,49

762

.61,

599

82.4

28,5

8959

.33,

172

63.6

1,82

275

.160

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80.3

Sou

thw

est R

egio

n21

,535

74.8

241

61.8

469

78.5

6,49

360

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866

.432

475

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82.5

Ans

on35

076

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910

0.0

188

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483

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1'

1580

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167

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1782

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198

79.6

Kan

napo

lis C

ity31

662

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54.2

988

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vela

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219

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146

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ton

2,40

881

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66.7

3588

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269

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75.6

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tand

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ula

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2 2.

5, 3

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sted

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num

bers

have

bee

n ro

unde

d to

the

near

est t

enth

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a no

t rep

orte

d w

here

Num

ber

Tes

ted

is fe

wer

than

five

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otes

a c

hart

er s

choo

l. F

or r

epor

ting

pum

oses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

. The

com

plet

e na

me

can

be fo

und

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e A

ppen

dix.

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eth

nic

cate

gorie

s m

ay n

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este

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caus

e st

uden

ts m

ay n

ot h

ave

code

d in

an

ethn

ic c

ateg

ory.

Tab

le 1

2d. N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

AN

orth

east

Reg

ion

All

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dent

sA

mer

ican

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anA

sian

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ckH

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nic

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lti-r

acia

lW

hite

NUMBER

TESTED

2.5 or

abov

e t

NUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

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abov

eNUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

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abov

eNUMBER

TESTED

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abov

e

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te98

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599

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63.6

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275

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st R

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551

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6567

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146

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The

Acc

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abili

ty S

tand

ard

form

ula

is th

e su

m o

f stu

dent

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orin

g 2.

5, 3

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nun

ther

sha

ve b

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ded

to th

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ares

t ten

th.

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a no

t rep

orte

d w

here

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ber

Tes

ted

is fe

wer

than

five

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otes

a c

hart

er s

choo

l. F

or r

epor

tine,

pur

pose

s th

e ch

arte

r sc

hool

nam

e ha

s be

en a

bbre

viat

ed. T

he c

ompl

ete

nam

e ca

n be

foun

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App

endi

x.T

he e

thni

c ca

tego

ries

may

not

sum

to A

ll S

tude

nts

Num

ber

Tes

ted

beca

use

stud

ents

may

not

hav

e co

ded

in a

n et

hnic

cat

egor

y.

Tab

le 1

2e. N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

ASo

uthe

ast R

egio

nA

ll S

tude

nts

Am

eric

an In

dian

Asi

anB

lack

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pani

cM

ulti-

raci

alW

hite

NU

MB

ER

TE

ST

ED

2.5

orab

ove

tN

UM

BE

RT

ES

TE

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5 or

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eN

UM

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ES

TE

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5 or

abov

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UM

BE

RT

ES

TE

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5 or

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te98

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762

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599

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ard

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uden

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num

bers

have

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whe

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cha

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repo

rtin

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ses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

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com

plet

e na

me

can

be f

ound

in th

e A

ppen

dix.

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eth

nic

cate

gori

es m

ay n

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um to

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Stud

ents

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ber

Tes

ted

beca

use

stud

ents

may

not

hav

e co

ded

in a

n et

hnic

cat

egor

y.

IND

Tab

le 1

2f. N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

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entr

al R

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nA

ll St

uden

tsA

mer

ican

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ian

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anB

lack

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pani

cM

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raci

alW

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NUMBER

TESTED

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ove

tNUMBER

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orab

ove

NUMBER

TESTED

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orab

ove

NUMBER

TESTED

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ove

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TESTED

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ove

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orab

ove

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TESTED

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ove

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e98

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1,49

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hav

e co

ded

in a

n et

hnic

cat

egor

y.

Tab

le 1

2 . N

orth

Car

olin

a T

estin

g Pr

ogra

m, A

nnua

l Wri

ting

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 2.

5,G

rade

7, b

y E

thni

city

and

LE

A

Sta

te

All

Stu

dent

sA

mer

ican

Indi

anA

sian

Bla

ckH

ispa

nic

Mul

ti-ra

cial

Whi

te

NUMBER

TESTED

2.5 or

abov

e t

NUMBER

TESTED

2.5

orab

ove

NUMBER

TESTED

2.5

orab

ove

NUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5

orab

ove

NUMBER

TESTED

2.5 or

abov

eNUMBER

TESTED

2.5 or

abov

e

98,1

7873

.21,

497

62.6

1,59

982

.428

,589

59.3

3,17

263

.61,

822

75.1

60,8

5280

.3

Ste

rling

Mon

tess

ori*

*12

83.3

0'

01

09

88.9

Fra

nklin

Aca

dem

y*"

4475

.01

1*

10

139

76.9

Eas

t Wak

e A

cade

my*

*31

54.8

00

*12

25.0

I0

1872

.2

SP

AR

C A

cade

my*

*31

41.9

00

*30

43.3

01

0

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st A

cade

my*

*12

100.

00

*0

'0

'0

012

100.

0

War

ren

248

44.8

955

.60

'19

443

.81

4*

4047

.5

Wils

on85

770

.20

1'

461

63.6

3253

.117

'70

.634

181

.2

S.1

3. H

owar

d**

2524

.00

"0

*22

27.3

21

0

Not

es: t

The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f stu

dent

s sc

orin

g 2.

5, 3

.0, 3

.5, a

nd 4

.0 d

ivid

ed b

y th

e to

tal n

umbe

r te

sted

. The

num

bers

have

bee

n ro

unde

d to

the

near

est t

enth

.

*Dat

a no

t rep

orte

d w

here

Num

ber

Tes

ted

is fe

wer

than

five

.**

Den

otes

a c

hart

er s

choo

l. F

or r

epor

ting

purp

oses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

. The

com

plet

e na

me

can

be fo

und

in th

e A

ppen

dix.

The

eth

nic

cate

gorie

s m

ay n

ot s

um to

All

Stu

dent

s N

umbe

r T

este

d be

caus

e st

uden

ts m

ay n

ot h

ave

code

d in

an

ethn

ic c

ateg

ory.

Part II

North Carolina Test ofEnglish II

Grade 10

697 4

Overview

Findings

North Carolina2000-01 English II Report of Student Performance

Grade 10

The English II Assessment of Writing, an end-of-course test, is a

component of the North Carolina Statewide Testing Program. It is a state-mandated assessment of student performance in writing at grade 10 thatfocuses on world literature other than British or American.

