The Fife Writing Assessment Resource Pack has been developed to support practitioners with planning and moderating effective learning, teaching and assessment of writing.
This video provides further information and guidance for use in practice.
Fife Writing Assessment Resource Pack Guidance Video
Text Type Assessments
When writing to entertain, persuade or inform a reader, an understanding that a different purpose requires the use of different techniques to accomplish it enables practitioners to plan, teach and assess as appropriate to the text type. The Text Type Assessments have been developed to support professional judgement around the key characteristics of an effective text at each CfE level.
Description – Fife Text Type Assessment
Discussion – Fife Text Type Assessment
Explanation – Fife Text Type Assessment
Exposition – Fife Text Type Assessment
Information Report – Fife Text Type Assessment
Narrative – Fife Text Type Assessment
Procedure – Fife Text Type Assessment
Recount – Fife Text Type Assessment
Response-Review – Fife Text Type Assessment
Self-Assessment Criteria Grids
The Tools for Writing help learners refine their text through developing greater accuracy and skill with aspects such as presentation, punctuation, grammar or spelling. The Self-Assessment Criteria Grids (Tools for Writing) have been developed to support learners to understand the standards for each CfE level, helping them to more effectively identify their own strengths and areas for improvement.
Self and Peer Assessment Placemats
Research shows that when learners receive specific and constructive feedback about their writing, they can improve their own text to a significantly higher standard. The Peer and Self Assessment (Creating Written Texts) and Peer and Self Assessment (Tools for Writing) have been developed to support learners as they engage in the feedback process, helping them to more effectively identify their own strengths and areas for improvement.
Spelling Assessment Guidance for Practitioners
Spelling is a complex developmental process and an understanding of this progression enables practitioners to plan, teach and assess as appropriate to a learner’s age and stage. The Spelling Assessment Guidance for Practitioners has been developed to support professional judgement around what could be considered an appropriate spelling attempt at each stage of development.
