all about scoring - pa bootcamp 12-4-2015philaliteracy.org/.../2015/...bootcamp-12-4-2015.pdf ·...

All About ScoringPhiladelphia, PA

GED® Instructors’ Bootcamp – 12/4/2015

© Copyright 2015 GED Testing Service LLC. All rights reserved 1

GEDtes tings erv ice.com • GED.c om

All About Scoring

Martin KeheVP of Assessment Services, GED Testing Service

GED® Instructors’ Bootcamp, Philadelphia, PA - December 4, 20151 GEDtes tings erv ice.com • GED.c om

Objectives

• Deepen your understanding of scoring Constructed Response (CR)

• Overview/review the Educator Scoring Tools

• Practice using the Educator Scoring Tools• Answer common questions & provide some tips for better outcomes

2


Agenda

• Review of CR Expectations (Trait 1)

• Practice

• Questions & Discussion

• Concluding Thoughts

3 GEDtes tings erv ice.com • GED.c om

Similarities Across Content Areas

• Higher-order thinking skills

• Focus on the overall content of the module

• An essential: “Close reading”

• Creation of an argument

• Use of evidence (in support of the argument)

• Background knowledge (for highest scoring potential)





Key Shifts in What Students Need to Know and Be Able to Do• Shift 1: Complexity

– Regular practice with complex text and its academic language

• Shift 2: Evidence– Reading, writing, and speaking grounded in evidence from text, both literary and informational

• Shift 3: Knowledge– Building knowledge through content-rich nonfiction


Purpose of Extended Response

To provide test-takers with an opportunity to demonstrate • Knowledge of writing conventions in English• Understanding of what they’ve read• How well they use evidence to build arguments• Their ability to clearly communicate their thinking in their own words

• Focuses on skills at the High School Equivalency Level and above

6


Constructed response differences between HSE and lesser scores• For the non-CR items, the test items measure competency across the entire scale, with most of the items clustered around the 150 cut score

7

150


Constructed response differences between HSE and lesser scores• The CR items, however, measure competency at the HSE level and above

• Test-takers who score below 150 tend to get very few, if any, points on these items– They are measuring higher order thinking skills

8

150





Constructed response differences between HSE and lesser scores• Test-takers at lower skill levels CAN obtain more points on these items than they are currently, by– Familiarizing themselves with the Computer skills tutorial– Located on GED.comunder “Test Tips”menu, the “Tutorial” tab

• We will discuss other test-taker tips later in this session


RLA PromptsAnalyze the arguments presented by [author] and [author].

In your response, analyze both positions to determine which one is better supported. Use relevant and specific evidence from the passage to support your argument.

Remember, the better-argued position is not necessarily the position with which you agree. You will have up to 45 minutes to plan, draft, and edit your response, which should be 4 – 7 paragraphs of 3 – 7 sentences each, or about 300 –500 words.

10


RLA Multi-Trait Scoring Rubric


Social Studies PromptsIn your response, develop an argument about how [passage author’s] position in the [passage document type] reflects the enduring issue expressed in the quotation from [source of quotation].Incorporate relevant and specific evidence from the quotation, the [passage document type], and your own knowledge of the enduring issue and the circumstances surrounding [event/issue described in the passage] to support your analysis.

12





Social Studies Multi-Trait Scoring Rubric


Rubrics and Tools

• RLA Multi-Trait Scoring Rubric• SS Multi-Trait Scoring Rubric• ER Resource Guides• ER Self-Scoring Tools• ER Answer Guidelines• ER Tip Sheethttp://www.gedtestingservice.com/educators/constructedresponse

14


Overview: The Three Traits

• Trait 1: Creation of Arguments and the Use of Evidence

• Trait 2: Development of Ideas and Organizational Structure

• Trait 3: Clarity and Command of Standard English Conventions


Why Focus on Trait 1?

