all about scoring the beginning steps - gedresponse 1: this letter written to senator wayne morse by...

All About Scoring Spring 2015

© Copyright GED Tes=ng Service LLC. All rights reserved 1

GEDtestingservice.com • GED.com

All About Scoring The Beginning Steps

September 22, 2015

1


Welcome!

•  Daphne Atkinson, GED Testing Service

•  Debi Faucette, GED Testing Service

•  Bonnie Goonen, Consultant to GEDTS

•  Susan Pittman, Consultant to GEDTS

2


Session Objectives

•  Deepen your understanding of scoring Constructed Responses (CR)

•  Review sample writings and scoring for traits

•  Overview/review the Educator Scoring Tools

•  Answer common questions & provide some tips for better outcomes

3




Constructed Responses

What are the expectations for extended responses?

4


Purpose of Extended Response

To provide test-takers with an opportunity to demonstrate

•  Knowledge of writing conventions in English

•  Understanding of what they’ve read

•  How well they use evidence to build arguments

•  Their ability to clearly communicate their thinking in their own words

5


Writing a Constructed Response – A Quick Review

6

Closely Read Stimulus and Unpack the Prompt

Develop Your Claim/Argument (Analyze/Evaluate)

Support It with Evidence and Connections

Identify a Counterclaim and Rebuttal

Draft Your Writing Sample

Revise and Edit before Publishing




Research basis

G. Hillocks (2010) points out that “many teachers begin to teach some version of argument with the writing of a thesis statement [but] in reality, good argument begins with looking at the data that are likely to become the evidence in an argument and that gives rise to a thesis statement or major claim.”

7

Hillocks, G. (2010) Teaching argument for critical thinking and writing: An introduction. English Journal 99(6) 24-32


Updated Guidelines and Quick Tips for Test Takers

8

http://www.gedtestingservice.com/educators/2014testresources

Webinar Guide – pp. 3 & 4


Prompts and Stimulus Materials

9

Compare and Contrast




RLA Prompt Format Analyze the arguments presented by [author] and [author]. In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from the passage to support your argument. Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete. The response should be 5-7 paragraphs and 300-500 words

10


RLA Prompt Analyze the arguments presented in the press release and the letter to the editor.

In your response, develop an argument in which you explain how one position is better supported than the other. Incorporate relevant and specific evidence from both sources to support your argument.

Remember, the better-argued position is not necessarily the position with which you agree. This task should take approximately 45 minutes to complete.

The response should be 5-7 paragraphs and 300-500 words

11


Read the Stimulus Materials

12

Webinar Guide – pp. 8 & 9




Scoring Extended Responses

Scoring is Understanding

13


Trait 1 •  Develop the argument •  Cite relevant evidence

•  Explain how the evidence is connected to the argument and why it is important

Webinar Guide – p. 5


What are the differences? Trait 1

•  Read Response 1 for Trait 1

•  Review the scoring rubric as needed

•  Identify the following: – Analysis/Evaluation of the Issue

– Argument/Claim

– Text-Based Evidence and Connection

15




GEDtestingservice.com • GED.com 16

Evidence “a resident…is more

credible…as compared to a representative”

“factual information” “backed by logical

explanations and facts with few speculations”

Counterclaim “mainly specked with anticipation and hopes” rebutted by the author of the letter

Analysis/Evaluation “press release and letter …

offer positions that are supported by both fact and

opinion”

Claim “While both sides make an acceptable case, the letter provides a better-supported

argument.”




•  Review the scoring rubric as needed

•  Identify the following: – Analysis/Evaluation of the Issue


– Text-Based Evidence and Connection

17






Trait 2

•  Provide fully developed ideas

•  Use a structure that is logical and conveys message and purpose of the response

•  Maintain formal style •  Use words to express

ideas clearly Webinar Guide – p. 6



Reread Response 1.

Check for each of the following:

•  Are the ideas fully developed?

•  Is there an organizational structure that is logical?

•  Is it written in a formal style?

•  Is the vocabulary precise?

20



successful organizational structure

formal style and appropriate tone

logical progression of ideas

development of ideas through transitional

devices and evaluation/analysis of specific points




Trait 3

•  Use varied sentence structure that provides a level of fluency in the response

•  Demonstrate competency of conventions

•  Limit errors in mechanics and usage by editing as needed



Straight talk about…“Earned” Zeroes

Main reasons for “Earned” Zeroes •  Choosing the right evidence, but by quoting the

material extensively rather than by explaining or paraphrasing

•  Not enough of their own writing is available to be assessed

•  Too many test-takers are merely summarizing the arguments made by each author rather than creating their own arguments

23


What is meant by original text?

