ECR Rubric Calibration Training

ECR Rubric Calibration Training

Poll

How confident do you feel when it comes to understanding the ECR scoring rubric?

• I am very confident

• I am some what confident

• I need more clarification & practice

• I don't understand it at all

The ASE assigns condition codes to some responses,
which are each routed to two trained human scorers.

Multiple Choice

What is the primary purpose of the STAAR TEA ECR rubric?

• To evaluate student attendance

• To assess student essays and written responses

• To measure student participation in class

• To grade multiple-choice questions

Fill in the Blank

True or False: Short Constructed Responses focus on Writing TEKS?

Fill in the Blank

Description: Student writes an ________ response by explaining, _____ , and evaluating information provided in a reading selection or stimulus.

-

,

Multiple Select

What does the "Organization and Development of Ideas" in the STAAR TEA ECR rubric focus on?

• Relevant, text-based evidence

• Number of paragraphs in the essay

• Clear and effective word choice

• Logical and coherent arrangement of ideas

• Clear and fully developed thesis

Review & Analysis of ECR

Informational Rubric

Fill in the Blank

Point Value: Extended Constructed Responses are graded on a rubric equal to ___ points.

Organization and Development of Ideas

3

2

1

0

Controlling
idea/Thesis is clear
and fully developed.

● clearly identifiable
● focus is consistent
● response is unified

and easy to follow

**8th gr. - EII, counter
arguments are
identified and refuted

Controlling idea/Thesis is
present and partially
developed.

● is present, but it may not

be clearly identifiable
because it is not fully
developed

● may not always be

consistent and may not
always be easy to follow.

Controlling
idea/Thesis is evident
but not developed.

● A central idea is

present but not
developed
appropriately in
response to the writing
task.

A controlling
idea/thesis
may be
evident.

Controlling Idea/Thesis

Please note that if a response receives a score point 0 in the Development and Organization
of Ideas trait, the response will also earn 0 points in the Conventions trait.

Organization and Development of Ideas

3

2

1

0

Organization is
effective.

● an effective introduction

and conclusion is
evident

● supports the

development of the
central idea

● sentences, paragraphs,

or ideas are logically
connected

Organization is limited.

● an introduction and

conclusion is present.

● may not be consistent

and may not always
support the logical
development of the
central idea

● Sentence-to-sentence

connections and clarity
may be lacking

Organization is
minimal and/or
weak.

● An introduction or

conclusion may be
present

● supports logical

development is not
always evident or
is not appropriate
to the task.

● The response

lacks an
introduction and
conclusion.

● An organizational

structure is not
evident.

Organization

Organization and Development of Ideas

3

2

1

0

Expression of ideas is
clear and effective

● The writer’s word

choice is specific,
purposeful, and
enhances the
response.

● Almost all sentences

and phrases are
effectively crafted to
convey the writer’s
ideas and contribute to
the overall quality of the
response and the
clarity of the message.

Expression of ideas is
basic

● The writer’s word

choice may be general
and imprecise and at
times may not convey
the writer’s ideas
clearly.

● Sentences and phrases

are at times ineffective
and may interfere with
the writer’s intended
meaning and weaken
the message.

Expression of ideas
is ineffective

● The writer’s word

choice is vague or
limited and may
impede the quality
and clarity of the
essay.

● Sentences and

phrases are often
ineffective,
interfere with the
writer’s intended
meaning, and
impact the strength
and clarity of the
message.

The expression of
ideas is unclear
and/or incoherent.

Expression of Ideas

Organization and Development of Ideas

3

2

1

0

Evidence is specific, well
chosen, and relevant

● includes relevant

text-based evidence that
is clearly explained

● consistently supports

and develops the central
idea. For pairs in grades
3- 5, evidence is drawn
from at least one text.

● The response reflects a

thorough understanding
of the writing purpose.

