Ontario Secondary School Literacy Test

Released March 2016 OSSLT

Item-Specific Rubrics and Sample

Student Responses with Annotations

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 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code Descriptor

Blank The pages are blank with nothing written or drawn in the space provided.

Illegible The response is illegible, or irrelevant to the prompt.

Off topic The response is off topic.

The response is related to the prompt but does not express an opinion.
Code 10 OR
The response expresses an opinion with no supporting details or provides details
unrelated to the opinion. There is no evidence of organization.

The response is related to the prompt, but only part of the response expresses and
supports an opinion.
Code 20 OR
The response is related to the prompt, and expresses and supports an opinion, but
the opinion is unclear or inconsistent. There are insufficient supporting details: too
few or repetitious. There is limited evidence of organization.

The response is related to the prompt and expresses a clear opinion. There are
insufficient and/or vague supporting details or the connection of the details to the
Code 30
opinion is not always clear. There is evidence of organization, but lapses distract
from the overall communication.

The response is related to the prompt. A clear and consistent opinion is developed
Code 40
with sufficient supporting details, however only some are specific. The organization is
mechanical and any lapses do not distract from the overall communication.

The response is related to the prompt. A clear and consistent opinion is developed
Code 50
with sufficient specific supporting details. The organization is logical.

The response is related to the assigned prompt. A clear and consistent opinion is
Code 60
developed with sufficient specific supporting details that are thoughtfully chosen. The
organization is coherent demonstrating a thoughtful progression of ideas.
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code 10

Annotation: The response expresses an opinion (What I learn in school has nothing to do with
how I live my life now) with no supporting details. There is no evidence of organization.
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code 20

Annotation: The response is related to the prompt and expresses and supports an opinion (What I
learn in school is affecting the way I live at home). The supporting details (I have to review every
day of what I learned in school because that is the only way to remember what I learned in
school…I cant go to the gym or go play basketball…) are insufficient to support the opinion.

There is limited evidence of organization.

 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code 30

Annotation: The response is related to the prompt and expresses a clear opinion (What I am learning
in school does affect the way I am living my life now).

There are insufficient supporting details. Reasons are listed but not developed (when you learn
certain things at school you can look at life in a different perspective…whether it is in a religious
way, or the sciences, or math, we look at life differently after going to school…we do not only learn
from our teachers but also from other students, parents and guest teachers).

Although the response is a single paragraph, there is evidence of organization. There is an

introductory statement and a concluding statement (What we are learning in school does affect the
way you live your life).
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code 40
 EQAO OSSLT May 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Annotation: A clear and consistent opinion is developed (Yes, what I am learning in school is
effecting the way I live my life now for several reasons) with sufficient supporting details. Some
details are general (how I can change who I am to live a better life…If I want to be successful…I need
to start changing my morals now…); however some are specific (I am taking Science with a
chemistry unit…life lessons from parable readings in the bible).

The organization is mechanical (First, Second, Thirdly, Lastly). There is an introduction, body and
conclusion.
 EQAO OSSLT May 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code 50
 EQAO OSSLT May 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Annotation: A clear and consistent opinion (Everything I learn in school affects the way I live my
life in a positive way) is developed with sufficient specific supporting details (when I go into a store
and see something that says 30% off original price, I can easily calculate the sale price including
tax…how to go onto university and college websites to research their offered programs…an
amazing resume that helped me get a part-time job at a local grocery store). Reasons are developed
with examples and explanations (This knowledge affects my life in a way that helps me be more
smart about money…After completing the careers course I have selected a career and university
that I am interested in).

The organization is logical. There is a clear introduction, body and conclusion. Ideas are clustered
into paragraphs. Each paragraph includes a clear topic sentence which is related to the introduction
and concluding statement.
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Code 60
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Topic Development
Section I Opinion

Annotation: A clear and consistent opinion (Things we learn in high school can help us make
decisions for our futures) is developed with sufficient specific supporting details that are
thoughtfully chosen (I learned how to use proper manners for business and even casual situations,
how to build a resume…how to be actively involved in the news and politics of our country and how
the justice system works…new knowledge about global warming and deforestation...reduce my
carbon footprint…)

The organization is coherent. Paragraphs flow from one to the next (Along with the careers class,
there was another class…). The progression of paragraphs shows a deliberate attempt to build a
persuasive argument (One of the most important subjects…). The introduction and topic sentences
clearly indicate the topic. The concluding paragraph thoughtfully sums up the topic and reinforces
the argument (In each class/course, a student will find something inspiring and will spark them to
change their life and even other people’s).
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Code Descriptor

There is insufficient evidence to assess the use of conventions.