24

Now the safety issue comes up again, in the yearly switch to and from DST. One study shows pedestrian fatalities from cars increased immediately after clocks were set back in the fall. Arguments continue with another study that shows 227 pedestrians were killed in the week following the end of DST compared with 65 pedestrians killed the week before DST ended. lt is also stated that the adjustment period drivers endure each year is a dangerous time for pedestrians, and DST may be the reason. Instead of a gradual transition in the morning or afternoon by just minutes of sunlight each day, the immediate shift of one hour forward or backward fails to provide drives and pedestrians time to adjust. These opponents believe the consideration of cost and confusion are simply not worth all of the trouble. With everything there are pros and cons no matter what, so in the end we can only hope the good outweighs the bad.






Check for each of the following:

•  Does it contain varied sentence structure? •  Does it show a clear understanding and

application of conventions?

•  Does it have limited errors in mechanics?

•  Is there enough “original” text for it to be scored?

25 Webinar Guide – p. 10



Social Studies Multi-Trait Scoring Rubric

27




Social Studies Prompts In your response, develop an argument about how [passage author’s] position in the [passage document type] reflects the enduring issue expressed in the quotation from [source of quotation]. Incorporate relevant and specific evidence from the quotation, the [passage document type], and your own knowledge of the enduring issue and the circumstances surrounding [event/issue described in the passage] to support your analysis. Responses should be 4-6 paragraphs, 200-400 words

28


Social Studies Prompts In your response, develop an argument about how the author’s position in his letter reflects the enduring issued expressed in the excerpt from Federalist 51. Incorporate relevant and specific evidence from the excerpt, the letter, and your own knowledge of the enduring issue and the circumstances surrounding the Tonkin Gulf Resolution to support your analysis. Responses should be 4-6 paragraphs, 200-400 words

29


Stimulus Materials

30


“In order to lay a due foundation for that separate and distinct exercise of the different powers of government, which to a certain extent, is admitted on all hands to be essential to the preservation of liberty, it is evident that each department should have a will of its own…”

James Madison, Federalist 51, 1789




The Three Traits for SS ER

•  Trait 1: Creation of Arguments and the Use of Evidence

•  Trait 2: Development of Ideas and Organizational Structure

•  Trait 3: Clarity and Command of Standard English Conventions

31

Webinar Guide – pp. 14-15


Social Studies Extended Response Rubric

32

Webinar Guide – pp. 14-15


Trait 1


•  Review the scoring rubric as needed •  Identify the following:


– Evidence

– Connection to the Prompt and Source Texts

– Writer’s Knowledge of Historical Context

33





What’s my score? Response 1:

This letter written to Senator Wayne Morse by Ralph H. Roberts in regards to his vote with the minority of the Congress against the Tonkin Gulf Resolution reflects the issue of the separation of federal powers outlined in the excerpt from James Madison's "Federalist 51." In the excerpt, Madison states that each department of the government should have a "will of its own," because it is necessary for the "preservation of liberty." The letter was written during the time just before the outbreak of what is now known as the Vietnam War. The Tonkin Gulf Resolution was passed by Congress in August of 1964 when President Johnson asked for it to justify his unconstitutional act of war against the offenders. The power to declare war lies not solely with the President, but with the Congress.

Roberts, in writing his letter to one of the Senators who voted against the passing of the resolution, perhaps unknowingly sided with James Madison's view on the separation of powers in the government. When the U.S. Constitution was written, America was in the process of completely relinquishing the hold on the country by who they viewed as a dictator. The American people did not want to go from one absolute ruler to another, so the Continental Congress wrote a system of checks and balances into the Constitution, in order to ensure that no one man or woman would control the nation. This relates to the Tonkin Gulf Resolution in that President Johnson had no right to take military action before an approval of a declaration of war against North Vietnam. The only reason this was able to be overlooked was that America was deep in the Red Scare, and anything at the time that was used to prevent the spread of Communism would be supported by the people.

With Senator Wayne Morse's disapproval of the Tonkin Gulf Resolution, he showed that he would support the Constitution as it was written. Roberts admires his ability to "take [his] oath to support and defend the Constitution very seriously." It can be shown through his admiration of Senator Morse's decision that Roberts is also one who believes that no single person should be in charge of the nation, and that the Constitution applys to every U.S. Citizen, no matter what position of power he or she is in.

The separation of powers in the United States Government is very important to the nation's central values. President Johnson's actions in 1964 were unconstitutional, but the attitude of many people during that time allowed it to be justified to them. There were few people who would stand up and say that the Constitution should be upheld no matter the situation, and Senator Wayne Morse was one of them. Ralph H. Roberts was one citizen who admired this, and, if he were alive at the time, James Madison would undoubtedly admire it as well.