Evidence is limited and
may include some
irrelevant information

● The response may

include text-based
evidence to support the
central idea, but it may
be insufficiently
explained

● some evidence may be

irrelevant to the central
idea. For pairs,
evidence is drawn from
at least one of the texts

● The response reflects

Evidence is
insufficient and/or
mostly irrelevant

● Little text-based

evidence is
presented

● evidence is mostly

extraneous and/or
repetitious

● Explanation is

insufficient and
may be vaguely
related to the
writing task

understanding of
the writing purpose

Evidence is not
provided or is
irrelevant.

● The response

reflects a lack of
understanding of
the writing
purpose.

Evidence

• Little is Text-Based
• Mostly Extraneous and/or
Repetitious
• Explanations are insufficient and
Vaguely Related to the Task

• Reflective of a Limited Under-
standing of the Writing Purpose

Conventions

2

1

0

Student writing demonstrates
consistent command of
grade-level-appropriate
conventions, including correct:

• sentence construction
• punctuation
• capitalization
• grammar
• spelling

The response has few errors,
but those errors do not impact
the clarity of the writing

Student writing demonstrates
inconsistent command
conventions, including limited
use of correct:

• sentence construction
of grade-level-appropriate
• punctuation

Student writing demonstrates
little to no command of
grade-level-appropriate
conventions, including
infrequent use of or no
evidence of correct:

• sentence construction
• punctuation
• capitalization
• grammar
• spelling

The response has many
errors, and these errors impact
the clarity of the writing and the
reader’s understanding of the
writing.

Organization and Development of Ideas: Controlling Idea/ Thesis

Central idea is clear and fully developed The central idea is clearly identifiable. The focus is
consistent throughout, creating a response that is unified and easy to follow.

Central idea is present and partially developed A central idea is presented, but it may not be
clearly identifiable because it is not fully developed. The focus may not always be consistent
and may not always be easy to follow.

Central idea is evident but not developed A central idea is present but not developed
appropriately in response to the writing task.

A central idea may be evident.

Organization and Development of Ideas: Organization

Organization is effective A purposeful structure that includes an effective introduction and
conclusion is evident. The organizational structure is appropriate and effectively supports
the development of the central idea. The sentences, paragraphs, or ideas are logically
connected in purposeful and highly effective ways.

Organization is limited A purposeful structure that includes an introduction and
conclusion is present. An organizational structure may not be consistent and may not
always support the logical development of the central idea. Sentence-to-sentence
connections and clarity may be lacking.

Organization is minimal and/or weak An introduction or conclusion may be present.
An organizational structure that supports logical development is not always evident
or is not appropriate to the task.

The response lacks an introduction and conclusion. An organizational structure is not
evident.

Organization and Development of Ideas: Evidence

Evidence is specific, well chosen, and relevant The response includes relevant text-based
evidence that is clearly explained and consistently supports and develops the central idea.
For pairs in grades 3- 5, evidence is drawn from at least one text. The response reflects a
thorough understanding of the writing purpose.

Evidence is limited and may include some irrelevant information The response may include
text-based evidence to support the central idea, but it may be insufficiently explained, and/or
some evidence may be irrelevant to the central idea. For pairs, evidence is drawn from at
least one of the texts. The response reflects partial understanding of the writing purpose.

Evidence is insufficient and/or mostly irrelevant Little text-based evidence is presented to
support the central idea, or the evidence presented is mostly extraneous and/or repetitious.
Explanation of any evidence presented is insufficient and may be only vaguely related to the
writing task. The response reflects a limited understanding of the writing • purpose

Evidence is not provided or is irrelevant. The response reflects a lack of understanding of
the writing purpose.

Organization and Development of Ideas: Expression of ideas

Expression of ideas is clear and effective The writer’s word choice is specific, purposeful,
and enhances the response. Almost all sentences and phrases are effectively crafted to
convey the writer’s ideas and contribute to the overall quality of the response and the clarity
of the message.

