Assessing pupils’ progress in English - Writing

(1)

Assessing pupils’

progress in English -

(2)

KEY

All text in white is quoted from the Big Sheet. The entire text for the Writing Assessment Focuses appears in this PowerPoint.

“All quotations in orange are taken from the additional online guidance of the Department for Children, Schools and Families.”

(3)

LET’S BREAK

THIS DOWN A

(4)

NO,

(5)

WAF5

(6)

WAF5 - Level

2 - b1

In some forms of writing



some variation in sentence

openings,

(7)

WAF5 - Level

2 - b2

In some forms of

writing

•

mainly simple sentences

with

and

used to connect

(8)

WAF5 - Level

2 – b3

In some forms of

writing



past and present tense

(9)

WAF5 - Level

3 – b1

In most writing



reliance mainly on simply structured sentences, variation with support,

e.g. some complex sentences

(10)

WAF5 - Level

3 – b2

In most writing



and, but, so

are the most common connectives, subordination

(11)

WAF5 - Level

3 – b3

In most writing



some limited variation in use of tense and verb forms, not always

secure

(12)

WAF5 - Level

4 – b1

Across a range of writing



some variety in length, structure or subject of sentence

Should be written:

(13)

WAF5 - Level

4 – b2

Across a range of writing



use of some subordinating connectives,

(14)

WAF5 - Level

4 – b3

Across a range of writing



some variation, generally accurate, in tense and verb

(15)

WAF5 - Level

5 – b1

Across a range of writing

a variety of sentence lengths, structures and subjects provides clarity and emphasis

“Use of passive form lends

objectivity” “Variety of length,

structure and subject in sentences provides

(16)

WAF5 - Level

5 – b2

Across a range of writing



wider range of connectives used to clarify relationship between ideas,

e.g. although, on the other hand, meanwhile

(17)

WAF5 - Level

5 – b3

 some features of sentence structure used to build up detail or convey shades

of meaning,

e.g. variation in word order, expansions in verb phrases

Fronted Noun Phrase

(18)

WAF5 - Level

6 – b1

Across a range of writing



controlled use of a variety of simple and complex sentences to achieve

purpose and contribute to overall effect

“Controlled use of sentence structures for clarity and

emphasis (AF5 L6 b2), with some variety of form/length/

(19)

WAF5 - Level

6 – b2

Across a range of writing



confident use of a range of sentence features to clarify or emphasise

meaning,

e.g. fronted adverbials (‘Reluctantly, he…, Five days later, it…’),

complex noun

phrases (could be replaced with a pronoun)

Eg. Do you like

the cars over there?

(them?)

or prepositional phrases

(20)

WAF5/6 - Level

7 – b1

Across a range of

writing



variety of sentence types

deployed judiciously

across the text to achieve

purpose and overall

effect, with rare loss of

control

“Key information is conveyed succinctly through the use of sentence forms

deploying embedded phrases and clauses effectively for

(21)

WAF5/6 - Level

7 – b2

a range of features employed to shape/craft sentences that have individual merit and

contribute to overall development of the text,

e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure

(22)

WAF5/6 - Level

7 – b2

“Sentence of some individual merit, using range of clauses and repetition, with significant implications in terms of development of the text/ending”

(23)

WAF5/6 - Level

8

sentence structure is imaginative,

precise and accurate, matched to writer’s purpose and intended effect on the reader

(24)

WAF6

(25)

WAF6 - Level

2 – b1

In some forms of writing



clause structure mostly

grammatically correct

(26)

WAF6 - Level

2 – b2

In some forms of

writing



sentence demarcation with

(27)

WAF6 - Level

2 – b3

In some forms of writing



some accurate use of

(28)

WAF6 - Level

3 – b1

In most writing



straightforward sentences usually demarcated accurately

(29)

WAF6 - Level

3 – b2

In most writing



some, limited, use of

(30)

WAF6 - Level

3 – b3

In most writing



comma splicing evident, particularly

in narrative

•

COMMA SPLICING: two independent

clauses joined by a comma without a

coordinating conjunction:

(31)

WAF6 - Level

3 – b3

Two examples of adults using

comma-splices:

(32)

WAF6 - Level

4 – b1

Across a range of writing



sentences demarcated

accurately throughout the text,

including question marks

“Sentences usually

(33)

WAF6 - Level

4 – b2

Across a range of writing



speech marks to denote speech generally accurate, with

(34)

WAF6 - Level

4 – b3

Across a range of writing



commas used in lists and occasionally to mark clauses,

(35)

WAF6 - Level

5 – b1

Across a range of writing



full range of punctuation used accurately to demarcate sentences,

(36)