34

It’s a 2 for Trait 1! •  Response generates a clear argument of how the

enduring issue is reflected in source texts •  Evidence from letter to support the analysis •  Information from the writer’s own knowledge of

historical context to support argument



What’s my score? Response 2:

ln Federalist 51, it is stated that each branch of the government needs to have its own will and be free from the influence of the other branches. The author states that Congress has given some of its power to the president. As a result, the president now has a level of authority that was once held only by the legislative branch of the government. This can be taken to mean that the president now has more power than the other two branches when it comes to excecuting laws and orders to govern the people in response to the Vietnam crisis. The division of power between three branches of government was meant to hold a system of checks and balances in order to prevent one person or group of people from holding too much power over the country, its laws, and its people. By giving suplimentary power to the president, there is a chance that the intended balance has been disrupted, and one branch now holds more power than the others. This could be seen as having the possibility to jeprodize the freedom of the American people, as one person may now take any action they choose and have little force able to oppose them. This is especially troubling when it comes to war, as it can mean that the one with power can now force citizans to fight, and possibly die, for a cause they may or may not support. If the president can force citizans to fight for his own cause, how is this any different from being under the rule of a dictator or monarch? The system of power seperated into three independent branches was intentionally designed to prevent one person or group of people from having complete and absolute power over the country and its citizans. By shifting the balance of power, Congress has jeprodized the nation and its people. As a result, we may well be on our way to returning to the days of kings. 35

It’s a 1 for Trait 1! •  Response generates an argument of how the

enduring issue is reflected in source texts •  Cites some evidence from the texts •  Establishes a connection to the prompt and texts •  No historical information provided other than what

is in text



Why Focus on Trait 1?

•  Is pivotal from a skills perspective

•  Builds a solid foundation for cross-cutting skills (think SS & SCI)

•  Provides the basis for demonstrating Trait 2 (organization and development of ideas) and Trait 3 (standard English conventions)

36




The Educator Scoring Tool

37

Scoring Templates for Use in the Classroom


The Educator Scoring Tool •  Reflects a process similar to the one

that trained scorers use

•  Breaks down the dimensions of the rubric into smaller, more easily definable sub-dimensions

•  Helps analyze the student’s response more closely

•  Provides the student and you with the information needed to build an instructional plan

38


Multiple Reads ARE Required

•  When you edit a document…you don’t read for organization, grammar, and overall development of ideas simultaneously

•  You will need to read at least once for each trait

•  It becomes easier the more you practice •  Once internalized, you won’t need the

scoring tool as much…perhaps only occasionally

39




RLA Educator Scoring Tool

Sub-Dimension

Trait

Dim

ensio

n

Tally Mark

40 RLA Scoring Tool


Scoring a Trait

Totals 0 x # of marks

1 x # of marks

2 x # of marks

Sum total of marks to left

Final Trait Score Divide total above by the number of sub-dimensions (12)

41

RLA Scoring Tool


After some experience…

•  Use it as a general guide but may not need to fill it out completely for every test-taker response

•  Will likely discover that you can quickly determine all three scores for a response simply by reading a response three times (to consider each trait)

42




SS Educator Scoring Tool

Sub-Dimension

Trait

Dim

ensio

n

Tally Mark

43


Rubrics and Tools

•  RLA Multi-Trait Scoring Rubric •  SS Multi-Trait Scoring Rubric •  ER Resource Guides •  ER Self-Scoring Tools •  ER Answer Guidelines •  ER Tip Sheet http://www.gedtestingservice.com/educators/

constructedresponse

44


Concluding Thoughts

45




Get acquainted: ER Scoring Tools

46


Download the Updated Resource Guides

http://www.gedtestingservice.com/educators/2014testresources


New Laminated Boards

Two new double-sided boards will include:

•  Board 1 –  Side 1: Math Formula Reference Sheet

–  Side 2: Calculator Reference Sheet

•  Board 2 –  Side 1: RLA Extended Response Answer Guidelines

–  Side 2: SS Extended Response Answer Guidelines

•  Targeting Nov. 1 for shipment to test centers

48




www.gedtestingservice.com

49


It’s All About Our Students! •  Review the sample responses

from GEDTS

•  Closely examine the annotations

•  Help students understand the prompts and what is being asked

•  Use the rubrics and scoring tools to evaluate student work

•  Discuss enduring issues and provide students with opportunities to connect historical background knowledge to each type of issue

•  Provide ample practice in class using a variety of materials

50


Questions & Comments

51




Thank you!

52

[email protected]

[email protected]

[email protected]

all about scoring the beginning steps - gedresponse 1: this letter written to senator wayne morse by...

Documents