Expression of ideas is basic The writer’s word choice may be general and imprecise and
at times may not convey the writer’s ideas clearly. Sentences and phrases are at times
ineffective and may interfere with the writer’s intended meaning and weaken the message.

Expression of ideas is ineffective The writer’s word choice is vague or limited and may
impede the quality and clarity of the essay. Sentences and phrases are often ineffective,
interfere with the writer’s intended meaning, and impact the strength and clarity of the
message.

The expression of ideas is unclear and/or incoherent.

Please note that if a response receives a score point 0 in the Development and Organization of
Ideas trait, the response will also earn 0 points in the Conventions trait.

Organization and Development of Ideas: 1

The writer provides a controlling idea that “The new reasearch of hores comunication can change everything.....
it could be a huge help.” The writer includes a conclusion (“Horses
have been learning us for a very long time and a long time to come so who know they could learn how to
cummunicate”). An organizational structure that supports logical development is not evident. Little text-based
evidence is presented to support the controlling idea (“‘Horses were trained to distingwish among simple shapes
presented on boards’”) and the explanation of this evidence is insufficiently developed (“Horses could learn how to
read and learn our schudule to remind us and help us with things”). Additionally, the expression of ideas is
ineffective and the writer’s word choice is limited (“it could be a huge help,” “remind us and help us with things”),
impeding the quality and clarity of the essay. The response reflects limited understanding of the writing purpose.

Conventions: 1

The writing demonstrates inconsistent command of grade-level-appropriate conventions. Although sentence
construction and capitalization are mostly correct, there is one punctuation error with a missing period at the end of
the final sentence. Additionally, misspelled words (“reasearch,” “hores,” “comunication,” “distingwish,” “schudule,”
“cummunicate”) as well as grammar and usage errors (“Horses have been learning us… ,” “so who know they could
learn.... ”) are present, but the reader can understand the writer’s thoughts.

Conventions: Grammar

Student writing demonstrates
consistent command of
grade-level-appropriate
conventions, including correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has few errors, but
those errors do not impact the
clarity of the writing

Student writing demonstrates inconsistent
command
conventions, including limited use of
correct:
• sentence construction
of grade-level-appropriate
• punctuation

8th grade Spring 2023 Selection: “from Say What, Horse?”

8th grade Spring 2023 Prompt

Multiple Choice

Which of the following is assessed under the "Grammar and Mechanics" criterion in the STAAR TEA ECR rubric?

• The originality of the content

• The use of correct spelling, punctuation, and sentence structure

• The relevance of the topic

• The length of the essay

TEA 8th grade Scoring

Guide

8th grade Spring 2023

Practice Samples

Sample Student Response

with them now being able to communicate with us there are so many things that we
can learn about the past and being able to talk to them means we can communicate
with other animals and if that is happening we can live with them better and be able
to talk to them and work with them and do many things

Organization and Development of Ideas: 0
The writer of this response does not present a controlling idea. The response lacks an
introduction and conclusion. An organizational structure is not evident. Relevant evidence is not
provided, as statements are vague and not supported by details and examples from the text
(“there are so many things that we can learn about the past and being able to talk to them means
we can communicate with other animals . . .”). The expression of ideas is unclear (“and if that is
happening we can live with them better and be able to talk to them and work with them and do
many things”). The response reflects a lack of understanding of the writing purpose.

Conventions: 0
Please note that if a response receives a score point 0 in the Organization and Development
trait, the response will also earn 0 points in the Conventions trait.

Score Point 0

Sample Student Response

Horses, this animal holds a new world for the human kind and could be the solvation
of some problems.But in Say what, Horse we would be explaing it. In the first sub
title Ï see what you're Saying talks about the first encounter and information based
data that could help us understand more on this. This gift for the horse could be a
huge help to some species. Becuase who knows what other creature could just talk
to us but hasn't developed it yet of what if monkeys are just like the human kind but
stronger,faster and maybe even smarter than us.
This animal is an animal worth researching because whith the advanced tech we
have in this world we could find problems or answers with the horses help we can do
so much. Because to have horses ageing thousands of years with horses maybe
know this and could not tell us.But in the summarry of this we can find these horses
verry smart and mabe the can be a part of society and be almost like a human.

