Writing Excellence Four: Collaborative Scoring

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Writing Excellence Four Collaborative Scoring
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Colleagues in this session will

• Review the research about collaborative scoring.
• Identify the process of collaborative scoring.
• Participate in an actual scoring process.
• Identify places and times to implement
  collaborative scoring.

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Welcome to our presentation.

• Please take a moment to look at the rubrics that
  you brought.
• When you review the elements of an effective
  rubric, does your current writing rubric address
  each component effectively?
• Take a few minutes to look at the scoring rubric
  of your school.
• Share what you think is effective about your
  rubric.
• What might be ineffective.

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Clarity

• Good rubrics rate high in clarity when it is easy
  for everyone involved (students and teachers
  alike) to understand what is meant.
• Terms are defined, as is each level of
  proficiency.
• Samples of student work have been collected to
  illustrate the various levels of performance.

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Content

• Rubrics rate high in content when everything of
  importance is included-nothing of importance is
  left out.
• Rubrics do leave out things that are tangential
  to student success.

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Practical

• Good rubrics are practical when everything is
  easy to understand and apply.
• Students can use the criteria for self
  assessment.
• The information provided from rating is useful
  for deciding what to learn next.
• The number of ingredients are manageable.

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Fair

• The ratings of actual student performance are
  fair when they depict what students can do and do
  well.
• The results are valid. That means that
  independent raters including the student agree on
  the level of proficiency demonstrated.

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What do you like about the rubric? Improvements?

• Share some thoughts about what you like about the
  rubric?
• How can the rubric be improved?
• Lets take a few moments to discuss this. Please
  share your thoughts.

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Congratulations!

• These conversations are a big step toward the art
  of collaboration Communication.
• We are going to come back to the rubric. For now
  lets look to some reasons why collaboration is
  important.

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Why is collaboration important?

• In many schools, even though there is a scoring
  guide or a rubric, this rubric may be ignored or
  not implemented in all classrooms.
• Many teachers may feel uncomfortable with the
  rubric or not feel like they can explain the
  benchmarks to the students.
• Many teachers may feel like they are not as much
  as an expert because of differing expertise,
  years served, or background.

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A focal point for collaboration

• We all bring a differing
• Viewpoints
• Expertise
• Background
• These should all be valued as we work through
  the collaborative process.

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How to begin

• By reviewing your own state rubric as a team and
  making relevant revisions or changes.
• By creating a common language that each teacher
  will use given a specific grade/year/content
  area.
• By creating rubrics for the major assignments
  that you all share.
• By setting benchmark papers by the teachers and
  for the students to share and look at.
• By communicating the rubrics and standards to the
  stakeholders in the school.

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Guidelines for looking at student work

• Gather a team, or small group, of teachers
  together.
• Select a piece of student work. The sample should
  demonstrate a rich variety of student learning.
  It can be a work-in-progress, a final piece, or a
  document of a performance. Also collect the
  scoring guide or rubric used to assess that
  piece. Make copies for team members..

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Guidelines for looking at student work

• If someone in the group is not familiar with your
  unit of study, take a few minutes to introduce
  its overall purpose, the activities that have
  been conducted, and the work that has been
  generated.
• Discuss and write down one standard from the
  rubric that you expected students to address in
  this activity. What did you expect the students
  to know and be able to do?

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Guidelines for looking at student work

• Next, take a few minutes to look at the work as a
  group. Either read it aloud, or let each person
  take a turn looking at it.Write down the group's
  observations about the work. Then write down
  comments and questions. You might allow each team
  member to do this first individually and then
  share in turn.

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Guidelines for looking at student work

• Next, use your scoring guide or rubric to assess
  the piece of work. If you do not yet have a
  scoring guide, reread the standard you have
  identified and assess the work based on its
  criteria. (You might put together an informal
  rubric by doing this.)

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Guidelines for looking at student work

• Take a few minutes to discuss as a team the
  following questions What can you see from your
  observations, comments, and questions that will
  help you assess student learning? How might these
  observations determine your next steps as a
  teacher? Do these observations tell you anything
  new about your unit of study or classroom
  activities?

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Document your observationsNow answer these
questionsQuestion One

• What should students know and be able to
  do?Select one standard that is most directly
  related to the activity from which the student
  work was created. Please write out the entire
  standard.

