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2007Guidelinesfor Scoring

Student Portfolios

MCAS Alternate Assessment

Massachusetts Department Education

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c°;E§1;§E'%vE Same Standardsl---l High Expectationsfor ALL Students

G u icle I i n e s

for ScoringStudent Portfolios

MCAS Alternate Assess

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This document was prepared by the Massachusetts Department of Education

Dr. David P. Driscoll

Commissioner of Education

The Massachusetts Department of Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public.

We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex or sexual orientation.

Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 350 Main St., Malden, MA 02148 781-338-

6105.

© 2007 Massachusetts Department of EducationPermission is hereby granted to copy any or all parts of this document for non-commercial

educational purposes. Please credit the “Massachusetts Department of Education.”

This document printed on recycled paper

Massachusetts Department of Education350 Main Street, Malden, MA 02148-5023

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370www.doe.mass.edu

DEPARTMENT ofEDUCATION

This document was prepared by the

Massachusetts Department of Education

Dr. David P. Driscoll


The Massachusetts Department of Education, an affirmative action employer, is committed

to ensuring that all of its programs and facilities are accessible to all members of the public.We do not discriminate on the basis of age, color, disability, national origin, race, religion,

sex or sexual orientation.

Inquiries regarding the þÿ�D�e�p�a�r�t�m�e�n�t ��scompliance with Title IX and other civil rights laws

may be directed to the Human Resources Director, 350 Main St., Malden, MA 02148 781-338-

6105.

© 2007 Massachusetts Department of Education

Permission is hereby granted to copy any or all parts of this document for non-commercial

educational purposes. Please credit the þÿ ��M�a�s�s�a�c�h�u�s�e�t�t�sDepartment of þÿ�E�d�u�c�a�t�i�o�n�. �

This document printed on recycled paper

Massachusetts Department of Education

350 Main Street, Malden, MA 02148-5023

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-237

www.doe.

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Commissioner’s Foreword

Dear Educators:

I am pleased to present the MCAS Alternate Assessment (MCAS-Alt) 2007 Guidelines for Scoring Student Portfolios. This publication will be used to train qualified individuals selected by the Department to score student portfolios submitted for the 2007 MCAS-Alt. This manual is used to ensure that scores for each portfolio are accurate and that standards for scoring are applied consistently.

Students with significant disabilities who are unable to take MCAS tests, even with accommodations, must participate in MCAS by submitting an alternate assessment portfolio. It is important to include these students in MCAS to measure their performance in relation to the state’s learning standards, to improve their instruction, and to demonstrate that their educational needs matter.

Thank you for taking part in this important component of MCAS.

Sincerely,

David P. DriscollCommissioner of Education

þÿ�C�o�m�m�i�s�s�i�o�n�e�r ��sForeword

Dear Educators:

I am pleased to present the MCAS Alternate Assessment (MCAS-Alt) 2007

Guidelines for Scoring Student Portfolios. This publication will be used to train

qualified individuals selected by the Department to score student portfoliossubmitted for the 2007 MCAS-Alt. This manual is used to ensure that scores

for each portfolio are accurate and that standards for scoring are appliedconsistently.

Students with significant disabilities who are unable to take MCAS tests, even

with accommodations, must participate in MCAS by submitting an alternate

assessment portfolio. It is important to include these students in MCAS to

measure their performance in relation to the þÿ�s�t�a�t�e ��slearning standards, to

improve their instruction, and to demonstrate that their educational needs

matter.

Thank you for taking part in this important component of MCAS.

