Holistic rubric orientation pd2


PD2: Holistic Rubric Orientation
Presented by Susan Carmody

“Authentic literacy is integral to
both what and how we teach.
It is the ‘spine’ that ‘holds
everything together’ in all
subject areas…Literacy is still
the unrivalled, but grossly
under-implemented, key to
learning both content and
thinking skills.”
Schmoker, Mike. (2011) Focus: Elevating the Essentials to Radically
Improve Student Learning. Alexandria, VA: ASCD, pg. 11.
To what extent do
you agree or
disagree with this
statement and
why?

Overview of PD2: Holistic Rubric Orientation
Think of literacy as a spine; it holds everything together. The branches of
learning connect to it, meaning that all teachers have a responsibility to
teach literacy.
-Vicki Phillips and Carina Wong,
The Bill and Melinda Gates Foundation
Session Outcomes
Participants will…
 Build capacity toward implementation of Common Core Standards and
necessary response with literacy instruction.
 Develop an understanding of the Holistic Rubric (based on 6 Traits) used to
score AIMS extended responses.

Three-PartTraining
 PD2: Prep Delivered
Topic: Orientation to Holistic Rubric
Date: Today, facilitated by Susan Carmody
 PD2: Portal Delivered
Topic: Scoring Practice, online with Pearson tool
Date: on or before October 24
 Job Embedded
Topic: Score Norming
Date: October 25 after student dismissal


TOPIC TIME
Introduction, Overview & Agenda 10 minutes
Purpose & Research 7 minutes
Exploration of the Rubric 15 minutes
Practice Scoring Sample Essays 10 minutes
Next Steps 3 minutes
Agenda

Effects ofWriting on Learning
Writing is perhaps the most powerful form of thinking, clarifying, and
problem solving in any subject.
-Schmoker, 2011, pg. 211
According to Schmoker (2011), writing allows us to:
 see conceptual relationships, to acquire insights, and to unravel the
logic of what was previously murky or confusing (p. 211)
 convert what we have learned into more coherent, logical and
precise thought and language (p. 192)

Effects of Writing on
Learning
Did NOT consistently require writing
25 %
scored proficient or higher on
state assessments
Doug Reeves’ Leadership and Learning Center
conducted a research study about the effects
of writing in science classrooms. This research
addressed the following question:
Is there a difference in achievement
between students in science classes
that do not require writing and those
in science classes that consistently
required writing?
DID consistently require writing
79 %
scored proficient or higher on
state assessments
Schmoker, 2011, p. 192

Effects of Writing on
Learning
Zollman conducted research on
186 middle school math students
to determine the effect of writing
on math achievement.
In this research, students were
given multiple opportunities to
explain and problem solve, in
writing, as they learned math
concepts.
Writing?
NO YES
Math
Knowledge
4% 75%
Strategic
Knowledge
19% 68%
Math
Explanations
8% 68%
Schmoker, 2011, p. 211
This research addressed the question:
Does math achievement increase
when students explain and problem
solve in writing as they learn the math
concepts?

Effects ofWriting on Learning
Research indicates writing has a positive effect on learning.
What evidence of this have you seen in your own classroom?

Common Guidelines forWriting
 Writing has a more powerful impact on learning when schools
establish common guidelines.
 Number of papers written in each course
 Approximate length of short versus long papers
 Exemplar paper for each agreed upon writing assignment
 Use of a common scoring guide, with adaptations for specific
assignments
(Schmoker, 2011, pg. 118)

Common Core State Standards
 Specific literacy
standards for
science,
history/social
studies, and
technical subjects
 Increased rigor for
English language
arts and
mathematics
 Demand for
critical thinking
and problem
solving skills
“Just as students must learn to read, write, speak,
listen, and use language effectively in a variety of
content areas, so too must the Standards specify the
literacy skills and understandings required for college
and career readiness in multiple disciplines. Literacy
standards for grade 6 and above are predicated on
teachers of ELA, history/social studies, science, and
technical subjects using their content area expertise
to help students meet the particular challenges of
reading, writing, speaking, listening, and language in
their respective fields.”
Common Core State Standards Initiative (2010)

“One hallmark of mathematical understanding is the
ability to justify, in a way appropriate to the student’s
mathematical maturity, why a particular
mathematical statement is true or where a
mathematical rule comes from. There is a world of
difference between a student who can summon a
mnemonic device to expand a product such as
(a + b)(x + y) and a student who can explain where
the mnemonic comes from. The student who can
explain the rule understands the mathematics, and
may have a better chance to succeed at a less familiar
task such as expanding (a + b + c)(x + y).”
standards for
science,
history/social
studies, and
technical subjects
English language
arts and
mathematics
 Demand for
critical thinking
and problem
solving skills

“These standards define the knowledge and skills
students should have within their K-12 education
careers so that they will graduate high school able to
succeed in entry-level, credit-bearing academic
college courses and in workforce training programs.
The standards:
 Include rigorous content and application of
knowledge through high-order skills
standards for
science,
history/social
studies, and
technical subjects
English language
arts and
mathematics
 Demand for
critical thinking
and problem
solving skills