The North Carolina Assessment of English II was administered statewidein Summer 2000, November 2000 and March 2001. This is the tenth yearthe English II assessment has been given to all English II students. Studentessays are scored on a six-point scale for content and a three-point, four-domain scale for conventions. A standard of 3.0 for English II (Level III orabove) was adopted by the State Board of Education in September 1997.

Student performance in English II decreased slightly this year whencompared to student performance in 1999-00. There was variation instudent performance in English II among schools and school districts.

Statewide student performance in English II decreased by 4.1 percentagepoints when compared to the previous year. In 2000-01 approximately53.9 percent of all students who took the test achieved a score of 3.0 (thestandard) or greater. In 1999-00, 58.0 percent of the students who took thetest achieved a score of 3.0 or greater.

Higher percentages of female students than male students received the topwriting scores.

Generally, a greater percentage of White students (60.6%) received higherEnglish II scores followed by the percentage of Asian students (58.6%),Multi-racial students (54.3%), Other students (53.0%), Hispanic students(46.1%), Black students (39.1%), and American Indian students (38.5%).

While North Carolina schools continue to work diligently preparing allstudents to meet more rigorous standards in the basic academic areas, inwriting there is variation in performance among students, classrooms,schools, and.ethnic groups.

Our continuing challenge is to emphasize and focus more oncommunication skills in the classroom. Whether oral, visual, or written,effective communication skills are the result of active learning and frequentuse of higher level thinking skills. The State Board of Education hasreaffirmed its belief that writing is a basic skill that must continue to be

emphasized in every classroom by including the assessment of writing as a

717 5


component of the ABCs Accountability Program.

Providing students with a solid educational foundation in writing andcommunication skills ensures that they are better prepared to becomesuccessful and competitive in the global marketplace of the twenty-firstcentury.

Table 2 on page 79 depicts percentages of students in the state scoring ator above the current accountability reference point of 3.0. A

disaggregation by ethnicity and gender is also provided.

What is the The North Carolina Test of English II, a component of the NorthEnglish H Carolina Statewide Testing Program, is a state-mandated assessment of

Essay student performance in writing at grade 10.

Assessment? The English II writing assessment was added to the North Carolina TestingProgram in 1991-92 to place a greater emphasis on writing statewide. Therevised North Carolina Standard Course of Study (SCS) emphasizeswriting as a basic skill that can be improved with appropriate emphasis.The measurement of writing ensures that ample time and resources areallotted for the development of the writing process in the classroom.

How is theEnglish IIEssayadministered?

How are scoresreported?

The purposes of the English II test are to assess mastery of the writingcurriculum, to assess the application of grammatical skills, and to assessachieyement of literary analysis. All students enrolled in English II arerequired to respond to an expository, literature-based prompt for theirwriting task.

On the day of testing, the teacher removes from a sealed envelopeindividual copies of a writing prompt. The writing prompt providesinstructions that set forth the task. Each student has 100 minutes to write acomposition in response to the prompt. Scheduled extended time may beallotted to students with special needs or students with limited languageproficiency, if appropriate.

Each year students' scored compositions, student and classroom scores,and scoring guides are returned to English II teachers several weeks afterscoring. Teachers are encouraged to use the scoring guides along with thestudent essays to acquire a better understanding of the scoring criteria andto interpret scores for students and parents. Teachers receive.a class rosterwith focused holistic scores as well as analytic scores for conventions foreach student.

Each year summary scores are returned to all schools and school systemsin the state.

How are thecompositionsscored?


Each student composition is scored by two independent readers. Thecomposition is assigned a 1- 6 or Non-Scorable score by each reader. Foran essay where the two scores are discrepant by a single score point, a mid-point score is assigned to the student's composition. For example, astudent may receive 2.5, 3.5, 4.5, etc. as a score.

There were 86,034 English II public school student papers which were scored by two readers and re-scored by the scoring director if the readers differed by more than one point on the six-point scale.The agreement rate of the readers is shown below in Table 1.

Table 1English II Reader Agreement Status Across Administrations


86,034 76.4 23.4 0.1

The 70 percent criterion rate for perfect agreement required by the State Board of Education wasexceeded and the resolutions required were few.

The assigned score point reflects each student's performance with respectto a set of criteria for each score point (focused holistic scoring). Thescore points define the student's command of the mode of writing required.The quality of each composition, regardless of mode, is determined byconsidering the following characteristics: (1) main idea, (2) supportivedetails, (3) organization, and (4) coherence. A focused holistic score isassigned to each student's paper based on these four characteristics.

A second, independent evaluation assesses every student's performance ineach of the following four areas of conventions: sentence formation,usage, mechanics, and spelling. An analytic score is assigned and reportedfor each of the four areas.

Every year the same scoring criteria and score point scale or standards areused as were used in previous years. However, the scoring guides aretailored to fit a particular prompt and the anchor papers (i.e., papers used toexemplify score point standards) are selected to correspond to the promptadministered for a given year.

73 7 7

Results of theEnglish IIEssay Test

Performanceof subgroups


For the March English II Assessment, students were asked to write a well-organized composition in response to the following prompt:

In many works of literature, the action, mood, or setting contributes to theestablishment of a central theme (message or main idea). From the novels,short stories, full-length plays, poems, biographies, and autobiographiesyou have read, choose one work and identifi) its central theme. Explain howthe action, mood or setting contributes to the establishment of a centraltheme, and explain the effect of the action, mood, or setting on the overallwork. The work you choose must be from world literature other than British(England, Ireland, and Wales) literature. Give the title and, if youremember, the author of the work.

For the 2000-01 school year across all cycles, readers scored 86,034public school essays for English II. The scores show that 53.9 percentof the students wrote well enough to score at or above 3.0. Thisrepresents a decrease of 4.1 percentage points from the 58.0 percentwho achieved this level in 1999-00. 0.0 percent of the students receivedthe highest scores of 5.5 and 6.0, and 6.6 percent received the scores of1.0 and 1.5. 0.9 percent of the papers were blank, unreadable, or off-topic in comparison to 1.3 percent in 1999-00.

