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We take pride in our strong academic reputation. This page allows us to explain our requirements and classes. We offer a wide
range of classes, as well as several areas where students can concentrate their studies.
Testing Focus for 2003-2004
This
should answer some parent and student questions about the score on the California Writing Standards Tests at grade 7. Below
you will find some information on the scoring process used. It may help as you work to figure out how to improve writing
skills.
The reported writing score is based on the sum of the scores from two readers. If the two readers' assigned
scores differed by more than one point, a third person read the paper to resolve the difference between the scores. If the
test could not be scored, the score is listed as invalid. An invalid score means that the child's paper was illegible, blank,
written in a language other than English, or the child's writing did not address the assigned writing task. Each reader scored
the essay on a 4-point scale as follows:
4 Points (Highest score). The essay clearly addressed all parts of the writing
task, demonstrated a clear understanding of purpose, was consistent, clearly presented a central idea and supporting details,
included a variety of sentence types, and had few (if any) errors in English language conventions (such as grammar and punctuation).
Students in grade 7 (response to literature) demonstrated a thoughtful, comprehensive grasp of the text; organized
accurate and coherent interpretations around clear ideas, premises, or images; and included specific examples from the text
to support their interpretations.
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3 Points. The essay addressed all parts
of the writing task, demonstrated a general understanding of purpose, was mostly consistent, presented a central idea and
supporting detail that were mostly relevant, included a variety of sentence types, and had some errors in English language
conventions (such as grammar and punctuation) that do not interfere with the reader's understanding.
Students in grade
7 (response to literature) demonstrated a comprehensive grasp of the text; organized reasonably coherent interpretations around
clear ideas, premised, or images; and included examples from the text to support their interpretations.
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2 Points. The essay addressed only parts of the writing task, demonstrated little understanding of purpose, was inconsistent,
suggested a central idea but had limited supporting detail, include little variety in sentence types, and had several errors
in English language conventions (such as grammar and punctuation) that interfere with the reader's understanding.
Students
in grade 7 (response to literature) demonstrated a limited grasp of the text; presented interpretations that lacked accuracy
or coherence in relationship to the story's ideas, premises, or images; and included few examples from the text to support
their interpretations.
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1 Point. The essay addressed only one part of the
writing task, demonstrated no understanding of purpose, lacked a clear focus or organization, lacked a central idea but may
have included marginally related facts or details, included no variety in sentence types, and had several errors in English
language conventions (such as grammar and punctuation) that interfere with the reader's understanding.
Students in
grade 7 (response to literature) demonstrated little grasp of the text; presented no interpretation of the story; and lacked
examples and details from the text.
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