• Previously Used Writing Prompts

• Nevada Writing Assessment Scoring Guides and Annotated Writing Samples

• Background and Purpose of Nevada Writing Assessment Program

• A History Of Nevada Writing Assessment

• Contact Us

To view the Procedures for the Nevada Proficiency Examination Program 2009 - 2010 binder, click here --> Nevada Testing Procedures.

• HSPE Writing Test Coordinator's Manual (pdf)

• HSPE Writing Administration Manual (pdf)

• 5th & 8th Grade Writing Test Coordinator's Manual (pdf)

• 5th & 8th Grade Writing Administration Manual (pdf)

NEVADA’S WRITING ASSESSMENT PROGRAM

Nevada tests students in writing at three grade levels: fifth grade; eighth grade; and eleventh grade. The tests are performance-based, and students are asked to produce a writing sample that is then scored by trained readers. The results of the three writing tests are used for determining Adequate Yearly Progress for schools.

High School Proficiency Examination in Writing (HSPE in Writing)

Developed in the late 1970s, this test has been required for graduation from high school from 1983 to the present. Students write to two prompts that are drawn from the genres of narrative/descriptive, informative, and persuasive. The writing samples are each one page in length, and most students complete their work within a two hour session. If students need more time to complete their work, they may be given more time. The tests are scored by trained readers who are current or retired Nevada teachers. Each writing sample is scored independently by two different readers using a holistic rubric (scoring guide) on a 1 to 6 point scale. The scores from the two readers for each response are added together to provide a score for the each of the two prompts. The scores for each response are then averaged to give a total writing score. Students must receive a total score of 7.0 or better to pass the test.
 

Students first take the test in November of their junior year. There are additional opportunities for students to pass the test prior to graduation. (See the Testing Calendar).

Eighth Grade Writing Proficiency Examination - Purpose of the Assessment

The purpose of the Nevada Proficiency Examination in Writing at grade eight is to provide administrators, teachers, parents, and students with information about student proficiency in writing. Specifically, Nevada law mandates that a student who fails to "demonstrate adequate achievement in writing may be promoted to the next grade, but the results of this examination must be evaluated to determine what remedial study is appropriate." (NRS 398.015) The analytic trait format of the test is designed to give information that will assist with specific guidance for further writing instruction. The results of this test will be used in determining Adequate Yearly Progress for schools. The writing scores will be combined with the reading scores to determine the school’s participation rate and proficiency level with the Nevada State Language Arts Content Standards.

• Number of topics: One with prompt from narrative, expository or persuasive genres

• Length of writing: No more than one page

• Use of Regular English dictionaries permitted, including bilingual dictionaries that are word-for-word translations with no extra explanatory information. (A thesaurus or other specialized dictionaries are NOT allowed.)

• Administration: Approximately two 35-minute writing sessions

  • Session One: prewriting, rough draft, revision

  • Session Two: revision, editing, final draft, proofreading

8th Grade Scores: A composite total of 12 or more for all four traits is required to demonstrate that the student meets the standard on this assessment. A score of three or better on an individual trait indicates the student meets the standard on that trait.

Fifth Grade Writing Proficiency Examination - Purpose of the Assessment

The purpose of the Nevada Proficiency Examination in Writing at grade five is to provide information for students, teachers, parents and administrators to use to focus on specific areas for individual assistance in writing instruction that will lead to practice with and attainment of the statewide writing standards. This test is also used in determining Adequate Yearly Progress for schools because it measures three of the English Language Arts Content Standards. The scores on this test are combined with the reading test scores to determine a school’s participation rate and proficiency level with Nevada’s English Language Arts Content Standards.

• Number of topics: One with prompt from narrative, expository or persuasive genre

• Length of writing: No more than one page

• Use of Regular English dictionaries is permitted, including a bilingual dictionary with word-for-word translation only. (A thesaurus or other specialized dictionaries are NOT allowed.)

• Administration: Three writing sessions

  • Session One: prewriting, rough draft, revision (approximately 65 minutes)

  • Session Two: drafting, revision, editing (approximately 50 minutes)

  • Session Three: revision, editing, final draft, proofreading (approximately 50 minutes)

5th Grade Scoring: This test was designed to assist teachers and students with writing instruction in their classrooms. For grade five, a composite score of 12 or above on all four traits on the examination indicates the student meets the standard for this grade level. A score of 3 or above on an individual trait indicates the student meets the standard on that trait for that grade level.

FOR BOTH 5TH AND 8TH GRADES Method of Scoring

Each student’s writing will be read by two trained teachers and scored on each of four writing traits: ideas and content (development), organization, voice, and conventions. Each student will receive a score of 1 to 5 (a 5 being the highest score possible) for each trait. The scores received on each trait will be added together to determine the composite score. The following score ranges will be used to determine achievement levels:

The Developmental 5-Point Scale

The scoring guide’s 5-point scale can be conceptualized as a developmental continuum, yielding descriptive and prescriptive information for curriculum and instruction as illustrated in the scale below.

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