Code 10 OR
Errors in conventions interfere with communication.

Code 20 Errors in conventions distract from communication.

Code 30 Errors in conventions do not distract from communication.

Code 40 Control of conventions is evident in written work.

Conventions refers to grammar, usage, spelling and punctuation.

Clarification of Descriptors for Conventions

 insufficient evidence: The student has not written enough to assess his/her use of conventions.
 interfere: Reading rhythm is constantly interrupted. There is so much re-reading that the reader cannot
recall what the piece of writing said overall.
 distract: Reading rhythm is interrupted, even if the information can be understood. The reader is as
aware of the errors as of the information being communicated.
 do not distract: There may be errors, but they do not impede understanding of the information.
 control: Written work demonstrates consistent and correct use of conventions expected by the end of
Grade 9, such as verb endings, the spelling of homophones, end punctuation, the apostrophe and
quotation marks. A few errors may exist.
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Code 10

Annotation: Errors in syntax (I’m everyday want to see; I’m every gym do some sport is good for
my health; teacher will teach me some still), and in usage, including incorrect word choice (on for
in, I close my dream), incorrect word endings (class for classes, three reason) and incorrect verb
tenses (affecting for is affecting, dream is basketball player), as well as incomplete sentences (For
example play basketballer soccer…) interfere with communication.
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Code 20
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Annotation: Run-on sentences (I want to be fit and healthy not fat and unhealthy…; and
woodworking class I could be…), a comma splice (be active, It also); wrong verb forms (what I
learn…affect me now; things that makes us…), and frequent misspellings of common words (dose,
interstet’s, somke, exprinces, lease for least, are for our) distract the reader, as do missing words
(now and __ the long run; your experiences and your __).
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Code 30
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Annotation: There is some correct use of commas to signal phrasing in sentences and consistently
correct use of apostrophes. An indefinite antecedent for a pronoun (they don’t have much use),
comma splices (adulthood, lastly, unless…; after our test or exam is over, then you usually never
see…), run-on sentences (…don’t use everything they learn most of it is just forgotten then we’re
on…; most of the math we don’t use only simple addition), misplaced commas before “because”,
several awkward phrases (most stuff you learn you forget about it…; that’s what teens mainly run
into is that…) and several misspelled words (morgages, manditory, cources) do not distract from
communication.
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Code 40
 EQAO OSSLT March 2016
Scoring Guide for Long Writing Conventions
Section I Opinion

Annotation: Control of conventions is demonstrated in consistently correct sentence structure. The

first sentence has slightly awkward syntax (affects a lot the way I live…), letters are omitted from
several words (kow for know, an for and, cef for chef, thing for things), there is a noun/verb
agreement error (There is new and important things) and several commas missing (as I get closer to
grade 12 which also means…; when I am cooking because I need to know…).
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 6
Q6. Explain how Biyu is a supportive granddaughter. Use specific details from the selection to support
your answer
Code Descriptor
Blank nothing written or drawn in the lined space provided

Illegible*  response is illegible

An illegible response cannot be read (erased, crossed out, not in English, impossible to
read).
A comment on the task (e.g., I don’t know.).

Off topic/  response is off-topic, irrelevant or incorrect

Incorrect* A typical off-topic response provides no information from the reading selection to indicate
reading comprehension.
A typical irrelevant response comments on the reading selection (e.g., I don’t understand the
story) or simply restates the question.
A typical incorrect response provides an answer
 based on a misunderstanding of the question AND/OR the ideas in the reading
selection

Code 10  response indicates minimal reading comprehension

 response provides minimal or irrelevant ideas and information from the reading
selection

The response indicates how Biyu is a supportive granddaughter and provides:

minimal information from the selection

OR
one or more of the things that Biyu does or says with no evidence from the selection of how
she is supportive
OR
irrelevant support from the reading selection (i.e., a mix-up of characters, a retell of events in
the selection, or support based on the student’s own ideas)

Code 20  response indicates some reading comprehension

 response provides vague ideas and information from the reading selection; it
may include irrelevant ideas and information from the reading selection

The response indicates how Biyu is a supportive granddaughter and provides vague support
from the selection to explain why/how.

