a framework to move from common core to classroom practice ldc scoring session puget sound esd -...
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A framework to move from common core to classroom practice
LDC Scoring SessionPuget Sound ESD - Reach Associates
February 11, 20141
Outcomes• Understand the 7 elements and scoring used on
the LDC Rubrics• Calibrate scoring • Collaboratively score student work• Use student work to revise and/or develop mini-
tasks that meet needs of students and are aligned to instructional shifts and grade level demands of the Common Core
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Instructional Shifts of the Common Core
Increasing rigor and relevance Sharing responsibility of teaching reading and writing
across content areas Building knowledge through content-rich nonfiction and
informational text Reading, writing, speaking and listening grounded in
evidence from texts Practicing regularly with complex text and its academic
vocabulary Emphasizing 3 modes of academic writing
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Silent Conversation
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Silent Conversation
Box 1: Write one challenge you are facing with the implementation of LDC. Write your challenge in the form of a question.
Box 2: Respond to the question, offering support and at least one valid suggestion.
Box 3: Respond to the original question, your thoughts on the suggestion in Box 2, and at least one more suggestion.
Box 4: Respond to the original question, your thoughts on the suggestion in Boxes 2 and 3, and at least one more suggestion.
Box 5: Your reaction and plan of action.
Why Rubrics for Scoring?
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Should Congress repeal the ban on incandescent light bulbs set for 2014? After reading a variety of informational and persuasive texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
Read the student’s final product. Assign it a grade of A-B-C-D-F
LDC Rubrics – Scoring v. Grading
• The LDC rubric is constructed for classroom use and to provide feedback to students and teachers.
• It is for feedback. • It is not a summative rubric, as might be used
in state exams to measure a set of absolute criteria.
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LDC Rubrics – Scoring v. Grading
It helps students know… expectations before the task is completed, where their strengths and weaknesses are after the task is completed.
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LDC Rubrics – Scoring v. Grading
•It helps teachers gauge the effectiveness of their instructional choices and delivery.
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LDC Rubrics – Scoring v. Grading
•This rubric is designed for teaching that looks for progress, NOT failure. •No one fails. •Students use the feedback to improve - as do teachers.
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Basics on Rubric• Seven scoring elements• Four performance levels• Four correlating score points
• plus mid-point scores 14
Scoring Rubric for Argumentation Template Tasks
Scoring Elements
Not Yet Approaches Expectations Meets Expectations Advanced
1 1.5 2 2.5 3 3.5 4
Focus Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately and establishes a position, but
focus is uneven.
Addresses prompt appropriately and maintains a clear, steady focus. Provides
a generally convincing position.
Addresses all aspects of prompt appropriately with a consistently strong
focus and convincing position.
Controlling Idea Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims.
Establishes a claim. (L2) Makes
note of counter claims.
Establishes a credible claim. (L2) Develops claim and counter claims
fairly.
Establishes and maintains a substantive and credible claim or proposal. (L2)
Develops claims and counter claims fairly and thoroughly.
Reading/ Research
Attempts to reference reading materials to develop response,
but lacks connections or relevance to the purpose of the
prompt.
Presents information from reading materials relevant to the
purpose of the prompt with minor lapses in accuracy or
completeness.
Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.
Accurately and effectively presents
important details from reading materials to develop argument or claim.
Development
Attempts to provide details in response to the prompt, but lacks
sufficient development or relevance to the purpose of the
prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.
Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3)
Makes a connection with a weak or unclear relationship to
argument or claim.
Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3)
Makes a relevant connection to clarify argument or claim.
Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or
claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth
to reasoning.
Organization Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational structure for
development of reasoning and logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate organizational structure to address specific
requirements of the prompt. Structure reveals the reasoning and logic of the
argument.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances
development of the reasoning and logic of the argument.
Conventions
Attempts to demonstrate standard English conventions, but
lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Demonstrates an uneven command of standard English
conventions and cohesion. Uses language and tone with
some inaccurate, inappropriate, or uneven features. Inconsistently
cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of
the prompt. Cites sources using appropriate format with only minor
errors.
Demonstrates and maintains a well-developed command of standard English
conventions and cohesion, with few errors. Response includes language and tone
consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using
appropriate format.
Content Understanding
Attempts to include disciplinary content in argument, but
understanding of content is weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows
basic or uneven understanding of content; minor errors in
explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient
explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough
explanations that demonstrate in-depth understanding.
Deconstruct the Rubric
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Focus
Controlling Idea
Reading/Research
Development
Organization
Conventions
Content Understanding
Controlling Idea• Start with ‘3 – Meets Expectations’
• Similarities - Highlight the words that are included in every level of controlling idea. What do you see?
• Differences - Underline the distinguishing words in every level of controlling idea. What is required for a student to improve their skills in this element?
