How is the test scored?
How is the test scored?
According to the EQAO website, "A student’s outcome is assigned using a statistical procedure that takes into account the student’s responses to the questions on the assessment and the characteristics, such as difficulty, of each question. This procedure, known as Item Response Theory (IRT), assumes a continuum of literacy ability and locates the student’s outcome along that continuum, according to their responses to the questions on the OSSLT. The placement along the continuum is represented by a scale score between 200 and 400, with a minimum of 300 required for a successful outcome. Each score represents a position along the continuum of student achievement rather than the number of points out of 400."Â
This means that different quesions have more weight than others when determining your overall score. For example a single select question that is asking you to locate information from a text (testing information recall) may be worth less than a question that asks you to sequence information. Multiple selection, drag and drop and checklist type questions for example will have a different weight than the short answer question and the supported opinion essay.
Now that the OSSLT is a digital test, some of the scoring is done automatically by the computer software. EQAO ensures that "The open-response questions on the OSSLT are scored by qualified teachers from across the province, using a rigorous verification process and clear and consistent rubrics to ensure scoring is as accurate and objective as possible."
The following is a summary of how the supported opinion essay has been assessed. This information is adapted from the 2025 EQAO OSSLT Framework Document.
CODE
DESCRIPTOR
LOOK-FORS
Blank
Nothing is typed in the text box.
student did not attempt to answer this question
"I"
Insufficient evidence to assess the quality of the supported opinion response.
random comment about the test
irrelevent / off-topic response
random characters / not in English
yes / no answer
restatement of the prompt
10
Essay is related to the topic but does not express an opinion.
no supporting details provided
supporting details are not relevent to the topic
no content organization
20
Essay is related to the topic. The essay partially expresses an opinion.
opinion is unclear
opinion is inconsistent
weak connections between details and ideas
not enough supporting details
details are repetative
limited content organization
30
Essay is related to the topic
expresses a clear opinion
supporting details are a little vague
connecting ideas and details could be cleearer
reasonable content organization
lapses in organization impact clarity
40
Focussed development of the supported opinion essay.
clear and consistent opinion
sufficient supporting details
some details may be a bit vague
writing style is mechanical
organization is helping with clarity
50
Clear and consistent development of the supported opinion essay.
clear statement of your opinion
writing is clear and consistent
use of specific and varied supporting details
content organization is logical and well developed
50
Clear and consistent development of the supported opinion essay.
clear statement of your opinion
writing is clear and consistent
use of specific and varied supporting details
content organization is logical and well developed
60
Highly convincing supported opinion paragraph.
clear statement of your opinion
writing is clear and consistent
use of specific and varied supporting details
chocie of evidence is thoughtful
organization of essay is highly coherent
ideas progress logically
CODE
DESCRIPTOR
LOOK-FORS
Blank
Nothing is typed in the text box.
student did not attempt to answer this question
"I"
Insufficient evidence to assess the quality of the supported opinion response.
random comment about the test
random characters / not in English
10
Response is fewer than 30 words.
significant spelling, grammar and punctuation errors
difficult to read
20
Reasonable word count. Ideas are present.
spelling, grammar and punctuation errors are common
errors interfere with communication
30
Main idea is clear.
minimal spelling, grammar and punctuation errors
errors do not interfere with communication
40
Considerable clarity in writing.
considerable control of spelling, grammar and punctuation