Schülertexte beurteilen im Licht von Bildungsstandards, Kompetenzrastern und Unterrichtsalltag

In the course of the standard-based diagnostic of writing skills, instruments meeting fairly high psycho-metric standards have been developed. The evaluation charts used for this purpose, however, are not suitable for teachers' needs, as they are too voluminous or too time-consuming. For classroom pur-poses, scoring criteria must be reduced, concentrated and modified. The article exemplifies the devel-opment of such evaluation charts for teachers using one essay writing task developed in the project "Evaluation and implementation of educational standards – German". Relevant linguistic categories as well as task-specific criteria are considered.