Scoring Element
1 1.5 2 2.5 3 3.5 4
Controlling Idea
Attempts to establish a claim, but
lacks a clear purpose.
Establishes a claim.
Establishes a credible claim.
Establishes and maintains a
substantive and credible claim or
proposal.
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Organization
• Start with ‘3 – Meets Expectations’• Similarities - Highlight the words that are included in
every level of controlling idea. What do you see?• Differences - Underline the distinguishing words in every
level of controlling idea. What is required for a student to improve their skills in this element?
Scoring Elements 1 1.5 2 2.5 3 3.5 4
Organization
Attempts to organize ideas,
but lacks control of structure.
Uses an appropriate organizational structure for
development of reasoning and
logic, with minor lapses in structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt. Structure
reveals the reasoning and logic of the
argument.
Maintains an organizational structure that
intentionally and effectively enhances the presentation of
information as required by the specific prompt.
Structure enhances development of the
reasoning and logic of the argument.
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Focus• Look at the ponds with ducks swimming in
different patterns.• Use the Scoring Element Focus on your rubric to
determine ascending order.• Write down the correct letter sequence.
• Lacks focus• Focus is uneven• Clear, steady focus• Consistently strong focus
A B C D
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Understanding Focus
C A D B
“lacks focus”
“focus is uneven”
“clear,steady focus”
“consistentlystrong focus”
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Focus
• How steadily and thoroughly does the student address the prompt?
Scoring Element
1 1.5 2 2.5 3 3.5 4
Focus
Attempts to address
prompt, but lacks focus or is off-task.
Addresses prompt
appropriately and establishes a
position, but focus is uneven.
D: Addresses additional demands
sufficiently.
Addresses prompt appropriately and maintains a clear,
steady focus. Provides a generally convincing position.
D: Addresses additional demands
sufficiently.
Addresses all aspects of prompt appropriately with a consistently strong focus and
convincing position. D: Addresses
additional demands with thoroughness and
makes a connection claim.
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Is It Possible?
• Could a student possibly earn a 4 for controlling idea and a 1 for focus?
• Think of an example. 25
Reading and Research
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Scoring Element
1 1.5 2 2.5 3 3.5 4
Reading/ Research
Attempts to reference reading
materials to develop
response, but lacks
connections or relevance to the purpose of the
prompt.
Presents information from reading
materials relevant to the purpose of the prompt with
minor lapses in accuracy or
completeness.
Accurately presents details from reading
materials relevant to the purpose of
the prompt to develop argument
or claim.
Accurately and effectively presents
important details from reading
materials to develop argument or claim.
• How does the student transfer relevant content from the reading materials to the writing product?
Development• How thoroughly does the student provide and explain
details in support of the controlling idea?
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Scoring Element 1 1.5 2 2.5 3 3.5 4
Development
Attempts to provide details in response to the
prompt, but lackssufficient
development or relevance to the purpose of the
prompt.
Presents appropriate details to support and
develop the focus, controlling idea, or claim, with minor
lapses in the reasoning, examples, or explanations.
Presents appropriate and sufficient details to
support and develop the focus, controlling idea,
or claim.
Presents thorough and detailed information to effectively support and
develop the focus, controlling idea, or claim.
Conventions• How much command does the student have over
standard English conventions, cohesion, and sentence structures?
• How appropriate are language and tone?• Are citations of sources appropriate? 2
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Scoring Element
1 1.5 2 2.5 3 3.5 4
Conventions
Attempts to demonstrate
standard English conventions, but
lacks cohesion and control of grammar,
usage, and mechanics. Sources
are used without citation.
Demonstrates an uneven command of
standard English conventions and
cohesion. Uses language and tone with some inaccurate,
inappropriate, or uneven features. Inconsistently
cites sources.
Demonstrates a command of standard English
conventions and cohesion, with few errors.
Response includes language and tone appropriate to the
audience, purpose, and specific requirements of
the prompt. Cites sources using appropriate format with only minor errors.
Demonstrates and maintains a well-developed command
of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and
specific requirements of the prompt. Consistently cites sources using appropriate
format.
Conventions
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On your handout, read Paragraphs A, B,
C, D.
Assign a Conventions score to
Paragraphs A, B, C, and D and provide a
brief scoring rationale.
Discuss your scores and rationales with
others at the table.
Paragraph B
Convention Score = 1•Attempts to demonstrate a command, but lacks control in standard English conventions and cohesion•Spelling, grammar usage errors interfere with communication
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Paragraph D
Conventions Score = 2•Uneven command in standard English conventions and cohesion•Sentence structure, grammar and mechanics begin to interfere with understanding•Many errors relative to complexity of sentence structures
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Paragraph AConventions Score = 3•Solid control of sentence structure and standard English conventions•Appropriate language and tone•Few errors
• Misspelling (incandescent)• Minor lapse in punctuation (apostrophe)
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Paragraph C
Conventions Score = 4•Well-developed control of sentences•Maintains an effective tone•Intentional use of language•Consistent control of standard English conventions
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Content Understanding
• How firmly does the student grasp the relevant content?
