Writing: Test specifications:

Level: Kindergarten (second semester period- spring)

Time Allotted: 40-50 minutes
Objectives:
 Create complete sentences using high-frequency words: see, and, like, to
 Understand and use questions marks and periods
 Produce and expand complete sentences
 Capitalize the first word in a sentence
 Use writing to compose opinion pieces
 Use the correct spacing between each word
 Demonstrate correct spelling of frequency words taught to date

General Description (GD): This test is group administered. The pages are made up of pictures
and fully decodable words, and high frequency words. Students will demonstrate their ability to
write complete sentences, capitalize the first word in a sentence and use punctuation marks
(periods, question marks).
Prompt Attributes (PA): This assessment will be given at the end of the Unit. It focuses on the
key common core standards that have been taught to date. The test consists of three parts which
will require students to write a complete sentence using high-frequency words, capitalization,
punctuation marks (periods and question marks); and compose an opinion piece about pets.
1. Part I: Using high-frequency words to create complete sentences: see, and, like, to
2. Part II: Creating complete sentences using capitalization and punctuation marks (periods,
question marks)
3. Part III: Opinion writing
Response Attributes (RA):
1. Part I (Items 1-3): Construct response. Students will a meaningful sentence by themselves
with the high-frequency words that are presented. There are three items total.
2. Part II (Items 4-5): Construct response. Students will look at the picture and write a
sentence about it. There are two items total.
3. Part III (Items 6): Construct response: Students will circle which pet would they rather
have. Afterwards they will write an opinion about why they chose that pet. There is only
one item.
Sample Item: During the beginning of part I and part II, students will do a sample item with the
teacher. These items will not be scored but are included as Practice Items in order to familiarize a
child with the activity to be performed.
Assessment Item: A students should not be told the correct responses to succeeding items.
Praise and encouragement may be offered from time to time. (“Great job.” “You are working
well at this.”) Avoid giving feedback as to whether responses are correct or not. If you indicate
some responses are correct, many students will infer that all other responses are incorrect.
Specification Supplement: Full instructions are on p. 2-4 (including scoring instructions). Test
form is on pp. 6-10. Key to sample test is on pp. 13-17
Test Instructions for Teachers
1. If possible separate students leaving a chair empty between each of them.
2. Ask students if anyone has to go to the bathroom.
3. Ensure students have two pencils and eraser.
4. Discuss the rules during the test: no talking; look at their own paper, not at others; quietly
raise hand when having doubts; sit down straight in their chair; no unnecessary noise.
5. Distribute the test to students.
6. Tell students to write their name on the first line and the date on the second line.
7. Tell students the test has 3 parts in which they will show their ability to write complete
sentences
8. Tell students to remember the C.O.P.S. strategy they learned in class to create a complete
sentence. Remove or cover any posters that are displaying this strategy.
9. Tell students to listen carefully to the teacher’s instructions before answering.
10. Tell students the test is beginning and everyone should be quiet.
11. Monitor student activity throughout the test to ensure students are on task. Remember
you can praise or encourage students but avoid giving feedback.
12. Collect the test when the 50 minutes are over. Ensure every student wrote their name on
the paper.

Scoring the Test: Each item will be scored according to the rubric found in pages 5-6. The test
has a total amount of 17 points.
Testing Parts Possible Score Students
Score
Part I: Create sentence 6
using frequency
words: see, like, and,
to
Part II: Write a 8
complete sentence
about the picture
Part III: Opinion 3
Writing
Total score 17
 Interpreting the results:
Strong 90%-100%
Developing 80%-89%
Emerging 70%-79%
Not Evident 0%-69%

Item Number Outcomes to Assess Item Points

Test Objective Skill Types
Writing complete sentences using high-frequency words
Sample Creating Grammar: High- Writing 0
sentences with frequency words; sentences
frequency Sentence structure
words
1 Creating Grammar: High- Writing 2
sentences with frequency words; sentences
frequency Sentence structure
words
2 Creating Grammar: High- Writing 2
sentences with frequency words; sentences
frequency Sentence structure
words
3 Creating Grammar: High- Writing 2
sentences with frequency words; sentences
frequency Sentence structure
words
Writing
Sample Produce Grammar: Writing 0
complete Capitalization and sentences
sentences punctuation;
Sentence structure
4 Produce Grammar: Writing 4
complete Capitalization and sentences
sentences punctuation;
Sentence structure
5 Produce Grammar: Writing 4
complete Capitalization and sentences
sentences punctuation;
Sentence structure
Opinion Writing
6 Use writing to Express opinions Writing 3
compose sentences
opinion pieces
Total Time: Approx.- 40-50
minutes
Directions for the Test

Part I: Writing using high-frequency words

Say: Now we will do an example of what you are going to be doing during the first part of the
assessment. You can say the answer because it is practice. Now, let’s go to the box. Let’s all look
at the high-frequency word. What frequency word do you see? Yes. That is the word see. What
sentence can you say with the frequency word see. (Answers will vary). The test has an example
with the word see. It says We see a big kid. We will be doing the same thing on the following
exercises but you will read by yourselves and you cannot say the answer. You can begin.
Remember to use the C.O.P.S. strategy to write complete sentences.
1. [and]: answers will vary
2. [like]: answers will vary
3. [to]: answers will vary
(Turn student page.)