The convention score is an analytic score reported in four areas:sentence formation, usage, mechanics, and spelling. The scale withineach area is a 3-point scale with a score of 3 being a paper containingone or two minor errors in a particular area. In sentence formation, 45.7percent scored a 3 (a decrease from 46.6 percent in 1999-00) while 11.5percent were rated a score of 1 (an increase from 11.0 percent in 1999-00). In usage, 3.0 percent of students earned a 3 (a decrease from 10.2percent in 1999-00) while 42.7 percent received a 1 (a decrease from43.1 percent in 1999-00). In mechanics, 23.0 percent had a score of 3and 20.3 percent had a score of 1 as compared to. 1999-00 with 23.1percent and 21.3 percent respectively. Also, 20.2 percent received ascore of 3 in spelling (19.8 percent in 1999-00), and 29.4 percentobtained a score of 1 (29.7 percent in 1999-00) (See Figure 3, page 82).

Gender. Approximately 60.7 percent of the female students scored at orabove 3.0 compared to 47.3 percent for male students.

74 7 8

Assessmentobservations


Ethnicity. About 60.6 percent of the White students scored at or above 3.0compared to 58.6 percent for Asian students, 54.3 percent for Multi-racialstudents, 53.0 percent for Other students, 46.1 percent for Hispanicstudents, 39.1 percent for Black students, and 38.5 percent for AmericanIndian students.

Table 2 on page 79 shows the percentages of students at or above3.0 for each subgroup (see also Figure 4, page 84).

Table 3 on page 83 shows the percentages of students at eachscore point, by Exceptionality and Limited English Proficient.

English II scores decreased slightly compared to student performance in1999-00. The trends of excessive plot summary used as elaboration and alack of analysis where required continued. When attempting to elaborate ona point taken, students must be selective on the specific details chosen. Themain idea, or focus, of the composition may be lost if the student lapses intoplot summary in an attempt to elaborate. The use of selective, specific,relevant details presented clearly causes support to be sufficient, not theamount of information presented. The analysis required in the compositionis most important when dealing with the third aspect of the prompt, oroverall effect on the work. Students have difficulty going beyond a cursory,surface analysis ("if this did not happen, the novel would not be what itis.").

75 7 9

2000-01

North Carolina

English II

Writing Assessment

State-Level Summary Statistics

The following charts provide state-level summary statistics. The number tested inEnglish II, the percentage of students scoring at each of the focused holistic score pointvalues, and the percentage of students scoring at or above 3.0 are provided for allcategories of students. In addition, the percentage of students achieving the score pointsin sentence formation, usage, mechanics, and spelling are graphically depicted.

77 8 0

Tab

le 2

. Nor

th C

arol

ina

Tes

ting

Prog

ram

Ann

ual E

nglis

h II

Ass

essm

ent,

1996

-97

to 2

000-

01Pe

rcen

t of

Stud

ents

at o

r ab

ove

the

Stan

dard

of

3.0

Gro

upPe

rcen

t of

Stud

ents

Eng

lish

II (

Gra

de 1

0)

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

1996

-97

1997

-98

1998

-99

1999

-00

2000

-01

Num

ber

Tes

ted

100.

0%10

0.0%

100.

0%10

0.0%

100.

0%79

,662

81,2

6081

,563

82,4

1886

,034

Perc

ent A

t or

Abo

ve 3

.0A

ll St

uden

ts10

0.0%

100.

0%10

0.0%

100.

0%10

0.0%

49.7

%46

.0%

56.8

%58

.0%

53.9

%

Gen

der

Fem

ale

50.0

%50

.3%

50.0

%49

.9%

49.4

%56

.7%

52.6

%63

.3%

65.0

%60

.7%

Mal

e50

.0%

49.8

%50

.0%

50.1

%49

.4%

43.0

%39

.3%

50.4

%51

.1%

47.3

%

Eth

nici

tyA

mer

ican

Ind

ian

1.6%

1.5%

1.6%

1.5%

1.4%

30.1

%30

.0%

41.1

%44

.6%

38.5

%A

sian

1.4%

1.6%

1.7%

1.9%

1.8%

57.3

%51

.9%

59.1

%58

.6%

58.6

%B

lack

28.1

%27

.7%

27.6

%26

.6%

26.4

%33

.1%

29.1

%38

.8%

41.3

%39

.1%

His

pani

c1.

5%1.

7%1.

8%2.

2%2.

5%42

.0%

37.7

%47

.3%

50.4

%46

.1%

Mul

ti-ra

cial

1.4%

1.5%

1.4%

1.5%

1.6%

53.4

%46

.5%

55.5

%57

.2%

54.3

%W

hite

64.9

%64

.8%

64.9

%65

.4%

64.2

%57

.4%

.53.

7%65

.2%

65.5

%60

.6%

Oth

er1.

1%1.

2%1.

0%0.

9%0.

9%53

.9%

43.5

%54

.9%

52.6

%53

.0%

Nes

: The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e pe

rcen

t of

stud

ents

sco

ring

at o

r ab

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3.0

(i.e

., th

e su

m o

f st

uden

ts s

cori

ng 3

.0, 3

.5, 4

.0, 4

.5, 5

.0, 5

.5, a

nd 6

.0 d

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tal

num

ber

test

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Due

to r

ound

ing,

som

e ca

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ries

may

not

sum

to 1

00%

.Pe

rcen

t of

stud

ents

is b

ased

on

the

num

ber

of s

tude

nts

taki

ng E

nglis

h II

.20

00-0

1 R

epor

t of

Stud

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Wri

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100

r igure h. norm l-arolina jesting rrograinAnnual English II Assessment, 1996-97 to 2000-01

Percent of Students Scoring at or above the Standard of 3.0

90

80

70

60 56..858.0

53.9

49.750 46.0

40

30

20

10

0

1996-97 1997-98 1998-99 1999-00 2000-01

81

60

50

40

30

20

10

0

Annual English II Assessment, 1996-97 to 2000-01Analytics

Percent Scoring at Each Score Point

Sentence Formation

1 2

Score Points

31 2

Score Points

3

11111996-97 1997-98 1998-99 1999-00 F 2000-01

1 2

Score Points

3

82

60

50

40

0.7

30

L.

