[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-184154-en":3,"doc-seo-184154-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},184154,687207024478,"Mia  ","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",4,"Exam","Writing Skills - Report 1 - Assessing Student Progress in the Common Curriculum Goals","Report 1 outlines a language arts writing skills assessment approach aligned with Oregon’s Common Curriculum Goals and Essential Learning Skills. It explains how districts can structure assessment to profile student progress and program effectiveness, emphasizing clear alignment among goals, instruction, classroom activities, and assessment. The report provides goal listings, assessment implications, differentiated criteria for insufficient/acceptable/ideal practices, an Oregon bibliography, and sample tools and procedures for classroom and district use.","ED 298517  \nAUTHOR  \nTITLE  \nINSTITUTION  \nPUB DATE  \nNOTE  \nAVAILABLE FROM  \nPUB TYPE  \nABSTRACT  \nDOCUMENT RESUME  \nSpandel,Vicki  \n# Writing Skills:Report 1.Assessing Student Progressin the Common Curriculum Goals.English LanguageArts.\n\nOregon State Dept.of Education,Salem.Sep 88  \n57p.;For other student progress assessment reports,see CS 211485-490.  \nDocuments Clerk,Oregon Department of Education,700Pringle Parkway,SE,Salem,OR 97310-0290(singlecopies free,additional copies $3.50 each).  \nTests/Evaluation Instruments(160)--Reports -  \nEvaluative/Feasibility(142)--Guides -Classroom  \nUse-Guides(For Teachers)(052)  \nEDRS PRICEMF01/PC03 Plus Postage.DESCRIPTORS*Educational Assessment;Educetional Objectives;Elementary Secondary Education;Holistic Evaluation;State Standards;*Student Evaluation;*WritingEvaluation;*Writing Skills  \nThis report provides suggestions on how a languagearts writing skills assessment program could be structured to ensurethat school districts in Oregon carry out the intent of state  \nstandards.The report includes:(1)a list of common curriculum goalsthat relate to writing;(2)general implications for assessment;(3)criteria for differentiatir.g amons insufficient,acceptable and idealassessment practices at the classroom and district levels;(4)abibliography of writing assessment resources available in Oregon;and  \n(5)sample writing assessment tools and procedures.(RS)  \n***×***********关***************************X****************************Reproductions supplied by EDRS are the best that can be made**from the original document.******××**××××*×××*×××**********关***********************关**************×  \nTable of Contents  \nIntroduction……………………………………………………………………………………………………………………………………………………………1  \nCommon Curriculum Goals Related to Writing……………………………………………………………………………………1  \nImplications for Assessment. ………………………………………………………………………………………………………………………2  \nClassroom Level Wiiting Assessment. …………………………………………………………………………………………………………3  \nStudent Assessment for Program Evaluation…………………………………………………………………………………………4  \nBibliography………………………………………………………………………………………………………………………………………………………6  \nAppendix A:Writing Assessment Resources  \nAppendix B:Evaluating Student Writing  \nAppendix C: Analytical Trait Scoring Model  \nAppendix D: Holistic Scoring Model  \nOregon Schools.  \nA Tradition of Excellence!  \nThe review of research and initial draft of this paper were done by Vicki Spandel,  \nIndependent Consultant, Portland, Oregon. The paper was revised to reflect  \ncomments from Oregon educators and published by the Department of Education.  \nSingle copies of this document are available free of charge from the Documents  \nClerk, Oregon Department of Education(378-3589). Additional copies may be  \npurchased for $3.50 per copy or reproduced without permission from the Oregon  \nDepartment of Education.  \n●  \n32634198708  \n# ASSESSMENT OF THEENGLISH LANGUAGE ARTS COMMON CURRICULUM GOALS\n\nReport 1:Writing Skills  \nSchool districts in Oregon are required in Standards for Public Elementary and SecondarySchools 581-22-602 and-606 to use student assessment information on the CommonCurriculum Goals to assist in making decisions about instruction of individual studentsand effectiveness of instructional programs.The standards suggest that a broad range ofinformation is required to profile student and program progress and needs.There is alsothe assumption that instructional programs in schools have a clear alignment among thegoals for instruction,the activities in the classroom,and the assessment of students'knowledge and skill.  \nThis report provides suggestions on how a language arts writing assessment programmight be structured to ensure that districts carry out the intent of the state Standards.  \nThe suggestions offered within this report are based on what current research indicatesworks best in measuring writing.Clearly,there may be differences in writing assessmentdistrict to district,and even classroom to classroom within the same build","cbCaisUKO8WYifVr","https://ap.wps.com/l/cbCaisUKO8WYifVr","pdf",801419,1,55,"English","en",105,"# Introduction\n## Common Curriculum Goals Related to Writing\n## Implications for Assessment\n## Classroom Level Writing Assessment\n## Student Assessment for Program Evaluation\n## Bibliography\n## Appendix A: Writing Assessment Resources\n## Appendix B: Evaluating Student Writing\n## Appendix C: Analytical Trait Scoring Model\n## Appendix D: Holistic Scoring Model","[{\"question\":\"What is the purpose of this writing skills assessment report?\",\"answer\":\"To suggest how a language arts writing assessment program can be structured so Oregon school districts carry out the intent of state standards and effectively assess student and program progress.\"},{\"question\":\"Which elements does the report include?\",\"answer\":\"A list of Common Curriculum Goals related to writing, general assessment implications, criteria for differentiating insufficient/acceptable/ideal classroom and district practices, a bibliography, and sample writing assessment tools and procedures.\"},{\"question\":\"How does the report recommend aligning goals, instruction, and assessment?\",\"answer\":\"It stresses that instructional programs should have clear alignment among the Common Curriculum Goals for instruction, classroom activities, and the assessment of students’ knowledge and skills.\"}]","Writing Skills - 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