WAF6 - Level

5 – b2

 syntax and punctuation within the sentence generally accurate including commas to mark clauses,

though some errors occur where ambitious structures are attempted

Commas for lists

(37)

WAF6 - Level

6

syntax and full range of

punctuation are consistently accurate in a variety of

sentence structures, with occasional errors in ambitious structures,

e.g. only occasional comma splices,

some use of semi-colons, not always accurate

(38)

WAF6 - Level

7-8

(39)

WAF3

– organise and present whole texts effectively, sequencing and

structuring information, ideas and events

(40)

WAF3 - Level

2 – b1

In some forms of

writing



some basic sequencing

of ideas or material,

(41)

WAF3 - Level

2 – b2

In some forms of

writing



openings and/or closings

(42)

WAF3 - Level

3 – b1

In most writing



some attempt to

(43)

WAF3 - Level

3 – b2

In most writing

(44)

WAF3 - Level

3 – b3

In most writing



some attempt to

(45)

WAF3 - Level

4 – b1

Across a range of

writing



ideas organised by

(46)

WAF3 - Level

4 – b2

Across a range of writing



ideas are organised simply with a fitting opening and

closing, sometimes linked

(47)

WAF3 - Level

4 – b3

 ideas or material generally in

logical sequence but overall direction of writing not always clearly signalled

• Opposite point of view follows

as if it is a development of the same view

(48)

WAF3 - Level

5 – b1

Across a range of writing

material is structured

clearly, with sentences organised into appropriate paragraphs

“Material organised into paragraphs and direction of text supported by links

between paragraphs “

(49)

WAF3 - Level

5 – b2

development of material is effectively managed across text,

e.g. closings refer back to openings

“Ending links back to opening…to support overall coherence”

“Clear opening

establishing context and theme”

(50)

WAF3 - Level

5 – b3

Across a range of writing



overall direction of the text supported by clear links

between paragraphs

“Link supports overall direction of the text”

(51)

WAF3 - Level

6 – b1

material is clearly controlled and sequenced, taking account of the reader’s likely reaction,

(52)

WAF3 - Level

6 – b2

a range of features clearly signal

overall direction of the text for the reader,

e.g. opening paragraphs that introduce themes clearly,

paragraph markers, links between paragraphs

(53)

WAF3 - Level

7 – b1

sp. - skilfully

information, ideas and events skillfully managed and shaped to achieve intended

purpose and effect,

e.g. introduction and development of character, plot, event, or the terms of an argument, are paced across the text

(54)

WAF3 - Level

7 – b2

a variety of devices position the reader,

e.g. skilful control of information flow to reader; teasing the reader by drawing attention to how the narrative or argument is being handled

(55)

WAF3 - Level

7 – b2

(56)

(57)

WAF3/4 - Level

8

 imaginative, well controlled structuring of

subject matter and management of

paragraphing provide textual coherence and cohesion to position the reader appropriately in relation to the writer’s purpose

“The short opening paragraph establishes an overview of the problem, encapsulated in the terse first sentence – ‘That bus got us again’. Subsequent paragraphs develop and explain the situation, focussing, in turn, on the drenching from the puddle and the reaction of the two groups of children. Within the paragraph, cohesion is supported by the use of adverbials – ‘Not long after...’ / ‘Just for a second...’ - and as the narrative develops, the same device

(58)

WAF4

(59)

WAF4 - Level

2

In some forms of

writing



ideas in sections

grouped by content,

some linking by

(60)

WAF4 - Level

3 – b1

In most writing



some internal structure within sections of text

e.g. one-sentence paragraphs or ideas loosely organised

“Paragraphs are made up of a number of sentences, linked through the

(61)

WAF4 - Level

3 – b2

In most writing

 within paragraphs / sections,

some links between sentences, e.g. use of pronouns or of

adverbials

Danny speaks fluently. This means we can understand him.

(62)

WAF4 - Level

3 – b3

In most writing



movement between paragraphs / sections sometimes abrupt or

disjointed

Shouldn’t we be told a bit more about what happened ?

