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www.AndrellEducation.com > literacy > criterion scale

The Criterion Scale

This scale has been generated from the range of national materials listed in the source box for each level. It was written for the long-term strategy of raising standards in writing described in the first publication, (‘Raising Standards in Writing’ (2002), Kirklees School Effectiveness Service). Its use can be exemplified by studying the assessed exemplars of children’s writing in Ros's books. (See ‘High Crags Case Study’)

For optional tests and past year’s tests use the QCA criteria.

Structure:

• Each level has been broken down into specific criteria against which work can be assessed. The criteria from Level 1 to Level 5 have been sub-divided into three sections which give an indication of common performance at the sub-levels, C (low), B (secure) and A (high). Many children will, however, be demonstrating skills at all three sub-levels at one time, whilst still not having skills at sub-levels below their main level of attainment. It is for this reason that a ‘best fit’ judgment must be made, and the point score system in the ‘Assessment’ box gives an indicator of the sub-level demonstrated. It should be regarded as an indicator to within a point each side, as ephemeral factors such as voice, style and confidence will significantly affect the judgment. These factors are often as important or more important than any specific skill, but cannot be described in specific criteria. They can usually only be identified in applying assessment to a specific piece of writing.
• On each page from Level 1 to Level 5 there is a ‘Pre-requisite’ box. Up to Level 3 these are criteria that must be included in the scale, if not already evidenced, as they are not present at that level. For each criteria added, an additional point must be added into the Assessment scale at the A sub-level. For Level 4 and 5 the pre-requisites become essential pre-entry criteria to protect standards and quality.

This version of the criteria for assessing writing in English has been standardised in the assessment of over 20,000 pieces of children’s writing spanning the Levels ‘W’‚ to 5 and has been successfully applied in the assessment and moderation of 600 samples by over 50 teachers across the Reception Year and Key Stages 1, 2 and 3.

ABOVE LEVEL 5

We have received queries regarding the availability of an extension into Level 6 for the Criterion Scale. The basic answer is:

By secure Level 5 all the skills that contribute to developing the ability to write are in place.

There are 4 distinct strands to writing and to achieve a good Level 5, all should be secure.

These are:

1. The skills associated with the mechanics of writing:
   • Neat, accurate, joined handwriting
   • Accurate grammatical structures
   • Accurate spelling (both phonics and sight words) of all except the more complex, unknown words
   • Basic structure of sentences, shown by accurate use of punctuation and capital letters
2. The skills associated with development of the ‘writing voice’ (not previously taught) and the strength of Big Writing:
   • VCOP to level 5 on the Criterion Scale
3. The ability to respond accurately to an age appropriate stimulus.
4. The ability to use and apply the characteristics of the required text type.

After Level 5 the following developments impact on levels of writing:

1. The increasing maturity and confidence of the writer
2. The increasing repertoire of options in vocabulary, including for use as openers and connectives, of the writer.
3. The ability to use and apply writing in increasingly challenging contexts.

If teachers study the KS3 writing test criteria they will see that they do not assess development of basic skills, but rather the writer’s ability to use and apply those skills. The writer has significant evidence that many level 5 papers in KS3 and 4 are not as technically accurate as secure Level 5s at KS2.

IT IS GENERIC AND CAN BE USED AGAINST ANY TEXT TYPE. WHEN USED EFFECTIVELY IT GIVES AN ACCURATE CORRESPONDENCE TO NATIONAL TEST CRITERIA.