Organization and Development of Ideas: 0

The writer of this response presents a controlling idea that is not developed appropriately in response
to the writing task (“Horses,this animal holds a new world for the human kind and could be the
solvation of some problems”). No organizational structure is evident. Evidence provided is irrelevant
(“Becuase who knows what other creature could just talk to us but hasn”t developed it yet of what if
monkeys are just like the human kind but stronger,faster and maybe even smarter than us”). The
expression of ideas is unclear (“Because to have horses ageing thousands of years . . .”; “But in the
summarry of this we can find these horses verry smart and mabe the can be a part of society and be
almost like a human”). Overall, the response reflects a lack of understanding of the writing purpose.

Conventions: 0
Please note that if a response receives a score point 0 in the Organization and Development trait, the
response will also earn 0 points in the Conventions trait.

Score Point 0

Sample Student Response

We all know what horses are and some of us own horses but horses are evolving
they can communicate with us and that is pretty inpressive they use abstract
symbols to communicate and I can't even do that so thta's how you know that horses
are the next big thing they can thretan other people just with a facial expreson and
studies have showed that horses can do 17 diffrent facial expresions and I think that
is really cool so and horses can tell a humans mood and horses have been around
for 5,500 years that is a pretty long time so I'm telling you one day horses may be
able to talk because they are smart.

Organization and Development of Ideas: 1
The writer presents the controlling idea that “they use abstract symbols to communicate . . .,” but it is
not developed appropriately in response to the writing task. An organizational structure that supports
logical development is weak, as details from the text follow a random order and vaguely relate to the
controlling idea (“they can thretan other people just with a facial expreson and studies have showed
that horses can do 17 diffrent facial expresions and I think that is really cool so and horses can tell a
humans mood and horses have been around for 5,500 years . . .”), which impacts the clarity of the
message. Overall, the response reflects a limited understanding of the writing purpose.

Conventions: 0

The writing demonstrates little to no command of grade-level-appropriate conventions, including no
evidence of correct sentence construction. The entire response consists of a single run-on sentence.
Punctuation and capitalization are missing in the creation of correct sentence structures. Errors in
spelling (“inpressive,” “thta’s,” “thretan,” “diffrent,” “expresions”) are present. The response has many
errors, and these errors impact the clarity of the writing and the reader’s understanding of the writing.

Score Point 1

Sample Student Response

in this article is shows how horses have their ways to communicate and some of
those ways are very simple to understand for an example some researchers found
out that horses make expressions to communicate which will be nodding its head
jerk its nose, or changing its position because of A experiment they did with food
another way horses can communicate is by symbols which will be having symbols
like a circle saying "take my blanket off" or a square saying "put it on" you see what i
mean so horses have a lot of ways to communicate you just have to study them
more.

Organization and Development of Ideas: 1
The writer of this response presents the controlling idea that “in this article is shows how horses have
their ways to communicate and some of those ways are very simple to understand.” The writer
provides a conclusion (“so horses have a lot of ways to communicate you just have to study them
more”), but the organization of the essay is minimal. The writer includes some paraphrased evidence
(“horses make expressions to communicate . . .”; “another way horses can communicate is by
symbols . . . ”) that is insufficiently developed. The writer’s word choice is limited, and the expression
of ideas is ineffective. Overall, the response reflects a limited understanding of the writing task.

Conventions: 0
The writer demonstrates little to no command of grade-level-appropriate conventions, including
errors in sentence structure (three run-on sentences), punctuation, and capitalization, primarily to
begin and end sentences. An error in spelling (“is” [it]) is present. The response has many errors, and
these errors impact the clarity of the writing and the reader's understanding of the writing.