The response often requires the reader to make the connection between the information and
ideas provided from the selection (what Biyu says or does) and what these details are
intended to prove (how Biyu is a supportive granddaughter).

Code 30  response indicates considerable reading comprehension

 response provides accurate, specific and relevant ideas and information from
the reading selection

The response uses specific and relevant support from the reading selection to clearly explain
the connection between the details and how Biyu is a supportive granddaughter.
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 6

Code 10

Annotation: The response explains how Biyu is supportive (encouraging) with minimal information
from the selection (encouraging her grandpa to do more mental and physical exercises).
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 6

Code 20

Annotation: The response explains how Biyu is a supportive granddaughter (she shows
interest…engaging in conversation). There are vague details from the selection (the news paper
article he is reading…a variety of ideas and suggestions to improve his brain function) to prove how
Biyu is supportive.
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 6

Code 30

Annotation: The response explains how Biyu is supportive (She encourages her grandfather to try
new things so he will not be one of those people to experience a decline in brain functions). Specific
and relevant details from the selection support the response (She offers him the advice of “brushing
up” on his Cantonese. She also encourages him to walk to the Chinese Seniors’ Centre to engage in
some physical exercise as well).
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 7

Q7. How is Hong a role model for other seniors? Use specific details from the selection to explain your answer.
Code Descriptor
Blank nothing written or drawn in the lined space provided
Illegible* response is illegible
An illegible response cannot be read (erased, crossed out, not in English, impossible to read).

A comment on the task (e.g., I don’t know.).

Off topic/ response is off-topic, irrelevant or incorrect
Incorrect*
A typical off-topic response provides no information from the reading selection to indicate reading
comprehension.

A typical irrelevant response comments on the reading selection

or simply restates the question

A typical incorrect response provides an answer

 based on a misunderstanding of the question AND/OR the ideas in the reading selection

Code 10 response indicates minimal reading comprehension

response provides minimal or irrelevant ideas and information from the reading
selection

The response explains how Hong is a role model for other seniors and provides

 minimal support from the selection to explain the response

OR
 one or more things Hong says or does with no evidence from the selection of how he is a role
model
OR
 irrelevant support from the reading selection (i.e., a retell of events in the selection, a mix-up in
characters, or support based on the student’s own ideas)

Code 20 response indicates some reading comprehension

response provides vague ideas and information from the reading selection; it
may include irrelevant ideas and information from the reading selection

The response explains how Hong is a role model for other seniors and provides

 vague support from the selection to explain the response

OR
 provides a vague connection between the details (what Hong says or does) and what they are
intended to support (that Hong is a role model for other seniors)

The response often requires the reader to make the connection between the reason provided for how
Hong is a role model for other seniors and the supporting detail(s) from the selection.

Code 30 response indicates considerable reading comprehension

response provides accurate, specific and relevant ideas and information from the
reading selection

The response uses specific and relevant support from the reading selection to clearly explain how Hong
is a role model for other seniors.
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 7

Code 10

Annotation: The response provides minimal support from the selection to explain how Hong is a
role model (because he is actually taking initiative to broaden his mind). The second sentence
(While others are experiencing a decline in brain function) is an extension of, rather than a support
for, the first statement.
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 7

Code 20

Annotation: The response explains how Hong is a role model (because he continues to mantain a
healthy lifestyle). There is vague support from the reading selection (less capable of everyday
challenges…improvement in his cognitive functions).
 EQAO OSSLT March 2016
Scoring Guide for Reading Open Response
Section IV Dialogue Question 7

Code 30

Annotation: The response uses specific and relevant support from the reading selection (“I should
do a Sudoku puzzle every day”, I’ve been considering joining the Chinese Seniors’ Centre again”)
to show how Hong is a role model (he supports activity and mental health, shows his commitment to
a healthy lifestyle).
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Topic Development
Section V

Writing Prompt: What piece of clothing best expresses your personality? Use specific details to explain how it
conveys who you are.

