Responses

This page is featured in Goh, R. (2021). Designing quality assessment feedback practices in schools. Pearson.

Compare your ranking with others. To what extent do you agree/disagree with the general opinion? Why?

The exemplars were adapted from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/performance-standards/writing_g3.pdf

Refer to the teacher commentary below for feedback on your ranking of exemplars.

Exemplar A (Beginning Standard)

The student has recorded a string of activities joined with and.

• very brief, with no explanation or detail

• one long rambling sentence

• frequent errors make the writing hard to understand

• capitals often omitted or misused

Exemplar D (Developing Standard)

The student has listed various instruments and activities without explanation.

• opinions and reactions are unsupported

• offers factual details without explanation or analysis

• relies on simple and compound sentences

• omits connecting words

• errors do not interfere with meaning

Exemplar B (Competent Standard)

The student simply but clearly offers observations and opinions about a field trip.

• makes connections to personal experiences, feelings, and opinions

• provides some explanations, details, and examples

• language is somewhat vague and repetitive

• some variety in sentence length and pattern

• ideas are logically sequenced

• includes some errors, but these do not interfere with meaning

Exemplar C (Accomplished Standard)

The student has described observations and feelings with some elaboration and detail. The writing flows smoothly.

• makes connections to personal feelings; personality and views of the writer come through

• language is clear and varied; tries to be precise to show emphasis (e.g., “right in front of me,” “huge chandelier”)

• ideas are logically connected, although there are some breaks where new ideas are introduced

• few errors; these do not interfere with meaning