Score Point 1

Sample Student Response

The new reasearch of hores comunication can change everything. If horses learn to
read or understand us speaking, it could be a huge help.
"Horses were trained to distingwish among simple shapes presented on boards."
Horses could learn how to read and learn our schudule to remind us and help us with
things.
Horses have been learning us for a very long time and a long time to come so who
know they could learn how to cummunicate

Organization and Development of Ideas: 1

The writer provides a controlling idea that “The new reasearch of hores comunication can change everything..... it
could be a huge help.” The writer includes a conclusion (“Horses have been learning us for a very long time and a
long time to come so who know they could learn how to cummunicate”). An organizational structure that supports
logical development is not evident. Little text-based evidence is presented to support the controlling idea (“‘Horses
were trained to distingwish among simple shapes presented on boards’”) and the explanation of this evidence is
insufficiently developed (“Horses could learn how to read and learn our schudule to remind us and help us with
things”). Additionally, the expression of ideas is ineffective and the writer’s word choice is limited (“it could be a
huge help,” “remind us and help us with things”), impeding the quality and clarity of the essay. The response
reflects limited understanding of the writing purpose.

Conventions: 1
The writing demonstrates inconsistent command of grade-level-appropriate conventions. Although sentence
construction and capitalization are mostly correct, there is one punctuation error with a missing period at the end
of the final sentence. Additionally, misspelled words (“reasearch,” “hores,” “comunication,” “distingwish,”
“schudule,” “cummunicate”) as well as grammar and usage errors (“Horses have been learning us… ,” “so who
know they could learn.... ”) are present, but the reader can understand the writer’s thoughts.

Score Point 2

Sample Student Response

The way that horses communicate with us very similar to our
cummuncation, some of the horses expressions are very similar to ours like both horses
and humans raise the skin above their eveys when we give negative emotions, and a
other was horses express is by turning their head to point out a angry expression with
thier left eye and there heartbeats sped up while there angry, when they are smiling
nothing changes no heartbeat or no movements on the head.
Horses have good way in reading us as human emtions on how we are feeling and
expressions, horses have a way they cummunicate with each other thur exprssions they
are capable of understanding our expressions the way the horses try to get our attention
is by gaze-nod its head and jerk its nose and make sounds for them to attract our
attention, horses between eachother and us cummunicate is body language in a way we
al us and where we as humas are capable of understanding.
In this ways or exaples i have given are the ways horses they cummunicate with us and
thue eachother.

Organization and Development of Ideas: 2

The writer of this response presents the controlling idea that “The way that horses communicate with us very similar to our
cummuncation”). A conclusion is present (“In this ways or exaples i have given are the ways horses they cummunicate with
us and thue eachother”). A purposeful organizational structure is evident as the writer uses the first and second paragraph
to illustrate ways horses use bodily movements and expressions that are similar to those used by humans to communicate.
Sentence-to-sentence connections provide some logical connection between ideas (“horses express is by turning their
head to point out a angry expression with thier left eye and there heartbeats sped up while there angry ,when they are
smiling nothing changes no heartbeat or no movements on the head”). Evidence is provided by the writer in the form of
paraphrased text-based information (“both horses and humans raise the skin above their eveys when we give negative
emotions . . .”; “get our attention is by gaze-nod its head and jerk its nose . . .”), and the writer provides some explanation
that supports the controlling idea (“horses between eachother and us cummunicate is body language . . .”). The expression
of ideas is basic since sentences and phrases, at times, are ineffective (“Horses have good way in reading us as humans
emtions on how we are feeling and expressions . . .”). Overall, the response reflects partial understanding of the writing
task.

Conventions: 0

The writer demonstrates little to no command of grade-level-appropriate conventions. There are many errors including
sentence construction, punctuation, capitalization, grammar, and spelling. These errors impact the clarity of the writing and
the reader’s understanding of the writing.

