WrAP - FAQs

What are the basic elements of the WrAP?
Why does the WrAP use a direct measure of writing ability?
How are the writing prompts developed?
What are the modes of discourse?
What are the testing procedures?
Can testing be administered with accommodations?
What criteria are used in the rubric to score the writing sample analytically?
How are the students’ scores reported?
What types of comparisons can be made within and across levels?
How can the ERB Writing Assessment Program be ordered?
 

What are the basic elements of the ERB Writing Assessment Program?

• The WrAP provides a direct measure of writing ability via a writing sample from each student. Schools may test their students at five levels:
  •   Elementary (Grades 3–4)
  •   Intermediate (Grades 5–6)
  •   Middle (Grades 7–8)
  •   Secondary (Grades 9–10)
  •   College Preparatory (Grades 11–12)
• Within each level, the same prompt is used and the same scoring criteria are employed, but comparison of scores is with students on the same grade.
• Modes of discourse and scoring standards change over the five levels of the WrAP, keeping pace with students’ progressing writing skills.

Why does the WrAP use a direct measure of writing ability?
In a direct writing assessment, the student is asked to produce a piece of writing for evaluation by two readers. Besides evaluating a student’s knowledge of grammar and writing conventions, a direct assessment can also determine how well a student can think, plan, and use language to convey meaning.

How are the writing prompts developed?
The writing prompts are developed by staff and member school educators experienced in teaching and assessing writing. Prompts are written to elicit the best writing from students who come from a wide range of backgrounds and experiences. Different prompts are used for each of the five levels, and new prompts are introduced each year.

What are the modes of discourse?
ERB includes all five common modes of discourse in writing as recognized by The National Council of Teachers of English:

• Narrative writing—The student tells a story or relates an incident or experience to entertain or to illustrate a point.
• Informational writing—The student portrays a person, place, or event with specific and well-chosen details to create a clear impression.
• Expository writing—The student clarifies or defines various points of view, positions, or possible courses of action as viable solutions to a problematic situation through supporting facts or arguments for each.
• Persuasive writing—The student makes the case for a specific course of action or point of view through the marshalling of logical argument and telling facts in support of the recommended action or position.
• Critical Thinking—The student incorporates higher-order skills to produce writing intended to demonstrate readiness for college-credit courses.

What are the testing procedures?

• Students take the test in two sessions, generally over two consecutive days in a language arts class.
• In the first session, they create a rough draft; in the second session, the draft is revised and a final essay is produced.
• Students in Grades 3 and 4 are tested in two 40- to 60-minute sessions; students in Grades 5 through 12 must complete their work in two 40- to 50-minute sessions.
• The package of testing materials includes a worksheet for the first draft and a writing booklet for the final essay.
• The writing booklets are mailed to ERB’s scoring service, where two trained readers score each essay. After scoring is complete, the following materials are sent to the school:
  • Students’ imaged papers
  • A report of individual student results showing the raw score on each criterion, a total raw score, a scale score that corresponds to the total raw score, percentile ranks, and stanines for independent and suburban public school norm groups (and international schools, if applicable)
  • The ERB rubric
  • A set of anchor papers exemplifying the criteria used to assess each level
  • An administrator’s summary composed of data for participating grades, self-stick labels for each student, raw scores, a scale score, percentile ranks, and stanines

Can testing be administered with accommodations?
Yes, Nonstandard Test Administrations are available. Test Administrators are required to fill out two forms and mark the writing booklets in connection with any nonstandard (NS) administration of a test.

• Irregularity Form (a sheet inserted into this manual) listing students receiving an NS administration and the accommodations they received
• Grade/Class Header Sheet (ONLY if the entire class received an NS administration)
• NS administration bubble on front of EACH writing booklet belonging to a student
  receiving an NS administration

Note: If you have students who will be taking the test under nonstandard conditions, inform the Test Coordinator for your school. Nonstandard administrations may be granted for students who receive test accommodations under an Individualized Education Plan (IEP) or Section 504 Plan, or who otherwise have a documented disability that necessitates reasonable testing accommodations. However, nonstandard testing is not intended to be used to give students without disabilities an extended test session.

What criteria are used in the rubric to score the writing sample analytically?
 Each student’s essay is scored with respect to six different elements on a scale of one (low) to six (high). The six elements are:

• OVERALL DEVELOPMENT— An assessment of how well the writer communicates with the reader, shows awareness of the audience, task, and purpose for writing, and writes in the appropriate mode of discourse.
• ORGANIZATION— Rates the writer’s ability to develop a logical plan of organization, maintain coherence throughout the paper, and create paragraphs.
• SUPPORT— Judges the use of appropriate reasons, details, and examples to enhance the effect and/or support the generalizations and conclusions of the piece.
• SENTENCE STRUCTURE— Evaluates completeness, correct usage, and variety or sophistication of sentences.
• WORD CHOICE—Reviews specific vocabulary, as well as freshness and vividness of language.
• MECHANICS— Reviews the correct and effective use of spelling, punctuation, and capitalization.

How are the students’ scores reported?
Within three to four weeks after writing samples have been received, the WrAP Operations Office will send two types of reports to the school:

1. A report of individual student results
2. Summary statistics for school administrators

The first report delineates the following for each student:

• Raw scores in the six areas of writing
• A total raw score and a scale score
• Percentile ranks and stanines comparing the student’s performance on the test
  with the performance of students at the same grade level in Suburban Public and/or
  Independent schools.
• The second type of report presents group data only and includes means and standard deviations at the class level and, if applicable, at the school and district levels.

What types of comparisons can be made within and across levels?
Four types of data are reported for every student taking the ERB Writing Assessment: raw scores, scale scores, percentile ranks, and stanines.
The raw score tells how a student performs at the level tested, based on the standard used to evaluate papers at that level. The raw scores provide valid comparisons among individual students and also show growth across grades within a specific level.

How can the WrAP be ordered?
The WrAP can be ordered online or by downloading the order form.  Order the WrAP and WPP combo package and save 10% on your order!