• Is pivotal from a skills perspective

• Builds a solid foundation for cross-cutting skills (think SS & SCI)

• Provides the basis for demonstrating Trait 2 (organization and development of ideas) and Trait 3 (standard English conventions)

16





Trait 1 ExpectationsWhen you write . . . • determine which position presented in the passage(s) is better supported by evidence from the passage(s)

• explain why the position you chose is the better-supported one

• remember, the better-supported position is not necessarily the position you agree with

• defend your assertions with multiple pieces of evidence from the passage(s)

• build your main points thoroughly


Introduction to the Scoring Tools: Educator Scoring Templates

18


How the Template Works

• Breaks down each dimension (or descriptor) in, for example, the RLA Multi-Trait Extended Response Scoring Rubric

• These dimensions are those that trained scorersmay consider in scoring each of the three traits


Multiple Reads ARE Required

• When you edit a document…you don’t read for organization, grammar, typos, and overall development of ideas simultaneously

• You will need to read at least once for each trait

• It becomes easier the more you practice• Once internalized, you won’t need the scoring tool as much…perhaps only occasionally

20





Things to Keep in Mind

• Each test-taker receives three scores—one for each trait in the rubric

• Although each trait is broken down into sub-dimensions, the trait score is determined holistically

• When you use the resource guides and study the annotations, you’ll see offsets—high levels in some sub-dimensions balanced by lower levels in others

21 GEDtes tings erv ice.com • GED.c om22


Scoring a Trait

Totals 0 x # of marks

1 x # of marks

2 x # of marks

Sum total of marks to left

Final Trait Score Divide total above by the number of sub-dimensions (12)


Additional Considerations

• Each trait score is determined by the quality of the writing

• A response that receives a score of 2 on Trait 1 (Creation of Arguments and Use of Evidence) may have a few elements that seem consistent with a 1-level response.

• Because the response is so strong in other elements, it can still receive an on-balance score of 2 for Trait 1.

24





We Have to Start Somewhere!

• The Educator Scoring Tool is intended an aid, helping you to analyze your students’ responses to the GED Ready®Extended Response prompts

• Reflects a process similar to the one that trained scorers use


After some experience…

• Use it as a general guide but may not need to fill it out completely for every test-taker response

• Will likely discover that you can quickly determine all three scores for a response simply by reading a response three times (to consider each trait)

26


Using the Rubric


Scoring Argumentative Writing

28





Facilitated Scoring…RLA

• Take a few minutes to read the response• Use the Educator Scoring Tool to score Trait 1 only

• How did you score this response—keeping in mind that this is “on-demand draft writing?”

• Let’s discuss as a large group


Let’s Score RLA (small group)



• First, discuss at your table to agree on a “group score”

• Then, we’ll discuss as a larger group

30


Key Points

• Avoid “sympathy” scoring

• Keep feedback constructive

• Encourage students to re-write incorporating your feedback


Social Studies PromptIn your response, develop an argument about how [passage author’s] position in the [passage document type] reflects the enduring issue expressed in the quotation from [source of quotation].Incorporate relevant and specific evidence from the quotation, the [passage document type], and your own knowledge of the enduring issue and the circumstances surrounding [event/issue described in the passage] to support your analysis.

32





Facilitated Scoring…Social Studies



• Let’s discuss as a large group


Let’s Score SS (small group)

• Take 5-7 minutes to read the response• Use the Educator Scoring Tool to score Trait 1 only (10 minutes)


• First, discuss at your table and agree on a “group score”

• Then, we’ll discuss as a larger group

34


Scientific Investigation (SI) Prompts

Test-taker must

• Design a scientific investigation

• Understand and apply fundamentals of scientific investigation design

• Describe experimental set-up for a controlled experiment

– Describe method for collecting data

– Justify line of reasoning to decide if hypothesis is valid


SI Key Elements

Three Key Elements1. Is the experimental design well designed and complete?

2. Is there a method provided for collecting data?

3. Is there an explanation of the criteria for evaluating the hypothesis?

36





SI Scoring

3-Point Response – well-formulated and complete

2-Point Response – logical

1-Point Response – minimal

0-Point Response – illogical or does not exist


Responding to Textual Stimulus

Assess students skill in completing a complex task that requires them to

• Use information

• Explain the connections

• Justify a text-based line of reasoning

• Incorporate elements from text or graphic

38


Quality Matters

3-Point Response• Contains a clear and well-developed explanation

• Includes complete support from the data table

2-Point Response• Contains an adequate or partially articulated explanation

• Includes partial support from the data table

1-Point Response• Contains a minimal or implied explanation with little or no support