Part II: Writing complete sentences

Say: Now we will do an example of what you are going to be doing during the second part of
the assessment. You can say the answer because it is practice. Now, let’s go to the box. Let’s all
look at the picture in the box. What sentence can you tell me about this picture? (Answers will
vary). The test has an example. It says The girls see the stars. We will be doing the same thing
on the following exercises but you write it by yourselves and you cannot say the answer. You
can begin. Remember to use the C.O.P.S. strategy to write complete sentences.
4. [pig image]: answers will vary
(Turn student page.)
5. [ frog image]: answers will vary

Part III: Opinion Writing

Say: Now we will do an example of what you are going to be doing during the final part of the
assessment. In this part we you will answer the question and write your opinion. Now listen to
the question: In your opinion, which pet would you rather have? Why? Circle the picture of the
pet you would rather have. Remember to use the C.O.P.S. strategy to write complete sentences.
6. Answers will vary
Writing Rubric

Part I
Score Description Sample Writing
2 points Demonstrates correct use of We like to see the stars.
frequency word in a sentence; had
a noun and an action word;
1 points Attempts to use the frequency Like star.
word in sentence; does not
demonstrate complete
understanding of how to form a
complete sentence. May show a
noun or verb.
0 points Gives no answer; responds by Lk guk.
scribble writing, drawings or
random letters.

Part II
Place a checkmark if the writing was evident or not evident.
C.O.P.S STRATEGY Evident Not evident
1 point 0 points
C- capitalization
(Capitalized the first word in a sentence)

O – Organization
(demonstrates correct sentence structure- noun,
action word)
P- Punctuation
(Placed a period at the end of the sentence)
S-spelling; spacing
(spell high-frequency words correctly)

(demonstrates correct word spacing)

Part III
Score Description
3 points Responds to the prompt; demonstrates complete understanding of
the task
2 points Responds to the prompt; does not include all elements of the
prompt
1 point Attempts to respond to the prompt; does not demonstrate
understanding of the task
0 points Gives no answer;
or responds by scribble writing, drawings or random letters
References

Writing paper retrieved from: http://captaincookandthecoconutz.com/uesk49kf/pic-

2.bp.blogspot.com/-
Zxkoikqv9vo/UQnNLNcV_vI/AAAAAAAAAA4/ZZkWrzV5h5U/s1600/Handwriting+Practice
+Paper.jpg
Cat image retrieved from: http://koloringpages.com/cat-coloring-pages/cat-coloring-pages-13/
Dog image retrieved from: http://freecoloringpages.co.uk/?r=santa%20and%20dog
Girls camping retrieved from: http://freecoloringpages.co.uk/?r=my+backyard
Frog image retrieved from: http://coloringpics.me/wp-
content/uploads/2016/03/coloringpics.me_frog-catching-flies-coloring-page.gif
Pig in mud retrieved from:
https://printables.scholastic.com/content/stores/printables/media/51/9780439587051-
024_p01_428x473.jpg
Writing strategy C.O.P.S. retrieved from:
http://www.sd47.bc.ca/school/pie/Students/Documents/COPS%20Editing%20Strategy.pdf
 Cristina O’Farrill Perea

Writing Assessment

Name:_________________________________________

Date:__________________________________________
Part I

Write a complete sentence with each High-frequency word.

Sample

see

1. and

2. like

3. to
Part II

Look at the picture. Write a complete sentence about it.

Sample

4.
5.
Part III: Opinions

6. In your opinion, which pet would you rather have?

Why? Circle the picture
Answer Sheet
Part I

Write a complete sentence with each High-frequency word.

Sample

see

7. and

Answers may vary. Use rubric to score.

8. like

Answers may vary. Use rubric to score.

9. to

Answers may vary. Use rubric to score.

Part II

Look at the picture. Write a complete sentence about it.

Sample

10.

Answers may vary. Use rubric to score.

11.

Answers may vary. Use rubric to score.

Part III: Opinions

12. In your opinion, which pet would you rather have?

Why? Circle the picture

Answers may vary. Use rubric to score.