Performance-based Measures: Anchor Papers

Three years ago the writing teachers came together to discuss the writing of their students. In the distant past, Maya had included a writing test as part of its graduation requirement. While this group did not want to implement another test, the group was interested in how their students were progressing in their writing. This group wanted to take a global look at the emphasis the school gives in its writing instruction to assess the current strengths and weaknesses as demonstrated by the students. The information garnered from the exercise was used to inform instruction. In addition, the process that was set, was designed as a way to help the faculty better systemize their scoring of writing.

During the first two years of the Anchor Papers, rubrics were designed by the teachers for grades 1-3 and 4-12. The design of the rubrics was an exercise in looking at best practices, rubrics and reaching consensus in detailing scoring expectations. Teachers were asked to meet at each grade level to discuss their scoring of the papers and to note class strengths and areas for improved writing performance. In addition, grade level teachers were asked to select representative low, medium and high level anchor papers and to keep them on file as to reference student writing trends from year to year.

At the beginning of the 2004-2005 school year it was decided to incorporate the 6 + 1 Traits of Writing material into the Anchor Paper process as well as an instructional tool in the classrooms. Examples of

6 + 1 Traits of Writing rubrics were implemented for use in the anchor paper process. Faculty feedback will be sought on the use of the rubrics for next year by the Writing Curriculum Committee.