(63)

WAF4 - Level

4 – b1

 paragraphs / sections help

to organise content, e.g. main idea usually

(64)

WAF4 - Level

4 – b2

 within paragraphs / sections, limited range of connections between sentences,

(65)

WAF4 - Level

4 – b3

 some attempts to establish

simple links between

paragraphs / sections not always maintained,

(66)

WAF4 - Level

5 – b1

 paragraphs clearly

structure main ideas across text to support purpose,

e.g. clear chronological or logical links between paragraphs

(67)

WAF4 - Level

5 – b2

 within paragraphs / sections, a range of devices support cohesion,

e.g. secure use of pronouns, connectives, references back to text

“Pronouns used to support cohesion”

“‘Or’ and ‘and’ used as sentence openers to support cohesion”

(68)

WAF4 - Level

5 – b3

Across a range of writing



links between paragraphs /

sections generally

maintained across whole

text

(69)

WAF4 - Level

6 – b1

 construction of paragraphs

clearly supports meaning and purpose,

e.g. paragraph topic signalled and then developed,

(70)

WAF4 - Level

6 – b2

 within paragraphs,

cohesive devices

contribute to emphasis and effect,

e.g. adverbials as sentence starters

“Cohesive devices

(71)

WAF4 - Level

7 – b1

 paragraphing across the text is integral to meaning and purpose,

e.g. paragraph length and complexity varied to match narrative pace or development of argument; varied devices to link or juxtapose paragraphs; paragraph structure repeated for effect

(72)

WAF4 - Level

7 – b2

 individual paragraphs

shaped or crafted for imaginative or

rhetorical effect, e.g. last sentence echoing the first; lengthy single

sentence paragraph to convey inner

“The length of paragraphs 4, 5 and 6 show how the use of paragraphing is integral to meaning and purpose

(AF4 L7 b1)

(73)

WAF4 - Level

8

(74)

WAF1

(75)

WAF1 - Level

2 – b1

In some forms of

writing



mostly relevant ideas

(76)

WAF1 - Level

2 – b2

In some forms of writing

(77)

WAF1 - Level

2 – b3

In some forms of writing



brief comments, questions about events or

(78)

WAF1 - Level

3 – b1

In most writing

 some appropriate ideas and content included

some attempt to elaborate on basic information or events,

e.g. nouns expanded by simple adjectives

Example on left also an example

of WAF1 - L3 – b2

(79)

WAF1 - Level

3 – b2

In most writing

 attempt to adopt viewpoint, though often not maintained or inconsistent,

(80)

WAF1 - Level

4 – b1

Across a range of writing

(81)

WAF1 - Level

4 – b2

Across a range of writing



some ideas and material developed in detail,

(82)

WAF1 - Level

4 – b3

Across a range of writing



straightforward viewpoint generally established and maintained,

(83)

WAF1 - Level

5 – b1

relevant ideas and

(84)

WAF1 - Level

5 – b2

development of ideas

and material

appropriately shaped for selected form,

e.g. nominalization for succinctness

‘ decided’ not ‘made a decision’

‘reported’ not ‘gave a report’

“Development of points juxtaposed for effect”

(85)

WAF1 - Level

5 – b3

clear viewpoint

established, generally consistent, with some elaboration,

e.g. some, uneven, development of individual voice or characterisation in role

(86)

WAF1/2 -

Level

6 b1

imaginative treatment of appropriate materials, familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully,

e.g. deliberate use of inappropriate register for humour, clear emphasis on narration rather than plot

b2

convincing, individual voice or point of view established and mostly sustained throughout,

e.g. authoritative expert view, convincing characterisation, adopting a role

(87)

WAF1/2 -

Level

6 – b3

 level of formality used for purpose and audience generally appropriate and a range of stylistic

devices used to achieve effect, not always successfully,

e.g. controlled informality, generalisations or shifts between conversational style and more literary language

“Consistent control of appropriate level of formality/ informality, including direct speech” “Consistent control of level

of formality”

(88)

WAF1/2 -

Level

7 – b1

 imaginative and generally successful adaptation of wide range of

forms and conventions to suit variety of purposes and audiences,

e.g. deliberate reference to other texts or textual conventions for effect or emphasis

(89)

WAF1/2 -

Level

7 – b2

 well judged, distinctive individual voice or point of view

established and sustained throughout,

e.g. consistent handling of narrator’s persona in fiction; well controlled use of original turns of phrase in formal discursive writing

“There is a repetition error in the link between paragraphs 7 and 8, but the last two paragraphs maintain the clearly established viewpoint”

(90)

WAF1/2 -

Level

7 – b3

 generally successful and consistent control of appropriate level of formality and varied range

of stylistic devices to achieve intended effect,

e.g. varying the level of formality within a piece for effect; direct address to the reader or taking the reader into their confidence

(91)

WAF1/2 -

Level

8

 creative selection and adaptation of a wide

range of forms and conventions to meet varied writing challenges with distinctive personal voice and style matched to intended effect

(92)

WAF2

(93)

WAF2 - Level

2 – b1

In some forms of writing



some basic purpose established,

(94)

