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    Gustilo's Holistic Essay Scoring Guide (2011)

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    AndreaDelaCruz
    The document contains 6 appendices that provide samples and guidelines related to writing assessments: Appendix A contains a survey about idea generation processes. Appendix B contains a survey about writing background and experience. Appendix C provides a sample grammar test. Appendix D provides a sample vocabulary test. Appendix E provides a sample spelling test. Appendix F is a holistic scoring guide for essays.

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    Gustilo's Holistic Essay Scoring Guide (2011)

    Uploaded by

    AndreaDelaCruz
    162 views4 pages
    The document contains 6 appendices that provide samples and guidelines related to writing assessments: Appendix A contains a survey about idea generation processes. Appendix B contains a survey about writing background and experience. Appendix C provides a sample grammar test. Appendix D provides a sample vocabulary test. Appendix E provides a sample spelling test. Appendix F is a holistic scoring guide for essays.

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    Rubric for essay writing

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    The document contains 6 appendices that provide samples and guidelines related to writing assessments: Appendix A contains a survey about idea generation processes. Appendix B contains a survey about writing background and experience. Appendix C provides a sample grammar test. Appendix D provides a sample vocabulary test. Appendix E provides a sample spelling test. Appendix F is a holistic scoring guide for essays.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    162 views4 pages

    Gustilo's Holistic Essay Scoring Guide (2011)

    Uploaded by

    AndreaDelaCruz
    The document contains 6 appendices that provide samples and guidelines related to writing assessments: Appendix A contains a survey about idea generation processes. Appendix B contains a survey about writing background and experience. Appendix C provides a sample grammar test. Appendix D provides a sample vocabulary test. Appendix E provides a sample spelling test. Appendix F is a holistic scoring guide for essays.

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    of 4

    Appendices

    Appendix A: Idea Generation Process

    What thought processes did you engage in while Not at Very Somewhat To a great
    forming/generating ideas for this essay? all (1) Little (2) (3) extent (4)
    1. I generated ideas based on my goal.
    2. I recalled my prior knowledge regarding the
    structure of essays that are similar to this essay that I
    just wrote.
    3. I recalled what I have read about the topic in order
    to generate ideas.
    4. I recalled the news and conversations I had heard
    about the topic.
    5. I stopped to read the previous sentences I had
    written.
    6. I recalled what I had experienced about the topic.
    7. I created a mental picture of the ideas I wanted to
    write.
    8. My ideas seem to unfold as I tried to get the whole
    organization of my essay.
    9. I visualized the reaction of my audience to my
    paper.
    10 I kept in mind the topic of my essay when
    retrieving ideas.
    11 I got more ideas when I generated ideas using my
    First language (Bisaya, Ilonggo, Tagalog, etc).
    12. I got more ideas when I generated ideas in
    English.
    Appendix B: Writing Background

    Instructions: This part of the survey will ask about your background in writing prior to
    your college education. Please give an honest and careful answer that describes who
    you really are and not ideally you should be. Encircle the number representing your
    answer.

    How likely or true are the following statements Not at Very Somewhat To a great
    regarding writing situations that you do in school? all (1) Little (2) (3) extent (4)

    1 I outline before I write my essays. 1 2 3 4


    2 I develop thesis statements in my essays. 1 2 3 4
    3 I develop topic sentences in each paragraph. 1 2 3 4
    4 I develop my paragraph around a main idea. 1 2 3 4
    I organize a paragraph that is easily
    5 1 2 3 4
    understood with enough supporting details.
    I write different types of essays such as
    6 1 2 3 4
    persuasive, narrative, etc.
    How familiar and trained were you for extra-
    1 2 3 4
    curricular activities?
    I write journalistic articles such as news,
    7 editorial, feature articles, etc. because of my 1 2 3 4
    involvement in our school paper.
    I am trained to compete in writing
    8 1 2 3 4
    competitions.
    How likely or true are the following statements
    regarding writing situations that you do on your 1 2 3 4
    own?
    I write regularly using online forum such as
    9 1 2 3 4
    blog or online journal.
    10 I write a lot in my diary. 1 2 3 4
    11 I write emails and letters in English regularly. 1 2 3 4
    Writing English literary works such as poems,
    12 1 2 3 4
    short stories, or novel is one my hobbies.
    How do you assess your ability and confidence in
    writing school-related writing tasks?
    I believe that I am equipped to handle college
    13 1 2 3 4
    writing because of my training in high school.
    14 I was a good writer when I was in high school. 1 2 3 4
    15 I am confident in writing academic essays. 1 2 3 4

    Appendix C: Sample Grammar Test

    1. Verb forms: Complete the sentences with the correct form of the verb in parentheses.
    Add the necessary helping verbs.
    1. Some of the students (speak, never)________________ English before they came
    here in the Philippines.
    2. I wish I (come, not) ______________ here last year.
    3. It is essential that you (be) ___________________ here tomorrow.
    4. Had I known Dan wouldn’t be here, I (come , not)________________.
    5. My passport (stamp)_________ at the airport when I arrived.

