The Writing Benchmark Task was developed to provide school based assessment data on all students in the area of Writing.

The Writing Task is a criterion- referenced assessment tool which provides information to teachers and parents about students’ performance in writing. It allows teachers to identify the strengths and needs of their students.

The set criteria are part of a marking rubric which is modified for each grade. The Writing Benchmark Rubrics use criteria similar to those used in previous BST/NAPLAN writing tasks and familiarises students with formal testing procedures.
The marking rubrics also provide a writing continuum from Year 1 to Year 6, which allows students to add on to previously taught skills and build on prior knowledge. Each student receives a benchmark level on completion of each writing task.

The Benchmark Writing Task consists of Pre and Post Tests for each text type which are administered at the beginning and end of each term.

The benchmark levels range from 1-5 and are based on the A-E model; level 1 being limited achievement and level 5 indicating outstanding achievement.

 

Administering the Writing Benchmark Task

The writing task is administered in two 1 hour sessions. Students complete a planning sheet on the first day using a writing scaffold sheet. Various graphic organisers are used as scaffold sheets which assist the students’ planning and organisation of ideas. The planning session is a whole class activity with the purpose of building on the students’ background knowledge and familiarising them with vocabulary that is specific to that task. The writing task is completed by the students independently in the following session.

 

The Writing Benchmark Task and Quality Teaching

The teaching and learning process involved in The Writing Benchmark Task embraces the three dimensions of the NSW Quality Teaching Model.

The Writing Benchmark Task and rubric improve the teaching and learning by providing teachers with specific criteria and clear goals of what is to be taught. The teaching provides modelling and explicit demonstration of new skills that scaffold the learner to develop positive relationships between teachers and students. Understanding the set criteria means that students know how they will be assessed and can use the rubrics as a tool to develop their abilities.

High expectations are maintained as the writing tasks make explicit to students what a quality performance or product looks like and how they can work towards that level.

The Writing Benchmark Task offers the students feedback on their performance and gives them a focus on areas they need to work on.