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Question Two

• What were students asked to do?Clearly outline
  the activity or performance that students were
  asked to conduct. Use concrete examples.

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Question Three

• What story does the work tell?
• Take some time and look deeply at the student
  work.
• For your own use, record your observations,
  comments, and questions. Look specifically for
  evidence that your selected standard has been
  addressed. Analyze the student work using your
  standard to assess student learning. Using your
  observations as evidence, discuss how one can
  tell that the student has understood and
  synthesized the knowledge, skills, and concepts
  addressed in the standard.

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Question Four

• How good is good enough?Use your scoring rubric
  or other assessment tools to assess your sample
  of student work. Describe how the student has
  exceeded, met, or failed to meet the expectations
  set forth by the scoring rubric. Include a copy
  of the rubric if possible.

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Question Six

• How can your inquiry guide further
  instruction?Discuss what your inquiry into the
  sample of student work tells you about student
  learning, classroom instruction, and the
  assignment given. How might you do things
  differently in the future?

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A look at one scoring guide

• The terminology used in standards-based
  assessments can be confusing. Dr. Doug Reeves
  terms "scoring guides" and "rubrics" as
  interchangeable.
• Also, there are 4-point and 6-point rubrics used
  in different school systems with varying terms to
  describe each level.
• The model in this presentation uses a 4-point
  system and the terms exemplary, proficient,
  progressing and not meeting the standard for the
  different levels.

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The 4-point system a comparison to standards.

• Each task of an assessment is scored separately.
  The number of students who score at each level
  can and will vary tremendously. There is no
  grading on a curve. The students performance is
  compared to standards, not to other students'
  performances. The scores do not represent grades
  A through D. Each of the scores is explained
  briefly below.

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Score of 4

• Exemplary is more than grade appropriate
• A score of Exemplary should be given only to
  responses that include elements that are beyond
  the required elements of proficiency. The
  response includes a demonstration of exceptional
  higher-order thinking skills. This level of
  performance illustrates additional application or
  synthesis of knowledge. To be exemplary at the
  standard, the student has to handle more
  complexity, do more analysis, and/or demonstrate
  creativity.

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Examples of 4

• For example, the proficient student got the
  calculations correct and built the table and
  graph the exemplary student made additional
  predictions and estimations and noticed an
  exception to the general rule.
• The proficient student wrote about the book the
  exemplary student compared and contrasted it with
  three other pieces of literature, and drew
  additional conclusions about what was read.

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Score of 3

• Proficiency is the benchmark
• A score of Proficient indicates a level of
  performance that meets a important criteria of
  the applicable standard or standards. It
  represents complete mastery of the skills. The
  student must meet all of the list for a
  proficient score.

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Score of 2

• Performances that are Progressing must contain
  some, but will not contain all of the elements of
  a proficient score. A score of progressing can
  also be given to responses that contain all of
  the elements of a proficient also may contain
  additional incorrect or irrelevant information,
  Again the list of criteria for a progressing
  performance is not exhaustive, but demonstrates a
  level of quality that does not yet indicate a
  proficient performance.

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Thoughts on scores of 2

• It maybe appropriate to tell students and parents
  that receiving Progressing score on a task the
  first time it is done does not indicate a student
  is "behind." The tasks are designed to be
  rigorous, making teacher feedback and task
  revision a part of the learning process,

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Score of 1

• Not meeting the standards)
• Responses receive this score when the task is
  incomplete or when it is clear that the student
  did not understand the task The student should
  repeat the task before going on to the next task
  on the assessment. Students should be encouraged
  to continue revising thinking, and attempting
  until the task is mastered.

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Final Thoughts

• This collaborative process will allow you to
• Discuss your expertise with your fellow
  colleagues.
• Look to student work outside your classroom.

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An example of different levels of performance

• Here we use an example of learning to fly a
  plane
• Take some time with your group to determine what
  a proficient pilot is?
• An exemplary pilot?
• A progressing pilot?
• A pilot who is not meeting the standards?

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Who would you feel comfortable with as a
passenger and why?

• Take a moment to share your thoughts.
• Discussion

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For current implementation

• Please identify the times and places you have
  implemented for collaborative scoring.
• Create a schedule for refining the rubrics
• Please create a scoring checklist for your team
  or grade.

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Thank you ?

• Thanks for being with me today. I have enjoyed
  our work together.
• Have a great week ?