Local High School Performance Assessments: Evaluating the Collection of Evidence to Verify Credit in Writing
Introduction
Verified credit in writing is determined after a collection of evidence is evaluated during a separate process using the 2017 EOC Writing Performance Level Descriptors (PLDs), which describe levels of achievement in high school writing: advanced, proficient, or does not meet the standard (fails). A body of evidence that is judged to be proficient or advanced according to these descriptors should earn the student a verified credit in writing.The rubric scores on individual writing samples and the PLD determination are independent, as there is no numerical score on the rubric that correlates with a Pass/Proficient or Pass/Advanced performance level from the PLDs.
Selection of Exemplar Collections of Evidence
In the spring of 2020, the Virginia Department of Education collaborated with a panel of Virginia educators and staff from the Center for Assessment to select collections of evidence that exemplify the three levels of proficiency in the Performance Level Descriptors (PLD). The collections represent authentic samples of Virginia student work from across the commonwealth.
Procedures for Determining if Verified Credit Is Awarded (Effective Fall 2020)
Guidelines for the Use of Local Performance Assessments to Verify Credits in Writing: Procedures for Determining if Verified Credit Is Awarded (Effective Fall 2020 and Beyond) (Word) - The Guidelines provide an overview of the local process that will be used when determining if verified credit will be awarded based on the writing samples that comprise a body of evidence completed by the student.
Implementation Support
The sample collections of evidence provide a comprehensive overview of examples at each of the three Performance Level Descriptors (Word): Fail/Does Not Meet; Pass/Proficient; and Pass/Advanced.
Refer to the Local Performance Assessment section of the English, Reading, & Literacy Assessment Resources for additional resources.
Best Practices for Verifying Credit in Writing Webinar (recording)- December 2, 2020. This recorded presentation describes best practices and requirements when evaluating the collections of evidence used to verify credit in writing.
Best Practices for Verifying Credit in Writing (PPT) - December 2, 2020
Pass/Advanced
A student performing at this level should be able to use resources, prewriting strategies, and revision in order to: compose a clear, logical thesis that illustrates the central idea, purpose, or position and provides for development of ideas; embed precise, relevant evidence that elaborates the thesis; present effective conclusions drawn from valid reasons, claims, or evidence; provide a call to action or solution, analyze misconceptions, or address counterclaims, when appropriate for the mode of writing; maintain a consistent point of view and connect ideas in a clear progression, within and across paragraphs, exhibiting unity in writing; include a purposeful variety of simple and complex sentences; enhance voice and tone through specific word choice and descriptive language appropriate to audience, purpose, and occasion; exhibit consistent control of sentence formation, usage, and mechanics.
| Collections of Evidence | Annotations |
|---|---|
| Collection of Evidence #1 (PDF) | Annotation #1 (Word) (PDF) |
| Collection of Evidence #2 (PDF) | Annotation #2 (Word) (PDF) |
| Collection of Evidence #3 (PDF) | Annotation #3 (Word) (PDF) |
Pass/Proficient
A student performing at this level should be able to use resources, prewriting strategies, and revision in order to: compose a logical thesis that conveys a central idea, purpose, or position; support the thesis with accurate, relevant evidence; provide conclusions drawn from reasons, claims, or evidence; attempt to provide a call to action or solution, analyze misconceptions, or address counterclaims, when appropriate for the mode of writing; connect ideas in a clear progression to show unity; use modifiers to create varied, complex sentences that enhance the writing; adapt word choice and language to the audience and purpose; compose complete sentences that demonstrate control of usage and mechanics.
| collections of evidence | ANNOTATIONS |
|---|---|
| Collection of Evidence #4 (PDF) | Annotation #4 (Word) (PDF) |
| Collection of Evidence #5 (PDF) | Annotation #5 (Word) (PDF) |
| Collection of Evidence #6 (PDF) | Annotation #6 (Word) (PDF) |
| Collection of Evidence #7 (PDF) | Annotation #7 (Word) (PDF) |
| Collection of Evidence #8 (PDF) | Annotation #8 (Word) (PDF) |
| Collection of Evidence #9 (PDF) | Annotation #9 (Word) (PDF) |
Fail/Does Not Meet
A student performing at this level should be able to use resources, prewriting strategies, and revision in order to: develop a simple thesis; provide basic information and limited evidence related to the topic; show relationships between or among ideas; arrange sentences in an attempt to exhibit unity; construct a limited variety of sentences; use specific words and relevant vocabulary to write about a topic; compose sentences that maintain standard usage; use mechanics to support writing.
| collections of evidence | annotations |
|---|---|
| Collection of Evidence #10 (PDF) | Annotation #10 (Word) (PDF) |
| Collection of Evidence #11 (PDF) | Annotation #11 (Word) (PDF) |
| Collection of Evidence #12 (PDF) | Annotation #12 (Word) (PDF) |