coddle creek elementary october 31, 2012 scoring open- ended items
TRANSCRIPT
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Coddle Creek ElementaryOctober 31, 2012
Scoring Open-Ended Items
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Secrets of Successful PLCs
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Gridded Response• Plan to incorporate at least 1 of these items on each CA in
grades 3-5…..possibly at 2nd towards end of year.
• We will discuss more in PLCs
• Basically, this is a consideration for new testing.
• Example of coding answer:
If the answer is 8…..000008 8 0008
But Not……………. 80000 800
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• Begin to align assessments to SBAC, MSLs, etc., which will include open-ended/extended response items
• Check to see how students across the district are progressing with rigor of Common Core
• Match learning target to assessment method
– Extended written response items can get at deeper levels of knowledge
WHY open-ended items?
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Look at the Anchor Standards for Reading and Writing.
Where do open-ended items fit in?
Common Core asks students to write…
• Arguments using valid reasoning & sufficient evidence
• Informative/explanatory texts
• Narrative texts
Connections with Anchor Standards
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• Score each sample using the rubric provided.
• Discuss your ratings and challenges with your team.
• What did you notice that has implications for your planning today?
Practice Round….
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What if…
• You have an “iffy” response?
• You don’t understand what the child wrote and need more information?
• Student provides a great explanation but shows no drawing of work?
• Rubric signifies partial vs. complete responses… this may need to be defined as a group!
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• Use a copy of ELA benchmark
• Someone from your team will leave feedback on benchmark plus/delta site
• Each assessment needs 2 scores. If you disagree…discuss it and ask for a third opinion
• You can learn lots about students and instructional practice while you’re scoring. Use your 4 square notes to:
– Identify misconceptions
– concepts students are excelling in or struggling with
– areas in need of re-teaching (trends and patterns of misunderstanding)
– focus groups of students who need specific instruction
Process for scoring
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• Teachers will report number of 0, 1, and 2 point scores
• Vonnie needs scores from PLC Chairs by Friday, Nov. 9.
• District will look at overall data to see how students are progressing with rigor of CCSS
Collecting and using the data
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• Be looking for ways to incorporate extended response and writing in daily instruction
• Reflect on the level of questions you ask your students. “Can I ask more rigorous questions to help students think more critically?”
• Complete the scoring of BA1 OE items and turn scores in to Vonnie by Friday, November 9.
Next steps…
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We will meet with you at the beginning of work time.
Enhancements
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Time To Get Started…• You will have an hour to get your papers started
• Remember you will need 2 scores on each paper.
• Fill-in your notes sheet as you go. Identify your next steps for remediation / clarification.
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• Your exit ticket will be the four square sheet. Please add your thoughts throughout the day.
• We will collect your anecdotal notes by November 13.
• The district needs to know your thoughts and feelings regarding the use of this ERD time for scoring these items – Plus / Delta
• Your Leadership team wants to hear your ideas for improvement.
Feedback
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We will Meet Back At 1:45• Our next session will be on Legislative Updates
• Take a break as needed
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Excellent Public Schools Act
• NC Law – 115C-83.1A
• NC Read to Achieve Program
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Choice Sessions2:00-2:40 & 2:40-3:20Choose 2 from the options:
• Computer Carts in the Classroom – Richardson / Dyvig / Roth
• AR / Study Island Update – Connections To Common Core – Lerch
• Daily 5 in the ELA Block – Yerger / Walker
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Feedback For the Day…Thank you for a great day of learning.
Please take time to post ideas for improvement.
Your four-square sheets will need to be submitted to Vonnie’s box by November 9.