20

10

0

Spelling

1 2

Score Points

8 4

3

EN

GLI

SH

II

Tab

le 3

. Nor

th C

arol

ina

Tes

ting

Prog

ram

Ann

ual E

nglis

h II

Ass

essm

ent,

2000

-01

Stat

e Sc

ores

of

Stud

ents

with

Spe

cial

Nee

ds

PER

CE

NT

NU

MB

ER

AT

OR

FOC

USE

D H

OL

IST

IC S

CO

RE

PO

INT

S -

PER

CE

NT

AG

ET

EST

ED

PE

RC

EN

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.06.

05.

55.

04.

54.

03.

53.

02.

52.

01.

51.

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s

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Figure 4. North Carolina Testing ProgramAnnual English II Assessment, 1999-00 io 2000-01

Percent of Students Scoring at or above the Standard of 3.0by Ethnicity

60.6%

65.5%

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Percent Proficient

84

86

2000-01

North Carolina

English II

Writing Assessment

Copies of the English II Sample Student Responses

The following pages provide copies of sample student responses from English II. Thescore point for each response and an annotation explaining the score are provided on eachcomposition.

85 8 7

ExpositoryCompositionFocused HolisticScore Scale

Score Point 6 The response exhibits a strong command of expositorywriting. It is focused and has a fluent, clear progression of ideas andevenness of development. There are strengths in all four criteria. The writerprovides specific, relevant details to support ideas. These papers exhibit astrong command of an expository writing strategy. The writer clearlydevelops all parts of the prompt and uses an appropriate and highly effectiveapproach (i.e., tone, point of view, originality). An appropriate sense ofaudience exists. Sentence structure is varied and effective, and word choicedemonstrates the ability to use a large vocabulary skillfully. The literarywork referred to must be from world literature (other than Arn&ican orBritish literature). There is a sense of overall completeness.

Score Point 5 - The response is focused, progresses logically, and exhibits acommand of expository writing. There are strengths in all four criteria.There is no break in progression. The writer uses specific details and clearlylinks events and relationships. A few minor flaws in coherence may bepresent. The writer addresses all aspects of the prompt and uses effectivevocabulary and sentence structure. The literary work referred to must befrom world literature (other than American or British literature). Anappropriate sense of audience exists. There is a sense of overallcompleteness.

Score Point 4 The response is focused and establishes progression of ideasand events although minor lapses in focus and progression may be present.The papers have elaboration and support in the form of specific details.Papers scored "4" have an organizational pattern, but minor flaws may exist.They may have minor weaknesses in coherence. The writer clearlyaddresses the topic and, supports it, but some aspect of the prompt may bemissing. The literary work referred to must be from world literature (otherthan American or British literature). In some responses, a sense of audiencemay exist.

Score Point 3 These responses exhibit some progression of ideas andevents and provide some elaboration and support. The elaboration may beflawed, but it has relevance to the requirements of the prompt. Papers scored"3" have a generally organized pattern but contain minor flaws. The papersare generally coherent, although minor weaknesses in coherence may bepresent. These papers are focused on the prompt; some may not address allaspects of the prompt. Some papers may tend to summarize at times or havea list-like quality, but they should have concrete, supporting details.

87 8 8

Score Point 2 There is evidence that the writer has seen the prompt andresponded to it, although the response may be unclear. Some responses mayhave little or no sense of connection between a controlling idea andsupporting details relevant to development. Other responses may have asense of focus but may lose it. Some "2" responses may be extended lists orlists with some extension. The writer has some sense of organization, but thecomposition may be too sparse for a higher score point. Some of thecompositions do not directly address all aspects of the prompt, and somelapse into summary.

Score Point 1 There is evidence that the writer has seen and attempted torespond to the prompt. However, the response may not sustain focus on thetopic. The writer may attempt to support ideas, but there may be no senseof strategy or control. Many responses exhibit skeletal control but are toosparse to be scored higher than a "1". Some responses lack coherenceand/or have an inappropriate strategy (i.e., pure summary, pure list).

Score Point 0 This response addresses a literary work but is incorrect inits perception of the literary concept.

Non-Scorable - The response is off-topic, unreadable, or blank.

Conventions Sentence FormationAnalytical Score Scale Score Point 1: Exhibits weak control of sentence formation. Contains

several major errors and/or frequent minor errors.

Score Point 2: Exhibits marginal control of sentence formation. Containsone or two major errors and/or several minor errors.

Score Point 3: Exhibits strong control of all aspects of sentence formationwith only an occasional minor error.

UsageScore Point 1: Exhibits weak control of usage. Contains several majorerrors and/or frequent minor errors.

Score Point 2: Exhibits marginal control of usage. Contains one or twomajor errors and/or several minor errors.

Score Point 3: Exhibits strong control of all aspects of verb usage, pronounusage, and other usage with only an occasional minor error.

MechanicsScore Point 1: Exhibits weak control of mechanics. Contains several majorerrors and/or frequent minor errors.

Score Point 2: Exhibits marginal control of mechanics. Contains one ortwo major errors and/or several minor errors.

Score Point 3: Exhibits strong control of all aspects of mechanics with onlyan occasional minor error.

SpellingScore Point 1: Exhibits weak control of spelling. Contains several majorerrors and/or frequent minor errors.

Score Point 2: Exhibits marginal control of spelling. Contains one or twomajor errors and/or several minor errors.

Score Point 3: Exhibits strong control of spelling with only an occasionalerror.

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The writer has selected Cyrano De Bergerac and attempts to respond to the prOmpt. However, thisvery sparse response simply identifies the theme and the few details offered are not relevant to theprompt.

90

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The writer has chosen the novel After the War and identifies a theme of hopelessness. While there isan attempt to provide support, a clear connection is not established between the details presented and

a controlling idea.

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The writer has selected Night and focuses on the theme that "war is a terrible tragic thing." Theresponse contains some concrete details and is generally coherent and has some progression of ideasand events.

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The writer has chosen The Stranger and uses specific details to support the idea that the authorillustrates the novel's theme through the settings. The response establishes a progression of ideas andevents and has elaboration and support in the form of specific details.

I3ES1 COPY AVAILABLE 96

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Score Point 6

The writer has selected Beneath the Wheel and clearly focuses on "the harms of forcing conformityand the inevitable failure of promoting academics over individuality." The response has a strongprogression of ideas and events, includes specific, relevant details, varied and effective sentencestructures, and an effective vocabulary. There is a definite sense of overall completeness.