Score Point 2

Sample Student Response

Ever since we first domesticated horses, around 5,500 years ago, we just gave them
orders. Scientific research has shown that horses have been watching us, reading
our moods, and communicating in ways that we usually fail to understand. After
research was completed at the University of Sussex in England, it was discovered
that horses have the ability to have many different facial expressions (17 to be
exact). These facial expressions can indicate their mood and opinion. At the School
for Ethical Equititation in Italy, it was shown that horses can change their actions
based on the actions from humans. Horses have been watching us very closely, and
it's interesting to finally have the ability to understand them.

Organization and Development of Ideas: 1
In this response, the writer presents the controlling idea that “Scientific research has shown that horses have been
watching us, reading our moods, and communicating in ways that we usually fail to understand,” but this idea is
not appropriately developed in response to the writing task. An introductory sentence and conclusion are present,
but an organizational structure that supports logical development is not evident. Insufficiently explained
information about the University of Sussex study is provided (“After research was completed at the University of
Sussex in England, it was discovered that horses have the ability to have many different facial expressions [17 to
be exact]. These facial expressions can indicate their mood and opinion”) and although the Italian study is also
mentioned by name, only vague details of its findings are included. Overall, development to support the controlling
idea is insufficient.The writer’s word choice is specific as it adheres closely to text-based vocabulary. The
response reflects a limited understanding of the writing task.

Conventions: 2
The writer demonstrates consistent command of grade-level-appropriate conventions. Even though most
sentences are close paraphrases of text-based information, all sentences are constructed correctly (“Ever since
we first domesticated horses, around 5,500 years ago, we just gave them orders”). Although one error in spelling
is present (“Equititation”), it does not impact the clarity of the writing.

Score Point 3

Sample Student Response

reserchers wonder if horses try to comunicat with humant or try hiving ther hints to comunicar well in a universety
of sussex in england
reserchers have founs some symdols of horses giving use singhs of trying to comunicate with use.
horses have been watching us reading our moodes triying to comunucat but we faild to understand what there
saying. reserarchers have discoverd that there are 17 different facial expressions in horses witch is more than
dogs and chimpanzees. Some horses expressions ore simulat to humans for example horses and humans reise
the skin abouve their eyss win they have a negativ emothon so horses try to comunicate but humand dont know
it.
The reserchers from sussex try to see if hourses reconize human expreshons so they showed a haours picturs
with angy and happy expresons. the horses turned thier head to view the angry face with here left eye and th
horses hairt beat speeds up wil hooking at the angry expreson. horses hade no emothin to the happy
pictur.hourses see 50% larger than they do to us there also highly attuned to moshon. horses can use more than
a head nodding and a look for comucicashon they can use abstract symdols so they can basecy read.they were
doing a simpl task on the hourse and the task was if the hours wanted a blanket when it was cold or wanted a
blanket when it was hot or not 10 out of the 12 horses askes for a blanket when it was cool or rany days the
other two signakled "im good".
so know he know that horses have been watching us and trying to comunicat with us ang horses are relly
intelegent amilanes hopfully we can lerar more about horses oand how they comunicate.

Organization and Development of Ideas: 3

The writer presents a clearly identifiable controlling idea that “reserchers have founs [found] some symdols [symbols] of
horses giving use singhs [us signs] of trying to comunicate with use [us].” The writer includes an introduction and a
conclusion (“so know [now] he know that horses have been watching us and trying to comunicat with us . . . hopfully we
can lerar [learn] more about horses oand how they comunicate”). The organization is effective with a structure that
effectively supports the development of the controlling idea. The sentences, paragraphs, and ideas are logically connected
in purposeful ways. The writer includes paraphrased, text-based evidence that is specific, well chosen, and relevant
(“reserarchers have discoverd that there are 17 different facial expressions in horses witch is more than dogs and
chimpanzees.Some horses expressions ore simulat to humans for example horses and humans reise the skin abouve their
eyss win they have a negativ emothon so horses try to comunicate but humand dont know it”). The focus is consistent
throughout, emphasizing the controlling idea that “horses giving use singhs [us signs] of trying to comunicate with use
[us],” and evidence is clearly explained and consistently supports this idea. The expression of ideas is clear and effective
with almost all sentences and phrases effectively crafted to convey the writer’s ideas. The response reflects a thorough
understanding of the writing purpose.

