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摘录自北极星教师用书中，关于（作文）评分标准细化解释的部分内容（节选）。
More about performance features of writing task responses
When scoring, you should associate certain performance features listed in the Writing Task Scoring Rubrics with certain score levels. For this reason, it is important to understand the definitions of these features and how they apply to a writing task.
1. Organization
Organization traditionally refers to the overall approach a writer uses to present information. Writers usually try to the help the reader understand how the larger ideas are connected using such devices as paragraphs breaks, topic sentences, transitional sentences and phrases, and transition words and also sometimes by writing introductory paragraphs that tell the reader what to expect in the rest of the piece of writing. You as a rater, however, should not be consciously looking for these features when you are evaluating the quality of writing. If the writer has done a good job with organization, you will be able to consistently follow and understand what your student’s major ideas are and how they are related. You might even be able to predict what your student will talk about next. But if the writing has problems of organization, you will notice something wrong—problems that are discussed in other definitions here, problems of coherence, of connection, and of progression. Poor organization in an Integrated Task response could even lead you to judge that the writer has communicated inaccurate information because some information may be improperly associated with other information.
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4, Development/Elaboration
Development refers to the amount and kinds of support presented. Support can come in the form of explanation, examples, and details that the writer produces from knowledge and experience. In the Independent Writing Task, the support is generated and developed by the writer (see also specificity) and the more said about each piece of support, the more elaborated it is. In the Integrated Writing Task, the information the writer needs comes from the reading passage and the lecture. In this task, the writer needs to present the information that is requested by the question. One of the main distinctions between a 4 and a 5 level response in the rubric is that support for the key ideas and supporting points at the 4 level are not as fully elaborated as they are at the 5 level. At the lower levels, in the Independent Writing Task, a 2-level response may have only “limited” development; in the Integrated Writing Task, you might judge a response a 2 level because the elaboration of key points is “significantly” in complete.
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发表于 2007-7-8 10:46:00
