Acknowledges and counters opposing claims, as appropriate Uses precise and purposeful word choice Uses words, phrases, and/or clauses that effectively connect and show relationships among ideas Uses and maintains an appropriate tone Provides a strong concluding statement or section that logically follows from the ideas presented Has no errors in usage and conventions that interfere with meaning The other part of the Writing subtest has included all selected-response items that measure selected Writing and Language standards, including language progressive skills that are introduced in earlier grades (e.g., subject-verb and pronoun-antecedent agreement or punctuation usage) but the context for application of those skills increases in complexity through high school. In 2015, both CR and TE items have been introduced to better measure the application of writing and language usage knowledge and skills, such as those described in these standards: L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. WR.9-10.1a: Introduce precise distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence W.9-10.1b: Develop claim(s) and counterclaims fairly, supplying the evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. W/WHST.9-10.1: Provide a concluding statement or section that follows from and supports the argument presented. Many of the items will continue to be associated with stimuli that represent a writer’s draft essay that needs further revision or editing. A brief CR item may be associated with the stimulus, and the examinee may, for example, be directed to write an introductory or concluding paragraph for the essay, to revise a paragraph of the essay, or to use a set of notes to write a paragraph that further develops the topic. TE items will provide opportunities for examinees to demonstrate application of multiple skills, such as word or punctuation usage in a sentence or paragraph, or to order sentences of a paragraph so that they form a coherent and logical progression of ideas. Sample TE: Multiple-Select Response Which two sentences correctly use a semicolon? He thought twice about reading the book; which was 850-pages long.
Acknowledges and counters opposing claims, as appropriate Uses precise and purposeful word choice Uses words, phrases, and/or clauses that effectively connect and show relationships among ideas Uses and maintains an appropriate tone Provides a strong concluding statement or section that logically follows from the ideas presented Has no errors in usage and conventions that interfere with meaning The other part of the Writing subtest has included all selected-response items that measure selected Writing and Language standards, including language progressive skills that are introduced in earlier grades (e.g., subject-verb and pronoun-antecedent agreement or punctuation usage) but the context for application of those skills increases in complexity through high school. In 2015, both CR and TE items have been introduced to better measure the application of writing and language usage knowledge and skills, such as those described in these standards: L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. WR.9-10.1a: Introduce precise distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence W.9-10.1b: Develop claim(s) and counterclaims fairly, supplying the evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. W/WHST.9-10.1: Provide a concluding statement or section that follows from and supports the argument presented. Many of the items will continue to be associated with stimuli that represent a writer’s draft essay that needs further revision or editing. A brief CR item may be associated with the stimulus, and the examinee may, for example, be directed to write an introductory or concluding paragraph for the essay, to revise a paragraph of the essay, or to use a set of notes to write a paragraph that further develops the topic. TE items will provide opportunities for examinees to demonstrate application of multiple skills, such as word or punctuation usage in a sentence or paragraph, or to order sentences of a paragraph so that they form a coherent and logical progression of ideas. Sample TE: Multiple-Select Response Which two sentences correctly use a semicolon? He thought twice about reading the book; which was 850-pages long.
2015-TASC_transition_revised_05112015_FINAL.docx