1 / 18

On Scoring Guides

On Scoring Guides. BUT DO IN FACT WANT TO KNOW!. everything you were afraid to ask. What’s the point?. There are lots of points: which one is yours?. All Roads Lead To Rome: Where (and What?) Is Rome?. How Do Scoring Guides Function?. They establish parameters.

wagstaff
Télécharger la présentation

On Scoring Guides

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. On Scoring Guides BUT DO IN FACT WANT TO KNOW! everything you were afraid to ask

  2. What’s the point? There are lots of points: which one is yours?

  3. All Roads Lead To Rome: Where (and What?) Is Rome?

  4. How Do Scoring Guides Function? • They establish parameters. • They privilege certain features as they exclude others. • They convey what they privilege within a visual rhetoric. • They articulate a curriculum; they can be used to collect information (evidence/documentation) on process and product, on consumption and production. • They can provide space for an individual student "inside" the curriculum.

  5. But they have problems . . . • They can determine (rather than influence) behavior • They suggest a precision that is false • They can’t include everything • Sometimes they “measure” something other than what was intended • The benchmarks can slip

  6. Still . . . Can you create a guide that is specific in outcomes and flexible in application? Can you create a guide that encourages students to engage in processes? Can you create a guide that encourage students to engage in self-assessment?

  7. So . . . Structure Vocabulary Student Work Review Analyze and Interpret Change

  8. What’s the payoff? For students? For faculty? For administrators? For institutions? For the public?

  9. Some Guidance on GuidesDecide in advance if the guide is norm-referenced or criterion-referenced in its applicationCreate a vocabulary that moves students into the curriculum; helps them learn what the curriculum includes; connects them to work outside the class; and assists them in transferring what they have learned to new sitesConsider how much of that language is disciplinary: is this a marker of greater student achievement?

  10. Connect this vocabulary to larger (national?) intellectual frameworks Work from student texts to develop a language that describes what is valued: “grapples with”Create a guide that shows students how they can move up from one level of quality to the nextUse a model that has more than five pointsRevise the model as you go; and validate it as well

  11. Share your results . . . • What can they contribute to the big picture? • With your colleagues, what can you learn? • What difference does it make?

More Related