Exploring Current State Writing Evaluation Rubrics for Early Grades.
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| Title: | Exploring Current State Writing Evaluation Rubrics for Early Grades. |
|---|---|
| Authors: | Roberts, Sherron Killingsworth1 (AUTHOR) sherron.roberts@ucf.edu, Whitfield, Earlisha1 (AUTHOR) earlisha.whitfield@ucf.edu |
| Source: | Early Childhood Education Journal. Aug2025, Vol. 53 Issue 6, p1951-1960. 10p. |
| Subject Terms: | *Elementary education, *Scoring rubrics, *Early childhood education, *Standardized tests, *Composition (Language arts), *Content analysis, *Educational evaluation |
| Geographic Terms: | United States |
| Abstract: | This content analysis examined the evaluative components of elementary, high-stakes, state standardized writing sample rubrics. We explored the ten most populated states in the United States, and thus most influential states, to yield salient trends in writing evaluation for early grades. Using Spandel's analytical traits as our conceptual framework and thus, our a priori sieve for this content analysis, this manuscript explored possible commonalities and intersections among the six traits within each state's writing sample rubric. First, we found that North Carolina no longer requires an elementary writing sample. Further, this content analysis found four of Spandel's six categories of Ideas, Organization, Sentence Fluency, and Conventions were clearly prominent in each of the other nine most populated state evaluation rubrics. Word Choice and Voice proved to be less obvious, yet embedded within subcomponents or indicators in eight of the nine remaining state rubrics. By bringing these states' writing rubrics into clarity, related trends across states offer insights for teachers in early grades to streamline and improve elementary writing evaluation and instruction by focusing on these foundational six traits. Findings point to leveraging Spandel's six analytical categories as a starting point and a foundational anchor, so that teachers can be in compliance with their state's current and changing high-stakes testing while simultaneously supporting children to become confident, joyful, and capable writers. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187189987 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Current State Writing Evaluation Rubrics for Early Grades. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Roberts%2C+Sherron+Killingsworth%22">Roberts, Sherron Killingsworth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sherron.roberts@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Whitfield%2C+Earlisha%22">Whitfield, Earlisha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> earlisha.whitfield@ucf.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Aug2025, Vol. 53 Issue 6, p1951-1960. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Scoring+rubrics%22">Scoring rubrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Composition+%28Language+arts%29%22">Composition (Language arts)</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This content analysis examined the evaluative components of elementary, high-stakes, state standardized writing sample rubrics. We explored the ten most populated states in the United States, and thus most influential states, to yield salient trends in writing evaluation for early grades. Using Spandel's analytical traits as our conceptual framework and thus, our a priori sieve for this content analysis, this manuscript explored possible commonalities and intersections among the six traits within each state's writing sample rubric. First, we found that North Carolina no longer requires an elementary writing sample. Further, this content analysis found four of Spandel's six categories of Ideas, Organization, Sentence Fluency, and Conventions were clearly prominent in each of the other nine most populated state evaluation rubrics. Word Choice and Voice proved to be less obvious, yet embedded within subcomponents or indicators in eight of the nine remaining state rubrics. By bringing these states' writing rubrics into clarity, related trends across states offer insights for teachers in early grades to streamline and improve elementary writing evaluation and instruction by focusing on these foundational six traits. Findings point to leveraging Spandel's six analytical categories as a starting point and a foundational anchor, so that teachers can be in compliance with their state's current and changing high-stakes testing while simultaneously supporting children to become confident, joyful, and capable writers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187189987 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01823-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1951 Subjects: – SubjectFull: Elementary education Type: general – SubjectFull: Scoring rubrics Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Standardized tests Type: general – SubjectFull: Composition (Language arts) Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Exploring Current State Writing Evaluation Rubrics for Early Grades. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Roberts, Sherron Killingsworth – PersonEntity: Name: NameFull: Whitfield, Earlisha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 6 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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