0-Point Response• Contains noexplanation and no support


SI – Sample Prompt

40





Sample Response

41

The farmer would have to set up 3 experiments. The first would be a years worth of traditional farming methods (plowing and no cover crop) on 5 x 5 acres of land. He would have to measure the top soil in every month throughout the year and record it in a data table. For the second experiment the farmer would have to farm a plot of land 5x5 acres using a no-till plan. He would have to measure the top soil every month for a year and record it in a data table. Finally the farmer would farm a 5x5 acres of land with winter cover crop and measure the top soil every month and record it in a lab table. At the end of the year the farmer would have to compare the 2 methods agaisnt the traditional methid and determine if he is correct

Description of Experiment

Data Collection System

Explanation


Textual Stimulus


Sample Textual Response

Wind energy is far more resourceful compared to coal. Coal has ongoing fuel costs, and has many more impacts to the environment as wind energy does not. Wind does not produce any CO2 emissions, as where coal produces 200 pounds of CO2 emissions per kWh. Coal has many impacts that will affect the environment in the long run, as to wind energy. simple inconveniences are the main issue. The effects of wind energy would help with the coal consumption. Projections show that coal resources will only last 100 years if we don’t find alternate energy sources.


Sample Textual Response

Wind energy is far more resourceful compared to coal. Coal has ongoing fuel costs, and has many more impacts to the environment as wind energy does not. Wind does not produce any CO2 emissions, as where coal produces 200 pounds of CO2 emissions per kWh. Coal has many impacts that will affect the environment in the long run, as to wind energy. simple inconveniences are the main issue. The effects of wind energy would help with the coal consumption. Projections show that coal resources will only last 100 years if we don’t find alternate energy sources.44

Complete support from the table

Holistic explanation for impact on supply of coal





Keep in mind…

• All writing is expected to be “on-demand, draft” quality

• Fight “writer’s block” (driven by worries about achieving perfection) by using “frames”

• Combat “fear of failure”: train students to monitor time, but to get something “down on paper”

• Remember: Any points earned are points towards a passing score


Tips You Can Use…

46


Tip 1: Write a complete essay• Make a statement that answers the prompt.

• Provide evidence from the source texts to develop your ideas in your own words

How much writing is enough writing?

• Fully answering an ER prompt often requires 4 to 7 paragraphs.

• Each paragraph can contain 3 to 7 sentences.

• That can quickly add up to 300 to 500 words of writing!


Tip 2: Give commentary on quotations

Test-takers should• Cite specific evidence (phrases and even complete sentences) from the passages that accompany the prompts.

• Express their own thoughts about their chosen evidence. • Explain why the evidence they’ve chosen helps make the points they want to make.

Remember: Copied text contributes to a score only if the test-taker fully explains how that text illustrates a point he or she is making.

– Simply lifting information from the passages isn’t going to be enough to earn points because that’s someone else’s writing, not the test-taker’s.

48





Tip 3: Develop ideas.

• Pick two or three main ideas

• Explain each idea fully. • A full explanation may require several sentences, each containing related thoughts.


Tip 4: Save 4-5 minutes for proofreading.

• Vary sentence structures.• Coordinate the parts of sentences.

• Avoid wordiness and awkwardness.

• Use transitional words to make ideas logical and clear.

• Avoid run-on sentences and sentence fragments.

• Use the right homophone (for example, “to,” “too” or “two).

• Make subjects agree with verbs.

• Use the correct form of a pronoun.

• Place words in the correct order.

• Capitalize appropriately.

• Use apostrophes to make nouns possessive.

• Use punctuation correctly.

50


Science Short Answer Tips


Tip 1: Experimental Design

• Identify the controlled variable in any experimental design.

52





Tip 2: Reasoning and Evidence

• Justify reasoning when citing evidence.

• Fully explain choices of particular pieces of evidence.


Tip 3: Be specific

• Responses should be specific to the context provided in the item.

• Explaining relevant, generalizable scientific concepts is good, but explanations should be tied to the information provided.

54


Concluding Thoughts


Get acquainted: ER Scoring Tools

56





Specific Guidance?

• Work with the Educator Scoring Tools– Includes not only the three traits but also the sub-dimensions for each trait

– Take advantage of the way they are set up—the check list allows easy tallying of the check marks

– Work with the Resource Guide responses and annotations


Need more information?http://www.gedtestingservice.com/educators/2014testresources


www.gedtestingservice.com


Questions?

60





Contact Information:

Martin Kehe, [email protected]

Brian Smith,[email protected]


Thank you!

62

all about scoring - pa bootcamp 12-4-2015philaliteracy.org/.../2015/...bootcamp-12-4-2015.pdf ·...

Documents