Code Description
Blank nothing written or drawn in the lined space provided

Illegible* response is illegible

An illegible response cannot be read (erased, crossed out, not in English, impossible to read).

The response comments on the task (e.g., I don’t know.).

Off topic* response is off-topic or irrelevant to the prompt

A typical off-topic response does not answer the question of the prompt.
A typical irrelevant response comments on the topic or simply restates the question.

Code 10 response is not developed or is developed with irrelevant ideas and information

The response

 identifies or describes an item of clothing or identifies or describes a personality trait but provides no
explanation
OR
 identifies or describes an item of clothing but provides an irrelevant or undeveloped explanation for
how it expresses the writer’s personality
OR
 identifies or describes a personality trait but provides an irrelevant or undeveloped explanation for how
it relates to an item of clothing.

Code 20 response is developed with vague ideas and information; it may contain some irrelevant ideas
and information

 The response identifies or describes an item of clothing and provides a vague explanation and/or
vague details to explain how it expresses the writer’s personality.

The response often requires the reader to make the connection between the support provided and what
it is intended to prove.

Code 30 response is developed with clear, specific and relevant ideas and information

 The response identifies or describes an item of clothing and provides a clear explanation for how it
expresses the writer’s personality using specific and relevant details.
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Topic Development
Section V

Code 10

Annotation: The response identifies an item of clothing (my purse) and provides an undeveloped
explanation that does not provide information about the way a purse expresses the writer’s
personality.
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Topic Development
Section V

Code 20

Annotation: The response identifies an item of clothing (my hat’s) and provides a vague explanation
of how the item expresses personality (when I don’t [wear one] I don’t feel like me; all my hat’s
have a thing on them that I am interested in so my hat’s show my interests).
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Topic Development
Section V

Code 30

Annotation: The response identifies an item of clothing (my socks) and provides specific and
relevant details to clearly explain how the item expresses personality (socks are always hidden in our
shoes and don’t come out much. That is basically me, I am really shy and I like to be independent
from others).
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Conventions
Section V

Code Use of Conventions

Insufficient
Insufficient  response provides insufficient evidence to assess use of conventions

Inadequate control of conventions

Inadequate  serious errors in syntax, grammar, usage, spelling and/or punctuation prevent
communication

Limited control of conventions

Code 10  rules of syntax, grammar, usage, spelling and/or punctuation are applied without
accuracy and/or consistency

Competent control of conventions

Code 20  rules of syntax, grammar, usage, spelling and punctuation are applied with
accuracy and consistency

Clarification of Descriptors for Conventions

 Insufficient evidence: The response is fewer than 15 words not including the repetition of the prompt.
 Control reflects the standard of written communication expected by the Ontario Curriculum to the end of
Grade 9.
 Conventions refer to syntax, grammar, usage, spelling and punctuation.
o Syntax refers to the rules that govern the ways words are combined and ordered to form meaningful
phrases, clauses, and sentences.
o Grammar refers to the set of rules governing the use of language. These include correct use of verb
tense, subject-verb agreement, pronoun use, etc.
o Usage refers to the correct use of words and phrases.
o Spelling refers to the forming of words with letters in an accepted order.
o Punctuation refers to the marks, such as period, comma, and parentheses, used in writing to separate
sentences and their elements and to clarify meaning.
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Conventions
Section V

Inadequate

Annotation: Serious syntax errors prevent clear communication (I usually wear long shoulders
cloth).
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Conventions
Section V

Code 10

Annotation: The response shows limited control of conventions. Syntax (the best piece of clothing
best expresses), spelling (chemis) and capitalization (My, Makes, Look) are applied without
accuracy.
 EQAO OSSLT March 2016
Scoring Guide for Short Writing Conventions
Section V

Code 20

Annotation: The response shows competent control of conventions. Spelling (representation) is

accurate. All sentences are structured correctly.