2. Goals for Scoring Sessions
Learn to reliably score student work using
the Scoring Guide.
Understand that knowledge of the scoring
guide is needed to elicit scorable student
work.
Score student work--anchor papers, “new”
candidate anchor papers and your own
students’ work.
Have fun and learn from each other!
3. A Science Challenge!
What do you know about straws and how you
can use them to move objects?
We claim: “Characteristics of the straw will
control how far you can blow the cotton ball”
Carry out a quick investigation (10 minutes)
As a team, report your findings to the group.
5. Enter the Scientific Inquiry
Scoring Guide…
It defines the important aspects of a
task,
provides clear assessment guidance,
and promotes uniformity of
assessment and feedback to
students/teachers.
6. Oregon's Scientific Inquiry
Scoring Guide
Was developed to include the following…
Science content mastery as assessed with a
standardized knowledge and skills test and
Science process which must be experienced
and practiced.
Process (via work sample) is assessed using
the scoring guide
7. What are the scoring dimensions?
4 Dimensions:
Forming a Question or Hypothesis
Designing an Investigation
Collecting and Presenting
Analyzing and Interpreting Results
Can you build the scoring guide?.. Puzzle
Activity
8. A, N, C Pattern…
2002 - 2003 Official Scientific Inquiry Scoring Guide
Forming Question or Hypothesis
Based on observations and scientific concepts,
ask questions or form hypotheses that can be
answered or tested through scientific
investigations.
Designing an Investigation
Design a scientific investigation that provides
sufficient data to answer a question or test a
hypothesis.
6 A)
N)
C)
A)
N)
C)
6
5 A)
N)
C)
A)
N)
C)
5
4 A)
N)
C)
A)
N)
C)
4
10. A, N, C…
A: Application of Scientific Knowledge
N: Nature of Scientific Inquiry
C: Communication
11. Scientific Inquiry in Your
Classroom
Which dimensions do you already
spend the most time doing in the
classroom?
Activity: Chart your own classroom
investigations into a dimension.
14. Important Issues!
What do we mean by “preponderance of
evidence?”
Can evidence from throughout the work be
used to score each dimension?
Did you know, beginning this year, one work
sample is required per year beginning in 4th
grade?
Phase In Schedule and Work Sample
Guidelines and FAQ documents are located in
Science Teaching & Learning to Standards
http://www.ode.state.or.us/tls/science/
15. OK, OK Let’s do some scoring
already!……But first, some rules.
Rules of the Road for scoring…
We are not here to change the guide.
We are not here to dispute the anchor papers or
the tasks.
We ARE here to understand that experienced
teachers have reached scoring consensus.
We ARE here to calibrate our scoring.
16. Scoring the First
Anchor Paper!
The anchor paper: “for each Benchmark”
Met the Standards in each dimension
Why this score?
Make notes and discuss with a
partner.
17.
18. Assessment is only truly successful
when results are used to improve
instruction for individual students.
-Johnson, 1987
Scoring to Improve Student Success:
Words of Wisdom
19. Remember the rules…
Rules of the Road for scoring…
We are not here to change the guide.
We are not here to dispute the anchor
papers or the tasks.
We ARE here to understand that
experienced teachers have reached scoring
consensus.
We ARE here to calibrate our scoring.
20. Scoring more papers…
Remaining Anchor papers
Score each paper (whole numbers…be
brave…and don’t peek!)
Compare at table, reach consensus?
Tally scores/reveal anchor scores
Be sure to align yourself with
consensus scores.
23. Learning from student work…
What do we tell the student?
What do we learn as the teacher?
How does this inform our instruction?
T-CHART the feedback…
25. Goals for Session #3
Introduce formative assessment
Provide Research Base
Develop and apply process for
formative assessment
26. Formative Assessment and the
Scoring Guide
Scoring Guide is intended to be more
than a final assessment tool.
Teachers and Students both can
improve inquiry skills through use of the
scoring guide.
28. Research Basis of Formative
Assessment
Writing assignment with students using well-
known scoring criteria
Three treatments - Students received
Grades alone
Grades + feedback
Feedback alone
Performance improved only in group that
received feedback alone!
( Butler,R. 1987 and 1988)
29. Student work
Scoring guide
Scores Feedback
(For state/district) (For students/teachers)
The Role of Formative
Assessment in Inquiry
30. Formative Assessment
Process
Targeted Oregon Science Standards
Student Inquiry Work
ID gaps between standards and student work
Classroom Instruction? Student Performance?
What should we do? What should students do?
31. Practicing Feedback
Look at the chosen piece of student
work
Use Highlighting colors
Make notes as you identify gaps; note
implications for both student and
teacher.
T-chart recording
32. Classroom Issues
Time to score PLUS time to
generate feedback
Who provides feedback ( can
students help each other)?
Forms of feedback
33. The Journey Continues
For more information contact Leslie Phillips, Office of Assessment and
Evaluation, Oregon Department of Education leslie.phillips@state.or.us
or 503-378-3600 Ext. 2317