WAF2 - Level

2 – b2

In some forms of writing



some appropriate features

of the given form used

•

Clear opening

(95)

WAF2 - Level

2 – b3

In some forms of

writing



some attempts to

adopt appropriate style

(96)

WAF2 - Level

3 - b1

In most writing



purpose established

at a general level

“The style is informative and persuasive, e.g. 'use the ticket below to bring the family' and 'get in free'

(97)

WAF2 - Level

3 - b2

In most writing



main features of selected form sometimes signalled to the reader

(98)

WAF2 - Level

3 - b3

In most writing

(99)

WAF2 - Level

4 – b1

Across a range of writing



main purpose of writing is clear but not always

(100)

WAF2 - Level

4 – b2

Across a range of

writing



main features of

selected form are clear

and appropriate to

(101)

WAF2 - Level

4 – b3

Across a range of writing



style generally appropriate to task, though awareness of reader not

always sustained

(102)

WAF2 - Level

5 – b1

Across a range of writing



main purpose of writing is clear and consistently maintained

“Purpose of writing

immediately clear”

“Opening

(103)

WAF2 - Level

5 – b2

Across a range of

writing



features of

(104)

WAF2 - Level

5 – b3

Across a range

of writing



appropriate

style clearly

established to

maintain

reader’s interest

throughout

“Sentence structure (AF5 L5 b3)

(105)

WAF2 -

Level

6-8

(106)

WAF7

(107)

WAF7 - Level

2 – b1

In some forms of writing



simple, often speech-like vocabulary conveys

relevant meanings

(108)

WAF7 - Level

2 – b2

In some forms of

writing



some adventurous

word choices,

(109)

WAF7 - Level

_{In most writing}

3

b1

simple, generally appropriate vocabulary used, limited in range

b2

some words selected for effect or occasion



“The planning board

demonstrates Julia's choice of words to create an impression of the scene, for example

(110)

WAF7 - Level

4 – b1

Across a range of writing

(111)

WAF7 - Level

4 – b2

Across a range of writing

(112)

WAF7 - Level

5 – b1

Across a

range of

writing



vocabulary

(113)

WAF7 - Level

5 – b2

Across a range of writing



reasonably wide vocabulary used,

though not always appropriately

(114)

WAF7 - Level

6 – b1

Across a range of

writing



vocabulary chosen

generally appropriate to

purpose and audience

(115)

WAF7 - Level

6 – b2

Across a range of writing



range of vocabulary generally varied and often

(116)

WAF7 - Level

7 – b1

Across a range of writing



vocabulary consistently, often imaginatively, well matched to purpose

(117)

WAF7 - Level

7 – b2

(118)

WAF7 - Level

8

 wide ranging vocabulary used

imaginatively and with precision

(119)

WAF8

(120)

WAF8 - Level

2

In some forms of writing

 usually correct spelling of:

 high frequency grammatical function words

be, by, can,do, for, from, have, if, in, of, on, that, the, to, with

• common single morpheme

Cannot be broken down any further: car, lady, stupid, where

(121)

In some forms of writing



likely errors:



inflected endings, e.g. past tense, plurals, adverbs

dided (did/died), sheeps (sheep), fighnly (finally), siting (sitting)



phonetic attempts at vowel digraphs

Two vowels together: been (bean), burd (bird), culifl (colourful)

(122)

WAF8 - Level

3

In most writing



correct spelling of:



some common grammatical function words

both, against, neither, although, until, before,

while, because



common content/lexical words with more than

one morpheme, including compound words

Can be broken down further:

(123)

WAF8 - Level

3

In most writing



likely errors:



some inflected endings, e.g. past tense, comparatives, adverb

sayed (said), happyer (happier), quikly (quickly)



some phonetically plausible attempts at content/lexical words

(124)

WAF8 - Level

3

(125)

WAF8 -

Level

4

correct spelling of:

most common grammatical function words, including adverbs with -ly formation

regularly formed content/lexical words, including those with multiple morphemes

(126)

WAF8 -

Level

4

likely errors:

homophones of some common grammatical function words

(127)

WAF8 -

Level

5

correct spelling of:

grammatical function words

almost all inflected words

most derivational suffixes and prefixes

noun-to-verb: -fy (glory → glorify)

noun-to-adjective: -al (recreation → recreational) noun-to-adverb: -ly (friend friendly)→

adjective-to-verb: -ise (modern → modernise) verb-to-adjective: -able (drink → drinkable)

verb-to-noun (abstract): -ance (deliver → deliverance) verb-to-noun (concrete): -er (write-writer)