| A Guide to Using the Convey Ideas in Writing Performance Continuum | |
Tips for Using the Guide |
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Getting to Know the Dimensions of Performance for Convey Ideas in Writing |
Convey Ideas in Writing Performance Continuum: |
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Level 1 |
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Level 2 |
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Level 3 |
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Level 4 |
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Level 5 |
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Level 6 |
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Using the Performance Continuum Within the Teaching and Learning Cycle: |
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Before Instruction |
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Planning Activities |
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Planning for the Collection of Evidence |
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Using the Performance Continua After Instruction: Accountability Assessment Tasks |
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Getting to Know the Dimensions of Performance for Convey Ideas in Writing
Take a minute now to look over the performance continuum for Convey Ideas in Writing. Each of the six levels is on a separate page. You may use this version to create customized tools for your program.
Section 1 — The Components of Performance
The continuum begins with the definition of the standard, one that remains the same for each level of performance. Including the definition as the starting point for each performance level description reminds us that the definition of the standard as an integrated skill process is consistent across the continuum.
Section 2 — Knowledge, Skills and Strategies
The second section is a list of the key knowledge, skills, and cognitive and metacognitive strategies to be mastered for proficient performance at each level. These are the primary behavioral indicators (or benchmarks) of proficient performance at each level.
Bullet 1 relates to the determination of the purpose and audience for communicating in writing. This bullet is constant across levels, however it is applied in increasingly complex ways. As students move up the levels, their purposes for writing will become more complex and their audiences more varied.
Bullet 2 deals with organizing ideas including planning what to write, selecting appropriate vocabulary, and organizing ideas into sentences and paragraphs.
Bullet 3 addresses the use of word, sentence and text level conventions such as grammar, usage, punctuation, spelling, and other features that support or get in the way of the understanding of the reader.
Bullets 4 and 5 address the revision and editing phases of writing. As students become more proficient they are expected to use a wider variety of strategies to revise at the meaning level.
Section 3 — Fluency, Independence and Range
This section is a description of the fluency, independence, and ability to perform in a range of settings expected for proficient performance on the standard at each level.
- Fluency of performance refers to the level of effort or ease required for an adult to retrieve and apply what he or she knows in order to produce a finished piece of writing.
- Independence of performance reflects the extent to which the person needs direction or guidance in planning, organizing, editing, and completing a piece of writing.
- Range of performance refers both to how well a person can use writing skills and whether the person can transfer learning from one context to another. This includes both a range of kinds and complexity of writing tasks, and a range of contexts and audiences for tasks.
Section 4 — Examples of Proficient Performance
This section has examples of the kinds of purposeful applications of the standard that can be accomplished by an adult who is proficient at each level. These examples represent only a few of many writing activities that could be developed by teachers and others.
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