100

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2000-01

North Carolina

English II

Writing Assessment

Regional by LEA Performance

Tables 4, 5, and 6 provide the number of students tested, percentage of students achieving each ofthe focused holistic score points, and the percentage of students scoring at or above 3.0 for eachof the LEAs by region (former six Technical Assistance Centers configurations). Performance byethnicity is also provided for each LEA.

101 10 2

Table 4. North Carolina Testing Program, Annual English II Assessment, 2000-01,Percent of Students Scoring at or above 3.0, by LEA

State Percent 2001 LEA Performance88 Chapel Hill-Carrboro City

82 Woods Charter**

80 Quest Academy**...78 Thomas Jefferson** ,-

77 Clay

76 Pender

75 Raleigh Charter High**

74 Polk

73 Ashe

72 Graham

68 Haywood

67 Elkin City, Gaston, Yancey

66 Richmond, Transylvania

65 Currituck, Mount Airy City64 Cherokee, Cumberland, New Hanover

63 Newton Conover City, Wake

62 Burke, Edenton/Chowan, Davie, Lee, Rockingham

61 Alamance-Burlington, Stan ly

60 Buncombe, Mooresville City

59 Henderson, Moore

2000 State 58 Camden, Franklin, Guilford, Person

1999 State 57 Brunswick, Duplin, Macon, Swain, Winston-Salem/Forsyth

56 Dare, Jackson, Lincoln

55 Carteret, Clinton City, Edgecombe, Kings Mountain, Shelby City, Watauga, Whiteville Cit

2001 State 54 Caldwell, Chatham, Harnett, Hickory City, Lexington City, Thornasville City

53 Charlotte/Mecklenburg, Cleveland, Johnston, Lenoir, Martin, Perquimans, Union

52 Cabarrus, Craven

51 Mitchell, Orange, Pitt

1997 State 50 Caswell, Durham, Madison, Surry

1996 State 49 Asheville City, Davidson, Wayne

48 Nash-Rocky Mount, Pamlico, Randolph, Scotland

47 Granville, Rowan-Salisbury

1998 State 46 Asheboro City, Columbus, Elizabeth City/Pasquotank, Iredell-Statesville, Montgomery, Wilke

45 Bladen

44 McDowell, Ons low, Stokes

43 Avery, Catawba, Gates, Roanoke Rapids City, Rutherford

41 Northampton, Sampson, Tyrrell

40 Hoke, Wilson, Yadkins

1995 State 39 Alexander, Beaufort, Bertie, Kannapolis City

36 River Mill Charter**35 Hertford34 Alleghany, New Century School**, Washington

1994 State 33 Greene, Robeson

32 Halifax31 Anson

30 Vance...

1993 State 27 Jones...25 Kestrel Heights**

22 Warren

21 Hyde, John H. Baker Charter**

19 Lift Academy**, Weldon City

11 Cape Lookout Marine**

0 Kennedy Charter**, Laurinburg**, Laurinburg Homework**, Oma's Inc.**, Provisions Academy**, Wayne Academy"

* Crossnore Academy**, Lakeside School**, Omuteko Gwamaziima"

Notes: The percent of students scoring 3.0 or better is determined by using the Accountability Standard formula, which is the sum of students scoring 3.0, 3.5, 4.0, 4.5, 5.0,

and 6.0 divided by the total number tested, rounded to the nearest whole number.

Data are not reported where number tested is fewer than five**Denotes a charter school. For reporting purposes the charter school name has been abbreviated. The complete charter school name can be found in the Appendi

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es:t

The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f st

uden

ts s

cori

nii 3

.0. 3

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nd 6

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ivid

ed b

y th

e to

tal n

umbe

rte

sted

. The

num

bers

hav

e be

en r

ound

ed to

the

near

est t

enth

.*D

ata

not r

epor

ted

whe

re N

umbe

r T

este

d is

few

er th

an li

ve.

**D

enot

es a

char

ter

scho

ol. F

or r

epor

ting

purp

oses

Ille

cha

rter

sch

ool n

ame

has

been

abb

revi

ated

. The

com

plet

ena

me

can

be f

ound

in th

eA

ppen

dix.

The

eth

nic

eate

onrie

s m

ay n

nt :t

un tn

All

Stu

dent

: Num

berT

O,te

d hi

tcal

ice

stud

ents

may

not

hav

e co

ded

in a

n et

hnic

cat

elm

ry.

I ab

le O

C. N

orth

Car

olin

aes

tmg

rrog

ram

Ann

ual E

nglis

h II

Ass

essm

ent,

2000

-01

Perc

ent o

f St

uden

ts a

t or

abov

e 3.

0, b

y E

thni

city

and

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uthe

ast R

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ll S

tude

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eric

an In

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lack

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pani

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ulti-

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Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f st

uden

ts s

cori

tv.!

3.0,

3.5,

4.0

, 4.5

,5.

0, 5

.5, a

nd 6

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ivid

ed b

y th

eto

tal n

umbe

r te

sted

. The

num

bers

hav

e be

en r

ound

ed to

the

near

est t

enth

.*D

ata

not r

epor

ted

whe

re N

umbe

r T

este

d is

few

er th

an f

ive.

*Den

otes

a c

hart

er s

choo

l. Fo

r re

port

ing

purp

oses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

. The

coi

nple

te n

ame

can

be f

ound

in th

e A

ppen

dix.

The

. eth

nic

cate

enri

es m

ay n

ot s

lim to

All

Stud

ents

Niu

nher

Te:

ted

beca

use

stild

ents

may

not

hav

e co

ded

in a

n et

hnic

cat

epnc

v.

'fabl

e b

I . N

orth

(.A

rom

a T

estin

g fr

ogra

mA

nnua

l Eng

lish

II A

sses

smen

t, 20

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rcen

t of

Stud

ents

at o

r ab

ove

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nici

ty a

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EA

Cen

tral

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ion

All

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dent

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mer

ican

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anA

sian

Bla

ckH

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nic

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ti-ra

cial

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te

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et

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te86

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Not

es:t

The

Acc

ount

abili

ty S

tand

ard

form

ula

is th

e su

m o

f st

uden

ts s

cori

ng 3

.)),

3.5

, 4.0

, 4.5

, 5.0

, 5.5

, and

6.0

div

ided

by

the

tota

l num

ber

test

ed.