Sincerely,

David P. Driscoll


Table of Contents

Introduction 1

General Guidelines 2

Content Areas Assessed by MCAS-Alt 3

Required Portfolio Contents 4

Allowable Portfolio Evidence 5

Summary of Scoring Process: Scorers 6

Summary of Scoring Process: Table Leaders 9

Scoring: Level of Complexity 10

Scoring: Demonstration of Skills & Concepts 11

Scoring: Independence 12

Scoring DSC (Accuracy) and Independence: Scenarios #1-6 13

Scoring: Self-Evaluation 19

Scoring: Generalized Performance 20

Scoring Rules in Special Cases 21

Additional Scoring Scenarios and Rules 23

Portfolios in Grades 9-12 25

Validity and Reliability of Portfolio Scores 26

Appendix A: Rubric for Scoring Portfolio Strands 27

Appendix B: MCAS-Alt Score Forms 28

2007 MCAS-Alt: Guidelines for Scoring Student Portfolios

_AHTable of Contents

Same StandardsHigh Expectationslor ALL Sludenls

Introduction

General Guidelines

Content Areas Assessed by |/ic/-s-/-|r

Required Portfolio Contents

Allowable Portfolio Evidence

Summary of Scoring Process: Scorers

Summary of Scoring Process: Table Leaders

Scoring: Level of Complexity

Scoring: Demonstration of Skills & Concepts

Scoring: Independence

Scoring DSC (Accuracy) and Independence: Scenarios #1-6

Scoring: Self-Evaluation

Scoring: Generalized Performance

Scoring Rules in Special Cases

Additional Scoring Scenarios and Rules

Portfolios in Grades 9-12

Validity and Reliability of Portfolio Scores

Appendix A: Rubric for Scoring Portfolio Strands

Appendix B: MCAS-Alt Score Forms

2007 MCAS-Alt: Guidelines for ScoringStudent Portfolios

Introduction

1

MCAS-Alt has been administered annually since 2001 in Massachusetts. According to state and federal laws, all students with disabilities are required to participate in statewide assessments, either by taking standard MCAS tests, with or without accommodations, or by taking the MCAS Alternate Assessment (MCAS-Alt). Decisions on how each student will participate in MCAS are made by the student’s IEP or 504 team and must be documented in the student’s IEP or 504 plan. Participation GuidelinesA student with a significant cognitive disability should be considered for alternate assessments by an IEP or 504 team when the student:

• receives instruction in which the content and level of instruction have been modified well below the expectations of non-disabled students enrolled in the same grade;

And• receives intensive, individualized instruction across all settings in which a subject is taught; And• cannot fully demonstrate knowledge and skills in the subject being assessed on a standardized,

paper-and-pencil test such as the MCAS, even when accommodations are provided. Students with other complex and significant, though not necessarily cognitive, disabilities should also be considered for alternate assessments when those disabilities present the student with unique and significant challenges to fully demonstrating knowledge and skills on the MCAS standard tests, even with accommodations. Portfolio Contents and StructureThe MCAS-Alt portfolio consists of a collection of required “evidence” compiled throughout the school year that document the student’s knowledge and skills based on the Massachusetts Curriculum Framework in the content area being assessed. Evidence is organized in a portfolio according to the standards specified for assessment in each content area, and includes the following products and information:

• Data charts showing the student’s performance over time on tasks based on the learning standard being assessed

• Work samples, video/audio clips, and/or photographs showing the student’s performance on tasks based on the learning standard being assessed

• Descriptive notes provided by the teacher, examples of materials and tools used by the student, reflection sheets, and other supporting documentation at the discretion of the teacher

Creation of portfolios is guided by information in the Department publication entitled the Educator’s Manual for MCAS-Alt, which is updated annually, posted to the Department’s Web page at www.doe.mass.edu/mcas/alt/resources.html, and distributed at Department-sponsored training events. Scoring of MCAS-Alt PortfoliosOnce portfolios are completed and submitted to the Department each May, they are reviewed and scored by licensed Massachusetts educators at a summer scoring institute sponsored by the Department of Education. The 2007 Guidelines for Scoring Student Portfolios provide detailed information on scoring student portfolios, including the Rubric for Scoring Portfolio Strands (Appendix A), which is used as the basis for scoring all student portfolios. The 2007 Guidelines for Scoring Student Portfolios is also available online at www.doe.mass.edu/mcas/alt/results.html.


-Alt _

Same Standards

High Expectationsfor ALL Students

MCAS-Alt has been administered annually since 2001 in Massachusetts. According to state and federal

laws, all students with disabilities are required to participate in statewide assessments, either by takingstandard MCAS tests, with or without accommodations, or by taking the MCAS Alternate Assessment

(MCAS-Alt). Decisions on how each student will participate in MCAS are made by the þÿ�s�t�u�d�e�n�t ��sIEP or 504

team and must be documented in the þÿ�s�t�u�d�e�n�t ��sIEP or 504 plan.