    Appendix D. Sample Vocabulary Test

    1. cultured (adj)
    a. well educated
    b. cumbersome
    c. well understood
    2 recklessness (n)
    a. fearlessness
    b. carelessness
    c. bravery
    3. remorse (n)
    a. thankfulness
    b. repentance
    c. holiness
    4. replicate (v)
    a. gratify
    b. repent
    c. duplicate
    5. repressed (adj)
    a. expressed
    b. suppressed
    c. depressed

    Appendix E. Sample Spelling Test

    Encircle the word that has a correct spelling.

    1 absence absince absens


    2 abundans abundanse abundance
    3 acessible accessible acesible
    4 accidentally acidentally accidentaly
    5 acclaim aclaim acclame

    Appendix F: Holistic Scoring Guide (Modified from Gustilo, 2011)

    SCORE OF 6: A writer in this level shows highly-advanced proficiency, producing excellent quality in
    both content, organization, and surface-level items. The essay
    1. addresses the prompt specifically and effectively, resulting in an outstandingly well-
    argued/elaborated message content
    2. provides appropriate and sufficient details to support a thesis or illustrate points in all parts of
    the task (shows a great deal of prior knowledge about the topic)
    3. displays consistently efficient use of language—using effective and varied syntactic structures
    (e.g. subordination and coordination; simple and complex sentences; etc) and appropriate word
    choice/word form (nouns, pronouns, verbs, adjectives, adverbs are appropriately used).
    4. exhibits clear organization and skilfully arranged ideas--(intro, body, and conclusion are
    effectively developed; no irrelevant ideas/deviations from the topic, use of transitions)
    5. contains no errors in grammar, punctuation, spelling, and mechanics.

    SCORE OF 5: A writer in this level shows reasonably advanced proficiency, producing an output with
    good message content and organization but may contain minor lapses in surface-level items. The essay
    1. addresses the prompt specifically, resulting in a reasonably argued/elaborated message
    content.
    2. provides appropriate and sufficient details to support a thesis or illustrate points in all parts
    of the task (shows a great deal of knowledge about the topic).
    3. displays facility in the use of language: using varied syntactic structures and appropriate word
    choice/word form
    4. exhibits clear organization and smooth flow of ideas--( fully developed paragraphs, no
    irrelevant ideas/deviations from the topic)
    5. contains very minimal lapses in grammar, punctuation, spelling and mechanics.
    SCORE OF 4: A writer in this level shows adequate proficiency in spite of minor lapses in organization
    and surface-level items; some points of the message may appear weak and unconvincing. The essay
    1. addresses the prompt adequately but fails to fully develop some parts of the prompt (some
    points are not fully explained or elaborated).
    2. provides adequate details to support or illustrate its claims (shows considerable amount of
    prior knowledge about the topic)
    3. shows inconsistent skill in the use of language in sentence structure and word choice.
    4. exhibits adequate organization and some degree of coherence.
    5. contains some grammar, punctuation, spelling and mechanics errors.

    SCORE OF 3: A writer in this level shows a developing proficiency and produces an output with
    problems in content, organization, and surface-level items. The output has one or more of the following
    problematic items:
    1. inadequate details (due to little prior knowledge about the topic)
    2. obviously weak vocabulary or inappropriate word choice/word form
    3. monotonous or problematic sentence structures
    4. limited organization and development of ideas (paragraphs are not fully developed)
    5. contains quite a number of grammar, punctuation, spelling and mechanics errors ; but the
    message/content is still comprehensible

    Score of 2: A writer in this level shows little proficiency and produces an output with one or more of the
    following serious problems:
    1. inappropriate or insufficient details; shows very little topic familiarity (the essay is very short).
    2. limited vocabulary or inaccurate word forms
    3. ineffective sentence structures
    4. poor organization and serious problems in the development of ideas
    5. somewhat unclear message due to serious problems in grammar, punctuation, spelling and
    mechanics

    Score of 1: A writer in this level shows very little proficiency and produces an output with one of more
    of the following severe problems:
    1. little or no point of view on the task
    2. grave errors in vocabulary/word usage
    3. persistent errors in sentence structures
    4. incomprehensible due to persistent errors in grammar, punctuations, or mechanics
    5. highly disorganized and incoherent
    Score of 0: no response, off topic, written in other languages except in English.

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