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Assessment_Guide_For_Educators_Rla (Page 52)
52 Assessment Guide for Educators: RLA Appendix A For more information on each of the Language Targets, see Reasoning Through Language Arts Assessment Targets in Chapter 1 . RLA – Extended Response (Essay): Similarities between the 2002 test and Current T est Trait 2 of the Extended Response (ER) Scoring Rubric has extensive overlap with the 2002 Series Holistic Scoring Rubric. What’s different about the RLA test extended response (essay)? The extended response (ER) task is designed to present a real- world opportunity for test-takers to demonstrate their ability to develop an argument and support their ideas with text-based evidence. Unlike the 2002 Series Essay prompts, which were presented outside of any context and which posed somewhat abstract questions to test-takers, the ERs provide a brief pair of engaging passages describing opposing perspectives on a similar topic. Test-takers must read these passages and evaluate which position is better supported. As noted in the table above, the Trait 2 Rubric also adds an assessment of the test-takers awareness of both the audience and the purpose of the writing task. In addition to the stylistic and organizational skills that are outlined in Trait 2 of the Scoring Rubric, test-takers’ responses to the ER tasks will be evaluated on how well they use two other important sets of skills. Dimensions of the 2002 Essay Rubric Dimensions of the RLA ER Trait 2 Rubric • Presents a clearly focused main idea that addresses the prompt. • Contains ideas that are thoroughly and logically developed, with full elaboration of main ideas • Establishes a clear and logical organization. • Establishes an effective organizational structure that is well-suited to the message and purpose of the response as a whole; applies transitional devices strategically and effectively • Achieves coherent development with specific and relevant details and examples. • Contains purposeful, logical progression of ideas with details closely tied to their main points • Consistently controls sentence structure and the conventions of EAE. [Note: This 2002 content is measured on Trait 3 of the Extended Response Scoring Rubric.] • Exhibits varied and precise word choice • Chooses words purposefully and carefully to express ideas with clarity and logic; consistently and strategically applies advanced vocabulary. [Note: The Current test column lists a new dimension that was not assessed on the 2002 Series test.] • Strategically applies awareness of audience and purpose of the task to enhance meaning throughout the response.