Readiness for Literacy Demands
Using the colored sticker, rate your readiness for the increased
literacy demands of the Common Core State Standards.
I do not feel ready at all. I feel ready today.
0 1 2 3 4 5

Holistic Rubric Overview
 Based on 6 Traits of Writing: Ideas &
Content, Organization, Voice, Word Choice,
Sentence Fluency & Conventions
 Holistic rubric adopted because “All traits
are not of equal importance.”
 Meant for use in scoring summative
assessments.
 Use traditional six traits with six score
points each (6x6 model) in the classroom
because it is more formative and allows for
more feedback by skill.
Arizona Department of Education, 2010

6 = Almost all of the bullets met.
Sophisticated, but not
necessarily perfect, control*.
Exceptional writing skill.
5 = Most of the bullets met.
Consistent, but not
sophisticated, control*. Very
good writing skill.
4 = Consistent control*.
Appropriate and acceptable
writing skill.
3 = Inadequate control*.
2 = Poor control*.
1 = Inferior control*.
*Control: The ability to use a given
feature of written language effectively
at appropriate grade level. A paper
receives a higher score to the extent
that it demonstrates control of skills
represented by bullets.

Read each
score point.
Highlight or
underline the
key words in
the score point
that indicate
the difference
between that
score and the
one
before/after it.

Scoring Guidelines
Do
 Look for positives before
weaknesses.
 Match elements of the essay to the
bullet points on the rubric.
 Assign a score based on most bullets
being met. (Not all bullets must be
met; writing at one score point may
have elements represented by bullets
in adjacent score points.)
Don’t
 Allow errors to overshadow
strengths.
 Allow personal bias to affect your
score.
 Allow length to indicate a high or low
score.
 Use score point 1 as a dumping
ground.
 Use score point 6 only if perfect. (A 6
is beyond grade level expectations,
has risk-taking, exhibits control and is
sophisticated, but it is not perfect.)

Prompt
 Read the sample completely.
 Using the rubric, identify a
score point.
 Be prepared to justify your
score point using the
language of the rubric.
Technology is advancing rapidly. Do you
agree or disagree that technology has
improved your life?
Write a persuasive essay in which you
convince the reader of your position.

Scoring Practice
Sample A
Official score point = 4
 Recognizable beginning offers information about technology
 Ideas support topic, but effect of technology introduced late (paragraph 3)
 Organization formulaic, but able to follow
 Supporting details offered
 Functional words with some interaction (e.g., “mere pleasure,” “capturing a
special moment”)
 Control of standard conventions; not a broad range
 Some complex sentences (e.g., “Whether those tasks be necessary or just
for mere pleasure, everyone uses technology, and for me personally, to say
it hasn’t improved my life, would simply not be true.”)
While the essay is appropriate and acceptable, the confusing first paragraph
and the weaker, more general support in paragraph two result in a score of 4.

Scoring Practice
Sample B
Official score point = 6
 Narrow topic
 Anecdotal information shows committed interaction with reader
 Clear & inviting introduction; strong conclusion
 Strong transitions (e.g., “As television has taken my mind, instant
messaging systems took away my ability to converse fluently with
others in person.”)
 Details are precise and specific (e.g., “sucked in by the black hole of
television,” “…the quality of the English language is forgotten.”)
 Varied and complex sentences enhance the meaning
 Conventions excellently applied with some creativity

Scoring Guidelines & Practice
Think about the scores of the sample essays and the elements
that each bullet represents within the score points.
What elements are easier for you to identify?
What elements are more difficult for you to identify?

Reference List
Arizona Department of Education. (2010). “AIMS High School Sample Test and Think-
Throughs” [PDF document]. AIMS Writing. Retrieved from
http://www.azed.gov/standards-development-assessment/aims/aims-writing/.
Arizona Department of Education. (2010). “Holistic Rubric: A positive change for
AIMS Writing” [PowerPoint slides]. Retrieved from
Arizona Department of Education. (2010). “Holistic Rubric Based on 6 Traits – Official
Scoring guide for AIMS” [PDF document]. AIMS Writing. Retrieved from
Arizona Department of Education. (2010). “Scoring for Rangefinding” [PDF
document]. AIMS Writing. Retrieved from http://www.azed.gov/standards-
development-assessment/aims/aims-writing/.

Reference List
Common Core State Standards Initiative. (2010). About the Standards. Common
Core State Standards Initiative: Preparing America’s Students for College and
Career. Retrieved from http://www.corestandards.org/about-the-standards.
Common Core State Standards Initiative. (2010). Common Core State Standards for
English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects. Washington, D.C.: National Governors Association Center for
Best Practices and the Council of Chief State School Officers.
Common Core State Standards Initiative. (2010). Common Core State Standards for
Mathematics. Washington, D.C.: National Governors Association Center for Best
Practices and the Council of Chief State School Officers.
Schmoker, Mike. (2011). Focus: Elevating the Essentials to Radically Improve Student
Learning. Alexandria, VA: ASCD.

Holistic rubric orientation pd2

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