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Scoring Element
1 1.5 2 2.5 3 3.5 4
Content Understanding
Attempts to include
disciplinary content in
argument, but understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt; shows
basic or uneven
understanding of content;
minor errors in explanation.
Accurately presents
disciplinary content relevant
to the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-
depth understanding.
Scoring Principles1. Know the rubric.2. Trust evidence, not intuition.3. Match evidence to language in the rubric.4. Weigh evidence carefully’ base judgment on the
preponderance of evidence.5. Know your biases; leave them at the door.6. Focus on what the student does, not on what the student
does not do.7. Isolate your judgment. One bad element does not equal a
bad paper.8. Resist seduction. One good element does not equal a good
paper.9. Recognize direct copy or plagiarism.10. Stick to the rubric!
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Using the LDC Rubrics for Scoring Paper X
7 Elements at Tables
Table Calibration
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oFocusoControlling IdeaoReading/ResearchoDevelopmentoOrganizationoConventionsoContent Understanding
Calibrating Scoring: Whole Group
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Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. 1/12/12
Global
Would you cut your life span in half to work for low pay? The industrial revolution’s cost to society was large. During the industrial revolution, before 1842 there were no protection laws (Reading #4). This led to the poor working conditions and shortened life expectancy. The working conditions were bad, diseases spread and child abuse was a serious problem. The achievements of the industrial revolution weren’t worth the cost to society. In 1842 a farmer in a rural area could expect to live 38 years. However, in 1842 a worker in the city of Manchester could expect to live 17 years (Reading #2). This was because of the poor working conditions I factories and pollution in Manchester. Factories were badly ventilated, dark and poorly constructed. The bad ventilation and long working hours led factory workers inhaling a lot of smoke. Also the amount of smoke coming out of factories polluted the air around the cities. The costs to society weren’t worth it, poor working conditions and pay, led to poor living conditions, for people lived in slums which were all they could afford. Diseases accounted for many deaths in cities during the industrial revolution (Reading #7). With a lack of hygiene, little knowledge of sanitary care, and no knowledge of what caused these diseases or even how to cure them diseases could be devastating. There were four major diseases that were incurable at the time, they were cholera, tuberculosis, typhoid and typhus. In London it is thought that seven thousand people died because cholera (Reading #17) and TB killed 1/3 of all those who died in Britain from 1800-1850. The cost to society wasn’t worth the cost to society because thousands of people died because of the poor conditions. Child abuse was very serious during the industrial revolution. There was no age limit for child labor, In Wilson’s mill Hannah Goode believed the youngest child working there was 7. She also say William Crooke the over looker beat the children if they did their work wrongly (Reading #7). Factory work was unfitted for children. They were cooped up in a heated atmosphere, debarred of necessary exercise and remaining in one position for a series of hours. Its effects are bad for the physical growth of a child. The children also worked at most nineteen hours. The amount of time these children spent working in these conditions debarred their health and the abuse made it worse. The costs to society weren’t worth the accomplishments. Even though there is evidence some may still say the accomplishments were worth the cost. Some believe that the technological advances were worth the costs to the people. They may also say that the industrial revolution led to what is going on today. However, the technology advancements had effects on the health of the people because more machines used coal which led to pollution. Also if the achievements led to what is happening today it’s also not that good with global warming going around. The achievements weren’t worth the cost to society because the costs were many people healthy lives. In conclusion, the costs to society weren’t worth the accomplishments. The working conditions were terrible. Disease spread very fast in industrial cities. Children were abused in factories. All in all it was terrible for all factory workers.
Grading• 3.5• 2.0• 2.5• 2.0• 4.0• 2.5• 2.0• Total = 18.5
• 18.5 divided by 28 total points = .66• 18.5 divided by 7 elements = 2.64
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Reconnecting Conversation
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Questions to Ask Ourselves: -What instruction is needed?
-What might be future mini -tasks?
-What skills and instruction need to be considered in future modules?
Section 4: What Results
Reflecting on the Scoring Process and Scoring Student Work
• Strengths noted student’s product?
• Areas of weakness noted in student's product?
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Based on what you are noticing…• How can we revise mini-tasks based on
rubric results?
• Supporting students individually as well as whole class instruction.
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• Skill and Definition (what the student needs to be able to do)
• Instructional Strategies (effective strategies to teach the specific skill)
• Pacing (how long) • Prompt (what I will tell students they will do during
the day’s instruction)• Product (authentic work sample from the day’s
instruction)• Scoring (criteria defining to what degree students
accomplish the day’s skill) 42
Mini - Tasks
Scoring Session
• Use this time to work with in pairs or triads to collaboratively score student work.
• Take note of a praise points for each product.• Suggest a teaching point for each product.
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