On Scoring Guides everything you were afraid to ask BUT DO IN FACT WANT TO KNOW!
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Transcript of On Scoring Guides everything you were afraid to ask BUT DO IN FACT WANT TO KNOW!
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On Scoring Guides
everything you were afraid to ask
BUT DO IN FACT WANT TO KNOW!
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What’s the point?
There are lots of points: which one is yours?
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AllRoadsLead To Rome:
Where(and What?) Is Rome?
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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.
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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
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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?
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So . . .
Structure
Vocabulary
Student Work
Review
Analyze and Interpret
Change
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What’s the payoff?
For students?
For faculty?
For administrators?
For institutions?
For the public?
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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?
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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
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Share your results . . .
• What can they contribute to the big picture?
• With your colleagues, what can you learn?
• What difference does it make?