Parent Individual Student Report

Narrative - Non-Stimulus
Flores, Luke 5853760 Comparative Scores-Independent and Suburban

Saint Patrick Catholic School Kitchin, Sarah PR/Stanine IN PR/Stanine SN Total Mean IN Total Mean SN

Grade 3, Narrative - Getting Ready Fall 2022 31 / 4 38 / 4 23.5 21.6

Trait Overall Development Organization Support Sentence Structure Word Choice Mechanics Total Raw Score Scale Score

Raw Score 3 4 3 4 3 4 21 325

The Writing Assessment Program (WrAP) published by Educational Records Bureau (ERB) is an essay-based assessment of student writing achievement. Students
taking this assessment write a single essay on an assigned topic over a two-day period with the first day devoted to a rough draft and the second day devoted to a
final draft. The administration procedure is designed to imitate the ongoing process of writing that usually requires planning, writing, reflecting, and revising.

UNDERSTANDING INSTRUCTIONAL DATA UNDERSTANDING COMPARATIVE DATA

Writing Trait Scores Mean Raw Scores

WrAP scores are based on a 1 to 6 point scale to report performance on six traits: Overall The Mean Raw Scores (averages) noted for Independent and Suburban students
Development, Organization, Support, Sentence Structure, Word Choice, and Mechanics (see provide a point of reference when compared to the student’s Total Raw Score. These
page 2 for a description of the performance reflected for each score point on each trait). averages are based on the aggregated Total Raw Scores of ERB students who
responded to a prompt in the same genre and grade as your student.
WrAP writing prompts are designed to be appropriate for the level and are presented in one
of three genres: Narrative, Informative, and/or Argument/Opinion. WrAP levels incorporate Scale Scores
two grades. Levels are 3-4, 5-6, 7-8, 9-10, and 11-12. Essay readers evaluate student The student's Total Raw Score (all trait scores combined) is applied to the WrAP
responses using the performance expectations for the higher of the two grade levels covered standardized criterion referenced scale, which ranges from about 100 to 1400 (for
by the prompt. As a result, within each grade level band, student scores typically rise over Grades 3-12). The WrAP scale is constructed in such a way that this conversion of the
time, as their writing improves. student’s raw score to this scale, within each grade band level, yields easy-to-
understand anchor points that fall within a range that includes the relevant grade
Scores and Expectations at a Glance - ERB Rubric - Page 2 number (300s - 400s for grades 3-4). For example, a scale score for grade 3-4
(depending on genre) that met expectations for the grade would be at or above 318,
Trait scores provide a profile of an individual writer's performance in six distinct areas that while a scale score at or above 400 would indicate that a student has performed above
form the foundation of good writing. In the rubric attached to each student score report, the grade level expectations on this assessment. For grade 9 (depending on genre), a
student's individual trait scores are shaded, for an at-a-glance summary of the student's scale score at or above 900 would indicate an essay that met expectations for those
writing profile. grades, while a score at or above 1000 would indicate an essay that was above
expectations. In each case, scale scores vary by grade and genre. Higher scale
All of these measures provide an objective view of the skills demonstrated by the student in scores are usually seen in the higher of the two grades in the grade band. A similar
his or her essay. Many schools use the WrAP not only as a tool for monitoring student pattern holds for the other grade bands.
progress, but as a model for instruction in writing.
Percentile Ranks and Stanines correspond to the student's scale score when
compared to the performance of all students in Suburban and Independent schools who
responded to the same writing task in the same grade. Percentile Ranks are based on
each student's scale score placed within this comparative norm group. Percentiles
range from 0-100. For example, a percentile of 70, means that the student scored as
high as or higher than 70 percent of the students in the comparative norm group for that
grade and in that genre. A Stanine (S) is a score on a scale of 1 (low) to 9 (high) based
on the range of percentiles. Stanines 7 to 9 are above average, 4 to 6 are average, and
1 to 3 are below average.