Conventions: 0
The writer demonstrates little to no command of grade-level-appropriate conventions. There are many errors including
sentence construction, punctuation, capitalization, grammar, and spelling. These errors impact the clarity of the writing and
the reader’s understanding of the writing.

Score Point 3

Sample Student Response

With new scientific research, horses have been proved to be communicating with us
this whole time through facial expressions, and even abstract symbols. Humans and
horses have been communicating for thousands of years now, but we have never fully
understood them. "But science is finally catching on to that and taking a fresh look at
the horse- end of this long relationship." When humans make a specific facial
expression, horses can actually understand the way we feel, but making the wrong face
may threaten them. "Scientists were interested to learn that, though horses and people
have very differently shaped faces and skulls, horses appeared to accurately read
human emotions." Other reading human facial expressions, horses can actually
communicate with symbols. "If the human did nothing in response, the horse would try
other tricks to attract the human's gave-nod itrs head, jerk its nose quickly toward the
bucket, or change position so it could make eye contact." This shows that horses are
trying to use their own ways to communicate with us, and scientific research has
successfully proven that.

Organization and Development of Ideas: 2

The writer presents the controlling idea that “horses have been proved to be communicating with us this
whole time through facial expressions, and even abstract symbols.” Evidence is provided in the form of
paraphrased text-based information, intentionally weaving together direct quotes from the passage. An
organizational strategy which includes an introductory and concluding sentence is present. Sentences
are logically connected “When humans make a specific facial expression, horses can actually
understand the way we feel, but making the wrong face may threaten them.” In addition, the response
relies heavily on textual quotes with insufficient explanation in several instances. Overall, the response
reflects partial understanding of the writing task.

Conventions: 2
The writing demonstrates consistent command of grade-level-appropriate conventions, including correct
sentence construction, punctuation, capitalization, grammar, and spelling. A single verb tense error
(“have been proved”) is present. This response has few errors, and those errors do not impact the clarity
of the writing.

Score Point 4

Sample Student Response

Have you ever wonderd do horses understand us. Well I have, and it reveald that horses are smarter
then you think. You see horses can read a human face or understand emotions as well as distinguish
thought
symbols and the meaning.
First we found out that horses can read human emotion. These means that horses can tell a humans
happy face and sad face in a way they did these over thousand of years learning what diffrent shifts in
the face mean. there vision helps as well they have a better vision that amplifies objects so a tinny jerk in
the face looks like a huge frown to them these was but to a test. A university showed angry and happy
facial expresion. When showed the angry face the horses jolted and heart accelerated ̧but when
presented with the happy expretion nothing changed.
secondly, they can tell the meaning and its simple. theses is a great finding to the sciences world
becuase we now know how communicate to horese in a way we both understand. this was descoverd
when another university tought the horses abstract symboles to tell there care taker if the wished to take
a blanket off and on or they were fine. The results were unbelivable it was found that they coud describe
what they wanted. To conclude, horses are smarter then humans think and can communicate with us.
well these lead to us finally fullly understanding them?only the futer can tell.

Organization and Development of Ideas: 3

The writer presents a clearly identifiable controlling idea that “it reveald that horses are smarter then you think.
You see horses can read a human face or understand emotions as well as distinguish thought symbols and the
meaning.” The focus is consistent throughout, with a purposeful structure that includes a meaningful
introduction and conclusion, emphasizing the controlling idea that “horses are smarter then humans think and
can communicate with us.” Paragraphs are organized according to text-based information, and the use of
transitional phrases, (“First we found”; “These means that”; “secondly, they can tell”) move the essay forward
and create a logical flow from one idea to the next within paragraphs. Relevant, well-chosen evidence supports
the writer’s ideas. The response reflects a thorough understanding of the writing purpose.

