Twelfth Grade District Assessments

Writing Assessments – Persuasive Writing – Fall & Spring

Format & Tasks

Student writes for 30 minutes in response to a written prompt also read by the teacher. The teacher scores this writing using the Newark’s Diagnostic Writing Rubric. A rubric score of 4 out of a possible 6 is expected in the 9^th grade. Review class data sheet for all students to see if selected student scores above/below benchmark and how they perform compared to classmates.

Instructional Implications

In addition to the overall rubric score we should note the criteria skills that were and were not exhibited from Newark’s Diagnostic Writing rubric, which focuses in on the composition’s “introduction”, “body”, and “closing”. This analysis can guide instruction, including setting goals and addressing weaknesses. In this endeavor, we can also note the following skills from NJDOE’s rubric:

1.   Content / Organization - communicates intended message to intended audience; relates to topic; opening and closing; focused; logical progression of ideas; transitions; & appropriate details and information

2.   Usage - tense formation; subject-verb agreement; pronouns usage/ agreement; word choice/meaning; & proper modifiers)

3.   Sentence Construction - variety of type, structures, and length; & correct construction

4.   Mechanics – spelling, punctuation, & capitalization

In addition, NJDOE’s Editing & Revising Rubric, Author’s Self Reporting Form, as well as Cumulative Progress Indicators can be utilized to identify strengths and weaknesses to be addressed in lesson plans, school-based interventions, special education evaluations and reports and integrated into IEPs (e.g., PLAAFP Statements, Goals & Objectives, & Supplementary Aids and Services). 

The following research-based instructional strategies can address identified weaknesses and may be noted as supplemental aids and services to address IEP goals and objectives, based on a student’s needs:

1.     Model the writing we want student to produce independently.

2.     Provide coaching and scaffolding where necessary.

3.     Have student articulate and reflect on compositional strengths and needs.

4.     Provide student with frequent writing experiences in all content areas to build confidence and competence.

5.     Student should generate topics, plan, write, revise, and edit writing.

  New Jersey's Core Curriculum Content Standards (CCCS) -

The above district wide and statewide assessments are aligned with New Jersey's Core Curriculum Content Standards. Therefore, teachers, parents, administrators, school-based intervention teams and/or IEP teams can utilize the hyperlinked CPI (cumulative progress indicator) checklists developed by the Newark Teachers Union (NTU) for reading, writing, math, and science to identify strengths and weaknesses, in the corresponding grade's knowledge/skills. These strengths and weaknesses can be integrated into teachers' lessons, school-based interventions, special education evaluations/corresponding reports, and IEPs (e.g., PLAAFP statements, goals/objectives, and supplementary aids and services.