Introduction
Student work produced for the AIMS extended writing piece will be scored using the Six Trait Analytical Writing Rubric
developed by the Northwest Regional Educational Laboratory (NWREL). This
rubric identifies and evaluates six traits, or characteristics, of
effective writing on a six point scale, with 6 the highest score and 1 the
lowest. This rubric was selected primarily because it is research-based,
provides specific information about student performance, and is supported
with classroom instructional activities developed by NWREL. It is not
specific to a particular mode or genre of writing; it is designed to
provide a consistent scoring method based on recognized characteristics of
effective writing common to all genres. It would be beneficial for
teachers and students not only to be familiar with the six trait rubric so
that the expectations for writing will be clearly understood, but also to
experience using it in the classroom. It provides not only an effective,
consistent measure of student writing, but also a means to improve
writing.
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AIMS Writing Skill Expectations
Descriptions of the Traits
Ideas/Content:
This trait addresses the writer’s theme along with the supporting details
that develop and enrich that theme. Regardless of the type or purpose of writing,
ideas should be clear, complete, and well-developed. One clear focus should
be apparent, but development and details should be thorough, balanced, and well
suited to audience and purpose.
Organization:
This trait addresses the structure of a piece of writing including the thread
of central meaning and the patterns that hold the piece together. Regardless
of the type or purpose of writing, a well-thought out order of ideas should
be apparent. The structure should suit the topic, with a consciously planned
opening and closing, each paragraph specific to one central idea, and transitions
that tie the details together.
Voice: The type
of voice will vary according to the purpose and type of piece, but it
should be appropriately formal or casual, distant or intimate, depending on
the audience and purpose.
Word Choice: This
trait reflects the writer’s use of specific words and phrases to convey
the intended message in an interesting, precise, and natural way appropriate
to audience and purpose.
Sentence Fluency:
This trait addresses the rhythm and flow of language. Sentence structure
should be strong and varied.
Conventions: This
trait addresses the mechanics of writing, spelling, capitalization, punctuation,
and paragraph breaks. It can also include proper format.
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Frequently Asked Questions (FAQs) About the Rubric
When will passing scores be set?
The Performance Standard Setting Committee determined the performance
levels (passing scores) for the extended writing portion in all grade levels for
AIMS in May 2005. Yearly scale scores are published at the link below:
http://www.azed.gov/researchpolicy/AIMSResults/
Will all six traits be used to calculate a score?
All six traits will be scored with equal weight, using a compensatory model. The Writing score is based on the total of the individual trait scores. This allows a high score in one trait to compensate for a low score in another.
Who will do the scoring?
The Arizona Department of Education has contracted with a national testing company to do the scoring. It will be accomplished at a national testing company scoring centers by raters specifically trained on this rubric. High school papers will be read by four raters. Adjacent scores in a trait are considered in agreement; the two adjacent scores will be averaged. Non-adjacent scores are resolved by a third reader. Grade 3-8 papers will be read by two raters with a 10% read-behind to ensure scoring consistency.
Will all grades (3 - 8 and high school) use the same rubric?
The same rubric will be used for all grade levels, with developmental differences taken into consideration. The characteristics of effective writing do not change depending on what grade you are in, only the level of sophistication changes. The Articulated Writing Standard clarifies the expectations at each grade level.
Will the same rubric be used for all genres (types) of writing?
The same rubric will be used for all types of extended writing on AIMS. These same characteristics are common to all effective writing, whether it is narrative, expository or persuasive. Refer to the Articulated Writing Standard for descriptions of writing applications.
Can the rubric be modified?
Although the rubric will be used in its entirety for AIMS, teachers have many options for the classroom. This rubric has been used in the classroom for instructional purposes by teachers throughout the country. With training, the many flexible uses of it become apparent; for example, a teacher may choose to score one or two traits as a focus rather than all six.
How does one make clear distinctions between points on the scale?
As is the case with any rubric, a critical component in interpreting points on the scale and maintaining consistency is establishing anchor papers. Anchor papers are selected by Writing Content Committees in rangefinding sessions. These anchor papers are then used by the testing company for training and scoring.
How can I find out more about the Six Traits?
The Department of Education offers trainings on using Six Trait Writing for
Instruction. These trainings introduce the traits, examine analytic
assessment as a means of evaluating student writing, provide practice in
using the rubric to score student papers, and explore strategies for using
this model in the classroom for assessment and instruction. For more
information about these trainings consult the ADE Comprehensive
Professional Development/Technical Assistance Catalog available on the
web: http://www.azed.gov/schooleffectiveness/Catalog.pdf. For information
about AIMS Writing contact:
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Contact Information
by name
Accountability Division | Assessment Section | Research & Evaluation Section
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