The

num

bers

hav

e be

en r

ound

ed to

the

near

est t

enth

.*D

ata

not r

epor

ted

whe

re N

umbe

r T

este

d is

few

er th

an f

ive.

*Den

otes

a c

hart

er s

choo

l. Fo

r re

port

ing

purp

oses

the

char

ter

scho

ol n

ame

has

been

abb

revi

ated

. The

com

plet

e na

me

can

be f

ound

in th

e A

ppen

dix.

The

eth

nic

cate

pori

es m

ay n

ot s

um to

All

Stud

ents

Num

ber

Tes

ted

heca

mis

e st

oul

ents

may

not

hav

e co

ded

in a

n et

hnic

car

epo,

Appendix

11116

4 ,41

Wri

ting,

Gra

des

4 an

d 7

Lear

ning

to w

rite

is a

n im

port

ant e

duca

tiona

l goa

l for

all

Nor

th C

arol

ina

stud

ents

. Mea

surin

g th

e sk

ills

invo

lved

take

s tim

e an

d th

ough

tful j

udgm

lS

tude

nts

wer

e gi

ven

appr

oxim

atel

y 65

min

utes

to w

rite

abou

t a g

iven

topi

c. E

ach

pape

r w

as s

core

d by

two

care

fully

trai

ned,

exp

erie

nced

rea

dT

he s

core

s re

port

ed b

elow

rep

rese

nt th

eir

com

bine

d ju

dgm

ent o

f thi

s sa

mpl

e of

the

stud

ent's

writ

ing.

Pro

ficie

ncy

for

this

ass

essm

ent i

s a

scon

2.5

or g

reat

er. S

pace

is p

rovi

ded

for

this

stu

dent

's te

ache

r to

giv

e ad

ditio

nal i

nfor

mat

ion

abou

t oth

er w

ritin

g sk

ills

obse

rved

dur

ing

the

year

.

The

com

posi

tion

scor

e sh

ows

how

wel

l thi

s st

uden

t exp

ress

ed a

n id

ea w

ithou

t pen

alty

for

spel

ling

or g

ram

mar

. The

sec

ond

scor

e is

for

Eng

conv

entio

ns a

nd d

oes

repr

esen

t a m

easu

re o

f thi

s st

uden

t's a

bilit

y to

use

cor

rect

Eng

lish.

WR

ITIN

G S

KIL

LS M

EA

SU

RE

DS

CO

RE

Com

posi

ng S

kills

(C

omm

unic

atin

g an

idea

)*

Hav

ing

a m

ain

idea

Pro

vidi

ng s

uppo

rtin

g de

tail

Sho

win

g -o

rgan

izat

ion

Usi

ng c

oher

ence

tech

niqu

es

Con

vent

ions

(U

sing

Cor

rect

Eng

lish)

*

Usi

ng c

ompl

ete

sent

ence

sU

sing

app

ropr

iate

form

s of

wor

dsU

sing

sta

ndar

d m

echa

nics

(pu

nctu

atio

n,ca

pita

lizat

ion)

Usi

ng c

orre

ct s

pelli

ng

EX

PLA

NA

TIO

N

* A

FU

RT

HE

R E

XP

LAN

AT

ION

OF

TH

E T

ES

TIN

G A

ND

SC

OR

ING

MA

Y B

E F

OU

ND

ON

TH

E B

AC

K O

F T

HIS

RE

PO

RT

TE

AC

HE

R C

OM

ME

NT

S:

I hav

e ro

viow

ed th

is r

epor

t and

hav

em

ade

addi

tiona

l com

men

ts w

here

nece

ssar

y.P

leas

e, d

o no

t hes

itate

toco

ntac

t mo

for

a m

ore

deta

iled

exol

anat

ion

of th

e sc

ores

or

furt

her

assi

stan

ce In

this

mat

ter.

SIG

NE

D

Thi

s pa

ge d

escr

ibei

thia

ctua

l pro

mpt

giv

en to

stu

dent

s an

dthe

rul

es u

sed

tor

scor

ing

it: T

he e

xam

ples

sno

w s

tron

g.an

g w

eek

pert

orm

ance

'ny

Nor

m C

arat

tni

four

th-g

rade

rs. A

tter

the:

prom

ptw

is g

iven

to s

ttide

ros

by th

e te

ache

r.st

uden

ts

'wer

e gi

veit6

5 M

inut

es to

.com

ptet

e th

eir

writ

ing.

Thi

s ye

ar's

Pro

mpt

was

:.

Thi

nk a

bout

a ti

me

whe

n yo

u ha

d fu

n w

ith a

frie

nd o

r a

rela

tive.

Writ

e a

stor

y ab

out a

tim

e yo

u ha

d fu

n w

ith a

frie

nd o

r a

rela

tive.

..

.

.E

XP

LAN

AT

ION

OF

SC

OR

ING

RU

LES

FO

R G

RA

DE

FOU

R.

Spe

cific

sta

ndar

ds fo

r ea

ch s

kill

wer

e es

tabl

ishe

d, a

nd s

hide

nt p

aper

s w

ere

foun

d th

at m

et th

e va

rious

leve

ls s

how

n by

the

scor

e po

ints

. Eac

h te

ache

r ha

sa

com

plet

e co

py o

f the

sco

ring

guid

e us

ed ih

is y

ear

and

can

s ar

e il

with

you

_ T

he fo

llow

ing

is a

brie

f sum

mar

y of

the

skill

s an

d sc

ore

pain

ts to

r th

e na

rrat

ive

=po

sitio

n.

cOM

PO

SIN

G S

KIL

LS (

Abi

lity

to C

omm

unic

ate

an Id

ea).

MA

IN ID

EA

. The

stu

dent

iden

tifie

s th

e ev

ent a

nd fo

cuse

s th

e

writ

ing.

SU

PP

OR

TIN

G D

ET

AIL

S. t

he s

tude

ntpr

ovid

esS

uffic

ient

elab

orat

ion

to d

evel

op a

n ov

eral

l im

pres

sion

.

