Scoring Guidelines

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Scoring Guidelines

• Virginia Grade
• Level Alternative

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Participation Criteria

• Does the student have a current IEP/504 plan?
• Does the student demonstrate his/her individual
  achievement of Standards of Learning content
  through means other than multiple-choice formats?
• As a result of a disability, the student is
  unable to demonstrate his/her individual
  achievement on the Standards of Learning test for
  the assigned course or grade level using
  available standard and/or non-standard
  accommodations and/or formats?

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Affidavit of Student Performance

• Scoring teams must have a signed affidavit
  confirming student collection submissions prior
  to scoring.
• Affidavits should be signed by any and all
  individuals (teacher and/or paraprofessional)
  that were present when the student created any
  products contained within the collection.

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Appeals

• A school division, teacher, student, parent or
  other school personnel may initiate an appeal of
  a VGLA score or audit result.
• An appeal of a student's VGLA score must be filed
  with the appropriate DDOT within 30 days of the
  actual score being reported.
• An appeal of a state audit result must be
  received by the DDOT within 30 days of the audit
  report finding.

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Audits

• Audits will be conducted in June and July of each
  assessment administration year.
• Random selection of 10 to 15 of submitted VGLA
  entries.
• Audited entries will be examined to confirm
  ratings, evidence submitted, signed affidavits of
  student performance, agreement between
  transmitted and official score reports, and
  demographic information.

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Scoring Team Make-up

• Division Director of Testing or designee(s)
• Director of Special Education or designee(s)
• School Division Authority(ies) on content area of
  submission
• 3-5 members
• Scoring teams may score VGLA entries and the
  DDOT or designee may enter ratings at a later
  time/date

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Scoring Team Responsibilities

• Under no circumstances may a single individual,
  parent, submitting student, or submitting teacher
  be a member, or act as, a scoring team for a
  specific VGLA.
• Scoring team members must not use membership on
  the VGLA Scoring Team to influence the collection
  of student submission materials.

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Evidence

• Evidence must demonstrate knowledge and/or skills
  articulated in the SOL being rated.
• Evidence submitted may prove more than one SOL.
• Evidence should demonstrate the full and complete
  individual achievement of the student on the SOL
  being rated.

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Scoring System

• VGLA Rubric
• and
• Score Point Descriptors

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VGLA Rubric
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Score Point 4

• There is ample evidence that the student has
  demonstrated the skills and knowledge stated in
  the Standard(s) of Learning being addressed and
  is proficient in all of the skills and knowledge
  stated in the standard(s).

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Example Score Point 4

• Standard of Learning United States History
• 11.4 The student will analyze the events and
  ideas of the Constitutional Era, with emphasis on
  b) issues and policies affecting relations among
  existing and future states, including the
  Northwest Ordinance.

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Score Point 3

• There is adequate evidence that the student has
  demonstrated the skills and knowledge stated in
  the Standard(s) of Learning being addressed, and
  it is clear that the student is proficient in
  most of the skills and knowledge stated in the
  standard(s).

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Example Score Point 3

• Standard of Learning Geometry
• G.1 The student will construct and judge the
  validity of a logical argument consisting of a
  set of premises and a conclusion.
• a) identifying the converse, inverse, and
  contrapositive of a
• conditional statement
• b) translating a short verbal argument into
  symbolic form
• c) using Venn diagrams to represent set
  relationships and
• d) using deductive reasoning, including the law
  of syllogism.

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Score Point 2

• There is some evidence that the student has
  demonstrated the skills and knowledge stated in
  the Standard(s) of Learning being addressed, but
  it is clear that the student is not proficient in
  many of the skills and knowledge stated in the
  standard(s).

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Example Score Point 2

• Standard of Learning United States History
• 11.12 The student will analyze and explain United
  States foreign policy since World War II, with
  emphasis on
• a) the origins and both foreign and domestic
  consequences of
• the Cold War
• b) communist containment policies in Europe,
  Latin America,
• and Asia
• c) the strategic and economic factors in Middle
  East policy
• d) relations with South Africa and other African
  nations
• e) the collapse of communism and the end of the
  Cold War and
• f) new challenges to America's leadership role
  in the world.

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Score Point 1

• There is little evidence that the student has
  demonstrated the skills and knowledge stated in
  the Standard(s) of Learning being addressed, but
  it is clear that the student is not proficient in
  many of the skills and knowledge stated in the
  standard(s).

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Example Score Point 1

• Standard of Learning Geometry
• G.11 The student will construct, using a compass
  and straightedge, a line segment congruent to a
  given line segment, the bisector of a line
  segment, a perpendicular to a given line from a
  point not on the line, a perpendicular to a given
  line at a point. On the line, the bisector of a
  given angle, and an angle congruent to a given
  angle.

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Discussion