Analysis Of Student Writing Scoring And Feedback ✓ Solved

Analysis Of Student Writing Scoring And Feedback Form

Analysis Of Student Writing Scoring And Feedback Form

Fill out the chart with the student’s grade level, a score for each feature, and an explanation for the score.

Grade level of student sample: 1st grade

  • FEATURE: IDEAS
  • SCORE: 3
  • BRIEF EXPLANATION:
    • Uses some descriptive language
    • Details generally support main idea
    • Communicates some interesting ideas
  • FEATURE: ORGANIZATION
  • SCORE: 3
  • BRIEF EXPLANATION:
    • Sequencing is attempted
    • Evidence of logical sequencing
    • Somewhat interesting hook and conclusion
  • FEATURE: EXPRESSION
  • SCORE: 3
  • BRIEF EXPLANATION:
    • Basic sentence structure
    • Uses sentence variety at times
    • Expresses voice at times
  • FEATURE: CONVENTIONS
  • SCORE: 2
  • BRIEF EXPLANATION:
    • Difficulty with grammar, spelling, capitalization, punctuation
  • FEATURE: LEGIBILITY
  • SCORE: 3
  • BRIEF EXPLANATION:
    • Readable with some spacing/formation errors

Feedback for the Writer:

  • Compliment 1: I love how the beginning starts on your paper.
  • Compliment 2: Great job having a clear focus on the main idea of your story.
  • Editing: Punctuations throughout story & Spelling errors: Bares, dares, kost, alls.
  • Revision: Fix punctuations and spelling errors.

Jennifer Green Right - and give the child the correct spelling so he can edit on his final draft. Kids this age can't look it up in a dictionary and unless the words are on a word wall, the child won't understand it is "bears," not bares.

Jennifer Green That is editing - what is the revision tip? How could it be improved for expression?

Jennifer Green That's a nice compliment. Jennifer Green The beginning sentence or the title? I'm okay with complimenting the title because that is good awareness of author's purpose for a little one.

However, the first sentence 'Me and my dad hunt for bears and deers" isn't necessarily strong.

Jennifer Green example?

Jennifer Green such as...? Share a detail or two. Jennifer Green Not sure there is a sequence of events here. I don't see more than a topic sentence and then one event (he cuts them) - then it goes back to the topic sentence again, like a closing.

Paper For Above Instructions

The analysis of student writing is essential for understanding the development of young writers, particularly those in the 1st grade. At this stage, students are exploring their voices and beginning to understand the elements of narrative and descriptive writing. Utilizing the scoring and feedback form, we assess various features of a student's writing, such as ideas, organization, expression, conventions, and legibility. Each of these components plays a critical role in developing a child's writing skills, and this paper will discuss each feature assessed in the provided analysis.

Beginning with the idea feature, the score of three suggests that the student has started to establish a clear main idea in their writing. Supporting details tend to align with this main idea, indicating that the child is beginning to express their thoughts and creativity. For instance, using descriptive language initiates a paint-by-numbers approach to writing, as it helps the reader visualize the narrative. The encouraging feedback provided to the student, such as appreciation for the beginning of the paper and the focus on the main idea, strengthens the student's confidence in their writing.

In terms of organization, this student also received a score of three. The ability to sequence ideas indicates an understanding of the story's flow. It is essential for young writers to grasp the concept of beginning, middle, and end, which supports their overall narrative structure. To improve further, students might benefit from explicit instruction on effective hooks and conclusions, as suggested in the critiques of the student's work. This can ensure they leave a lasting impression on their readers and reinforce a satisfying reading experience.

Expression, similarly, is crucial at this developmental stage. Receiving a score of three in expression suggests that the student understands how to vary sentence structure and occasionally infuse their unique voice into their writing. However, further opportunities to develop high-level vocabulary should be made available as students' writing matures. Teachers can encourage students to explore synonyms and descriptive adjectives, enhancing their expression through rich language.

The conventions scored a two, indicating there are difficulties in grammar, spelling, capitalization, and punctuation. This aspect of writing is often challenging for young learners. However, it is the cornerstone of making their writing understandable and polished. Jennifer Green's feedback emphasizes the need for editing and revision skills. For young writers, providing correct spellings and grammatical rules will build their understanding as they move into more complex writing tasks.

Legibility received a score of three, indicating that while the writing is mostly readable, there are some spacing and formation errors. Legibility is integral for ensuring that readers can engage with the text. Teachers can promote practice in writing through various activities, like peer editing or utilizing tracing sheets, to bolster letter formation and spacing during writing exercises.

Furthermore, for teachers, implementing mini-lessons can further reinforce the skills identified in the scoring rubric. The mini-lesson framework, which involves connecting with prior knowledge, teaching through modeling, engaging students actively, and linking back to the identified concepts, can significantly improve students' comprehension of writing fundamentals. Specifically, lessons centered around “show, not tell” are vital in allowing students to use their five senses and infuse creativity into their stories. Implementing sensory details will help the students in creating vivid imagery, thus capturing the reader's attention and evoking emotions.

In conclusion, the scoring and feedback process provides a structured method for evaluating student writing. This systematic approach allows for highlighting strengths and areas for improvement, which teachers can use to help guide students in their writing journey. By focusing on enhancing ideas, organization, expression, conventions, and legibility, teachers can effectively foster skilled, confident young writers.

References

  • Cox, Janelle. (2020). Writing Rubrics. ThoughtCo. Retrieved from thoughtco.com/writing-rubric-
  • National Council of Teachers of English. (2015). NCTE Beliefs About the Teaching of Writing. Retrieved from ncte.org/positions/statements/writingbeliefs
  • Graham, S., & Perin, D. (2007). A Meta-Analysis of the Effectiveness of Writing Instruction. The Journal of Educational Psychology, 99(3), 822-834. doi:10.1037/0022-0663.99.3.822
  • Darling-Hammond, L. et al. (2017). Implications For School Leaders. National Education Policy Center. Retrieved from nepc.colorado.edu/publication/implications-for-school-leaders
  • Hillocks, G. (1986). Research on Written Composition: New Directions for Teaching. Urbana, IL: National Council of Teachers of English.
  • Harris, K. R., & Graham, S. (1996). Making the Writing Process Work: Strategies for Composition and Self-Regulation. Cambridge, MA: Harvard Education Press.
  • Englert, C. S., & Mariage, T. V. (2003). Teaching Writing to Young Learners. In R. S. A. & F. H. R. (Eds.), Handbook of Research on Teaching the English Language Arts. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fisher, D., & Frey, N. (2008). Writing Strategies for Content Learning. Educational Leadership, 66(5), 50-54.
  • Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Graham, S., & Perin, D. (2007). Evidence-Based Practices in Writing Instruction. In R. L. (Ed.), Handbook of Research on Writing: History, Society, School, Individual, Text. Lawrence Erlbaum Associates.

Related Assignments