OR

GA

NIZ

AT

ION

. The

stu

dent

est

ablis

hes

a pl

an o

r st

rate

gy w

ith

a be

ginn

ing,

dev

elop

men

t, an

d en

ding

.

CO

HE

RE

NC

E. T

he s

tude

nt e

stab

lishe

s re

latio

nshi

ps b

etw

een

and

amon

g th

e pa

rts

So

that

the

writ

ing

flow

s sm

aoth

lY tr

om,id

ea to

idea

.

;CO

RE

PO

INT

S

4a

The

pap

er s

how

s a

stro

ng c

omm

and

of n

arra

tive

writ

ing

(con

sist

ent f

ocus

, ela

bora

ted

deta

il, e

ffect

ive

sequ

enci

ng o

f eve

nts,

cle

ar

stra

tegy

, com

plet

enes

s, a

nd u

nity

at i

deas

).

3 in

The

pap

er s

how

s a

reas

onab

le c

omm

and

ol n

arra

tive

writ

ing

(foc

us, s

uffic

ient

det

ail,

reas

onab

le s

ense

of p

rogr

essi

on a

nd s

eque

ncin

g,

and

gene

ral c

oher

ence

).

2 2-

. The

pap

er is

a n

arra

tive

but m

ay s

how

som

e dr

ift fr

om th

e

lotu

s, b

are

deta

ils th

at a

re e

labo

rate

d, a

nd s

ome

sens

e of

dev

elop

men

t.

flow

, and

seq

uenc

ing.

1T

he p

aper

sho

ws

the

prom

pt h

as b

een

read

, and

an

atte

mpt

to r

espo

nd h

as b

een

mad

e (li

ttle

or n

o fo

cus,

law

det

ails

, spa

rse,

no

clea

r

plan

, or

a la

ck o

f seq

uenc

ing)

.

NS

12 T

he p

aper

is il

legi

ble

or o

ther

wis

e no

nsto

rabl

e (b

lank

pap

er,

rest

tem

ent o

f the

pro

mpt

, res

pons

es n

ot o

n to

pic.

or

writ

ten

in a

fore

ign

lang

uage

).

;131

1VE

NnO

NS

(A

bilit

y tO

Use

Cor

rect

Eng

lish)

SE

NT

EN

CE

FO

RM

AT

ION

. The

stu

dent

con

sist

ently

writ

es

com

plet

e se

nten

ces.

(E

rror

s co

uld

indu

ce m

a-on

sen

tenc

es o

r se

nten

ce

frag

men

ts.)

US

AG

E. T

he s

tude

nt p

rope

rly s

elec

ts w

ords

and

gra

mm

atic

al

form

s. (

Err

ors

coul

d in

clud

e pr

onou

n er

rors

, ver

b er

rors

, sub

:sec

t-ve

rb

agre

emen

t err

ors,

Tan

d er

rors

in u

sing

neg

ativ

es.)

-.

ME

CH

AN

ICS

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dent

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rrec

t lan

guag

e m

echa

nics

.

(Err

ors

coul

d in

clud

e pu

nctu

atio

n an

d ca

pita

lizat

ion.

)

SP

ELU

NG

. The

stu

dent

use

s co

rrec

t spe

lling

.

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OR

E P

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GU

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SC

OR

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ON

SA

MP

LE P

AP

ER

S

Sco

res

on a

bilit

y to

com

mun

icat

e an

idea

are

- sh

own

in b

oxes

.

Sco

res

on a

bilit

y to

use

cor

rect

Eng

lish

are

show

n in

ova

ls.

The

pap

er e

)chi

bits

are

ason

able

and

acc

epta

ble

leve

l of s

kills

in s

ente

nce

form

atio

n, u

sage

, mec

hani

cs, a

nd s

pelli

ng,

- 2-

- T

he p

aper

doe

s no

t sho

w a

rea

sona

ble

and

acce

ptab

le le

vel

of s

kills

in s

ente

nce

form

atio

n, u

sage

, mec

hani

cs, a

nd s

pelli

ng.

Wri

ting,

Gra

des

4 an

d 7

Lear

ning

to w

rite

is a

n im

port

ant e

duca

tiona

l goa

l for

all

Nor

th C

arol

ina

stud

ents

. Mea

surin

g th

e sk

ills

invo

lved

take

s tim

e an

d th

ough

tful j

udgm

e.S

tude

nts

wer

e gi

ven

appr

oxim

atel

y 65

min

utes

to w

rite

abou

t a g

iven

topi

c. E

ach

pape

r w

as s

core

d by

two

care

fully

trai

ned,

exp

erie

nced

rea

deT

he s

core

s re

port

ed b

elow

rep

rese

nt th

eir

com

bine

d ju

dgm

ent o

f thi

s sa

mpl

e of

the

stud

ent's

writ

ing.

Pro

ficie

ncy

for

this

ass

essm

ent i

s a

scor

e2.

5 or

gre

ater

. Spa

ce is

pro

vide

d fo

r th

is s

tude

nt's

teac

her

to g

ive

addi

tiona

l inf

orm

atio

n ab

out o

ther

writ

ing

skill

s ob

serv

ed d

urin

g th

e ye

ar.

The

com

posi

tion

scor

e sh

ows

how

wel

l thi

s st

uden

t exp

ress

ed a

n id

ea w

ithou

t pen

alty

for

spel

ling

or g

ram

mar

. The

sec

ond

scor

e is

for

Eng

lico

nven

tions

and

doe

s re

pres

ent a

mea

sure

of t

his

stud

ent's

abi

lity

to u

se c

orre

ct E

nglis

h.

WR

ITIN

G S

KIL

LS M

EA

SU

RE

DS

CO

RE

Com

posi

ng S

kills

(C

omm

unic

atin

g an

Idea

)*

Hav

ing

a m

ain

idea

Pro

vidi

ng s

uppo

rtin

g de

tail

Sho

win

g or

gani

zatio

nU

sing

coh

eren

ce te

chni

ques

Con

vent

ions

(U

sing

Cor

rect

Eng

lish)

*

Usi

ng c

ompl

ete

sent

ence

sU

sing

app

ropr

iate

form

s of

wor

dsU

sing

sta

ndar

d m

echa

nics

(pu

nctu

atio

n,ca

pita

lizat

ion)

Usi

ng c

orre

ct s

pelli

ng

EX

PLA

NA

TIO

N

* A

FU

RT

HE

R E

XP

LAN

AT

ION

OF

TH

E T

ES

TIN

G A

ND

SC

OR

ING

MA

Y B

E F

OU

ND

ON

TH

E B

AC

K O

F T

HIS

RE

PO

RT

TE

AC

HE

R C

OM

ME

NT

S;

I hav

e ro

viow

ed th

is r

epor

t and

hav

em

ade

addi

tiona

l com

men

ts w

here

nece

ssar

y.P

leas

e, d

o no

t hes

itate

toco

ntac

t me

tor

a m

ore

deta

iled

exol

anat

ion

of Ih

e sc

ores

or

furt

her

assi

stan

ce In

this

mat

ter.