©Copyright 2018 by Educational Records Bureau

WrAP Scoring Rubric: Narrative – Stimulus and Non-Stimulus Flores, Luke 5853760
Narrative Overall Development Organization Support Sentence Structure Word Choice Mechanics
• Includes narrative elements and
techniques such as
characters,settings,dialogue,plot • Is clearly and logically • Uses precise words and
• Includes narrative elements
When scoring, structure,pacing,description and the sequenced
such as
phrases to show
Shows a command of standard
consider the progression of events that develop the • Shows a beginning,middle and
characters,setting,dialogue,plot
Includes sentences that are: relationships among
English mechanics in:
story end • Complete and correct opinions/claims and counter
degree to structure,and the progression of • Spelling
• Develops and analyzes the topic,with • Is paragraphed using transition • Varied in structure and length claims, reasons and/or
which the sufficient and relevant words, phrases, and techniques
events that develop the story
• Correct in their usage evidence
• Punctuation
response: •Includes text references where • Capitalization
facts,definitions,quotes,and/or to show progression of story • Employs effective
appropriate*
examples events language and word choice
• Includes text references where
appropriate*
Sentence structures enhance style
• Fluent, richly developed • Carefully but subtly organized • Supporting details are rich, and effect • Rich, effective vocabulary
• Clear awareness of audience and from beginning to end interesting and informative • Virtually no errors in structure or throughout • Very few or no mechanical
6 purpose • Logical sequence of events throughout; fully developed usage • Vivid language errors relative to length or
• Distinctive, engaging voice • Elegant flow of ideas • Details are relevant and • Successfully uses more • May use figurative complexity
• Original, insightful, or imaginative • Provides closure appropriate for the focus sophisticated, varied sentence language and imagery
patterns
• Fluent, fully developed • Sentence structures are
• Organized from beginning to • Details are strong and varied appropriate to style and effect
• Clear awareness of audience and
end throughout • Few errors in structure or usage • Effective vocabulary
purpose Few mechanical errors relative to
5 • Logical sequence of events • Details and narrative elements • Moderately successful in using • Generally successful in
• Evidence of voice, compositional risks length or complexity
• Subtle transitions are relevant and appropriate for more sophisticated sentence using rich language
attempted
• Provides closure the focus patterns
• Cohesive
Moderately fluent, adequately • Minor lapses in order or • Details are adequate to • Some sentence variety • Acceptable vocabulary • Some mechanical errors that do
developed structure support the focus • Generally correct structure and • Attempts to use rich not interfere with communication
• Awareness of audience and purpose • Meaning is subordinate to • Details are generally relevant usage language • Limited text, but mechanically
4 organizational devices • Attempts to use more • Misuse of big words
• Ideas developed but somewhat to the focus correct
limited in depth • Contrived transitions sophisticated sentence patterns
• Provides closure
• Little sentence variety
• Some mechanical errors that do
• Poor transitions • Errors in structure or usage • Simplistic vocabulary with
• Somewhat developed • Details lack elaboration interfere with communication
• Random sequencing of interfere with meaning acceptable but limited word
• Some awareness of audience and • Response provides insufficient • Errors are disproportionate to
3 purpose
narrative events
relevant details
• Over-reliance on simple or choice
the length or complexity of the
• Attempts closure repetitive constructions • Some errors in word
• Repetitive or too general • Important details are omitted piece (errors cause major
• Shift in focus • Chaining choice
problems for readers
• Noticeable errors in usage
• Thought patterns are difficult to
• Noticeable mechanical errors
follow • No sentence variety in the story
Poorly developed that interfere with communication
• Ideas and details are not clear or • Supporting details are listed • Serious errors in structure or • Simplistic vocabulary with
• Poor awareness of audience or • Errors are disproportionate to
2 purpose
sequenced • Repetitious details usage inappropriate and/or
the length or complexity of the
• Resembles free-writing, • Too few details • Too brief to demonstrate incorrect word choice
• Ideas and details are not clear piece (errors cause major problems
rambling variety
for readers
• Continual shifts in focus
• Restates topic • Lack of sentence sense • Extremely limited
• So short that it lacks
• No awareness of audience or purpose • Errors throughout in sentence vocabulary • Mechanical errors that seriously
organization • Virtually no details
1 • No awareness of narrative elements
• So confused that the student’s • Irrelevant details
structure • Errors throughout in word interfere with communication
• Inappropriate response • Errors throughout in usage choice • Too brief to evaluate
response is difficult to understand
• Too brief to show development • Too brief to evaluate • Too brief to evaluate
NON-SCORABLE (N): is illegible: i.e., includes so many indecipherable words that no sense can be made of the response or is incoherent : i.e.,
N words are legible but syntax is so garbled that response makes no sense or is a blank paper. B=Blank, NE=Not English, OT=Off-Topic, IL=Illegible, *Text-based Prompts
R=Refusal, *IN = Insufficient original student writing

©Copyright 2018 by Educational Records Bureau