Conventions: 1
The writing demonstrates inconsistent command of grade-level-appropriate conventions, including limited use
of correct capitalization and spelling. Usage and spelling errors (“wonderd,” “reveald,” “then” [than], “These”
[this], “diffrent,” “there” [their], “tinny,” “expretion,” “becuase,” “horese,” “descoverd,” “tought,” “symboles,”
“resualts,” “unbelivable,” “fullly,” “futer”), as well as awkward phrases, (“to them these was but to a test”;
“theses is a great finding to the sciences world”) are present. The response has several errors, but the reader
can understand the writer’s thoughts.

Score Point 4

Sample Student Response

With new research coming in about horses, we begin to learn more about its relationship with humans like us. Now with several
experiments completed, it reveals that horses do know how to perform an interspecies communication (in this case to us) and
through choosing shapes.
According to a study performed by the School of Ethical Equitation in Italy, horses could actually communicate to humans similarly
like how dogs do. They saw how "if the humans did nothing in response, the horse would try other tricks to attract the human's
gaze." When the "human walked away, some horses would go over and touch the person". This form of communication was only
observed in dogs previously, and now knowing that horses do indeed perform it as well shows their ability to talk to humans.
It's not only body language that allows the horses to communicate with us. A 2016 Norweigan study even showed that horses can
use abstract symbols to communicate with humans as well.
According to the research, "horses were trained to distinguish among simple shapes presented on boards." The shapes had
different meanings indicating whether they wanted to put on a blanket or not. Then when the horses were given a challenge to
decide whether a "heavy blanket on a warm day or no blanket on a cold day", the researchers saw how "all horses chose
appropriately." On another rainy day, "10 out of 12 horses asked for a blanket. Two signaled "I"m good!". The study reveals that
horses can indeed communicate to us through shapes and symbols, revealing a new way the animal could talk to humans.
These new research regarding horses reveals a whole lot of new information that we had not previsouly known before. It shows that
horses communicate to us not only by body language, but through picking shapes and symbols to show what they want as well.
This means horses can talk with us and as we find more creative means, there will be even more ways for them to speak with even
more details in the future.

Organization and Development of Ideas: 3

The writer presents a clear and identifiable controlling idea that “Now with several experiments completed, it reveals that horses do
know how to perform an interspecies communication (in this case to us) and through choosing shapes.” Focus is consistent
throughout, creating a response that is unified and easy to follow. The organizational structure is appropriate and effectively supports
the development of the controlling idea. Sentences are logically connected in purposeful ways (“According to a study performed by
the School of Ethical Equitation in Italy, horses could actually communicate to humans similarly like how dogs do. They saw how ‘if
the humans did nothing in response, the horse would try other tricks to attract the human’s gaze’”). A purposeful structure that
includes a meaningful introduction is evident, and the conclusion repeats the controlling idea and is clearly explained (“These new
research regarding horses reveals a whole lot of new information that we had not previsouly known before”; “This means horses can
talk with us and as we find more creative means, there will be even more ways for them to speak with even more details in the
future”). Evidence is specific, well chosen, and relevant, as each experiment from the research is cited and explained (“A 2016
Norweigan study even showed that horses can use abstract symbols to communicate with humans as well”). The writer’s word
choice is specific and contributes to the clarity of the writing (“The study reveals that horses can indeed communicate to us through
shapes and symbols, revealing a new way the animal could talk to humans”). The response reflects a thorough understanding of the
writing purpose.

Conventions: 2
The writing demonstrates consistent command of grade-level-appropriate conventions, including punctuation, capitalization,
grammar, and spelling. The response has few errors in usage or spelling (“These” [this], “previsouly”), and those errors do not impact
the clarity of the writing.

Score Point 5

Key Takeaways from Raters

ECR Scoring Guide

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