SIG

NE

D

Tak

e a

posi

tion

on w

heth

er w

ild a

nim

als

shou

ld o

r sh

ould

not

be

kept

in z

oos.

Sta

te y

our

posi

tion

and

expl

ain

why

you

thin

k w

ild a

nim

als

shou

ld o

r sh

ould

not

be

kept

in z

oos.

EX

PLA

NA

TIO

N O

F S

CO

RIN

G R

ULE

S F

OR

GR

AD

E S

EV

EN

Spe

cific

sta

ndar

ds fo

r ea

ch s

kill

wer

e es

tabl

ishe

d, a

nd s

tude

nt p

aper

s w

ere

foun

d th

at m

et th

e va

rious

leve

ls s

how

n by

the

scor

e po

ints

. Eac

h te

ache

r ha

sa

com

plet

e co

py o

f the

sco

ring

guid

e us

ed th

is y

ear

and

can

shar

e it

with

you

. The

folic

a br

ief s

umm

ary

of th

e sk

ills

and

scor

e po

ints

for

the

poin

t-of

-vie

w c

ompo

sitio

n.

CO

MP

OS

ING

SK

ILLS

(A

bilit

y to

Com

mun

icat

e an

Idea

)

MA

IN ID

EA

. The

stu

dent

iden

tifie

s th

e su

bjec

t mat

ter

and

focu

ses

the

writ

ing.

SU

PP

OR

TIN

G D

ET

AIL

S. T

he s

tude

nt p

rovi

des

suffi

cien

t rea

son

to

expl

ain

or c

larif

y hi

s/he

r po

sitio

n or

rel

atio

nshi

p to

the

subj

ect m

atte

r.

OR

GA

NIZ

AT

ION

. The

stu

dent

est

ablis

hes

a pl

an o

r st

rate

gy w

ith a

begi

nnin

g, d

evel

opm

ent,

and

endi

ng.

CO

HE

RE

NC

E. T

he s

tude

nt e

stab

lishe

s re

latio

nshi

ps b

etw

een

and

amon

g

the

idea

s, c

ause

s, a

nd/o

r st

atem

ents

in th

e co

mpo

sitio

n so

that

the

writ

ing

prog

ress

es s

moo

thly

from

idea

to id

ea.

SC

OR

E P

OIN

TS

4 =

The

pap

er s

how

s a

stro

ng c

omm

and

of p

oint

-of-

view

writ

ing

(a

clea

rly s

tate

d po

sitio

n w

ith a

ppro

pria

tely

and

effe

ctiv

ely

pres

ente

d el

abor

ated

reas

ons

in s

uppo

rt o

f the

pos

ition

, pro

gres

ses

logi

cally

, and

is c

oher

ent)

.

3=T

he p

aper

sta

tes

a po

sitio

n an

d gi

ves

reas

ons

to s

uppo

rt th

e po

sitio

n.

(Tw

o ad

equa

tely

ela

bora

ted

reas

ons,

one

wel

l dev

elop

ed r

easo

n, o

r an

ext

ende

d

list w

ith s

light

ela

bora

tion;

min

or w

eakn

esse

s ar

e pr

esen

t.)

2 =

The

pap

er s

tate

s a

posi

tion

and

give

s re

ason

s to

sup

port

the

posi

tion.

N)

(Tw

o re

ason

s w

ith s

ome

elab

orat

ion,

one

mod

erat

ely

elab

orat

ed r

easo

n, a

list

of

reas

ons,

poo

rly o

rgan

ized

, or

unre

late

d id

eas

with

no

clea

r se

nse

of p

rogr

essi

on.)

1 =

The

pap

er s

how

s th

e pr

ompt

has

bee

n- r

ead,

and

an

atte

mpt

to

resp

ond

has

been

mad

e (li

ttle

or n

o se

nse

of fo

cus

on th

e su

bjec

t, no

cle

ar c

ause

tor

the

posi

tion,

unc

lear

rea

sons

or

cont

radi

ctio

ns, n

o cl

ear

stra

tegy

or

sens

e of

cont

rol,

one

or tw

o un

elab

orat

ed r

easo

ns.)

NS

=T

he p

aper

is il

legi

ble

or o

ther

wis

e no

nsco

rabl

e (b

lank

pap

er,

rest

atem

ent o

f the

pro

mpt

, res

pons

es n

ot o

n to

pic,

or

writ

ten

in a

fore

ign

lang

uage

).

CO

NV

EN

TIO

NS

(A

bilit

y to

Use

Cor

rect

Eng

lish)

SE

NT

EN

CE

FO

RM

AT

ION

. The

stu

dent

con

sist

ently

writ

es c

ompl

ete

sent

ence

s. (

Err

ors

coul

d in

clud

e ru

n-on

sen

tenc

es o

r se

nten

ce fr

agm

ents

.)

US

AG

E. T

he s

tude

nt p

rope

rly s

elec

ts w

ords

and

gra

mm

atic

al fo

rms.

(Err

ors

coul

d in

clud

e pr

onou

n er

rors

, ver

b er

rors

, sub

ject

-ver

b ag

reem

ent e

rror

s,

and

erro

rs in

usi

ng n

egat

ives

.)

ME

CH

AN

ICS

. The

stu

dent

use

s co

rrec

t lan

guag

e m

echa

nics

. (E

rror

s

coul

d in

clud

e pu

nctu

atio

n an

d ca

pita

lizat

ion.

)

SP

ELL

ING

. The

stu

dent

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s co

rrec

t spe

lling

.

SC

OR

E P

OIN

TS

4S

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PLE

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