Participation Guidelines

A student with a significant cognitive disability should be considered for alternate assessments by an IEP

or 504 team when the student:

° receives instruction in which the content and level of instruction have been modified well below the

expectations of non-disabled students enrolled in the same grade;And° receives intensive, individualized instruction across all settings in which a subject is taught;And° cannot fully demonstrate knowledge and skills in the subject being assessed on a standardized,

paper-and-pencil test such as the MCAS, even when accommodations are provided.

Students with other complex and significant, though not necessarily cognitive, disabilities should also be

considered for alternate assessments when those disabilities present the student with unique and

significant challenges to fully demonstrating knowledge and skills on the MCAS standard tests, even with

accommodations.

Portfolio Contents and Structure

The MCAS-Alt portfolio consists of a collection of required þÿ ��e�v�i�d�e�n�c�e �compiled throughout the school yearthat document the þÿ�s�t�u�d�e�n�t ��sknowledge and skills based on the Massachusetts Curriculum Framework in

the content area being assessed. Evidence is organized in a portfolio according to the standards specifiedfor assessment in each content area, and includes the following products and information:

° Data charts showing the þÿ�s�t�u�d�e�n�t ��sperformance over time on tasks based on the learning standard

being assessed° Work samples, video/audio clips, and/or photographs showing the þÿ�s�t�u�d�e�n�t ��sperformance on tasks

based on the learning standard being assessed° Descriptive notes provided by the teacher, examples of materials and tools used by the student,

reflection sheets, and other supporting documentation at the discretion of the teacher

Creation of portfolios is guided by information in the Department publication entitled the þÿ�E�d�u�c�a�t�o�r ��sManual

for MCAS-Alt, which is updated annually, posted to the þÿ�D�e�p�a�r�t�m�e�n�t ��sWeb page at

www.doe.mass.edu/mcas/alt/resources.html, and distributed at Department-sponsored training events.

Scoring of MCAS-Alt Portfolios

Once portfolios are completed and submitted to the Department each May, they are reviewed and scored

by licensed Massachusetts educators at a summer scoring institute sponsored by the Department of

Education. The 2007 Guidelines for Scoring Student Portfolios provide detailed information on scoringstudent portfolios, including the Rubric for Scoring Portfolio Strands (Appendix A), which is used as the

basis for scoring all student portfolios. The 2007 Guidelines for Scoring Student Portfolios is also available

online at www.doe_mass.edu/mcas/alt/results.html_


1

General Guidelines for Scorers

• Be objective and impartial. Opinions or personal feelings should not influence your scoring.Put aside your opinions about the appropriateness of the student’s placement, program, services, or the reason for his or her participation in the alternate assessment.

• Review all evidence in a strand before scoring the strand.

• Score only what you see in the portfolio.Do not make inferences or assumptions about what the student or teacher may have intended. Use actual evidence, rather than the work description, as the basis for determining the score.

• Score each rubric area separately for each strand.Do not let the score in one rubric area influence the score in another. Do not raise the student’s score in one area to overcome or compensate for a lower score in another, or lower a score across several rubric areas without first examining all of the evidence.

• Avoid the tendency to base your scores on any of the following:– overall presentation and organization of the portfolio– neatness of student (or teacher) work – handwritten versus typed products– “electronic” versus “paper” portfolios– presentation in black-and-white versus color– quality of photos or videotapes (provided all images are recognizable and labeled correctly)

• Respect student and teacher confidentiality. Do not score any portfolio if you are familiar with the student or teacher who submitted it.Do not use the names of teachers or students when discussing the contents of any portfolio. Do not review or consider any IEP information provided in the portfolio.

• Respect the contents of the portfolio. Maintain the order of all contents in the portfolio. Keep food and drinks away from the portfolio. The portfolio must be returned in the same condition in which it was submitted.

• Do not rush through scoring, but do not spend too much time reviewing evidence either. Ask for assistance if you get stuck. On average, the review of a strand should not exceed about twenty minutes.

• Complete all score forms neatly and legibly. It is important to print neatly and clearly on all score forms, particularly those being returned to teachers. You will be asked to recopy any forms with information that is crossed out or illegible.

2

Thank you for your interest in scoring MCAS-Alt portfolios. Please review the following general guidelines for scorers carefully and review each step of the scoring process in this booklet, including all scoring rules and appendices.


'AHGeneral Guidelines for Scorers

Same StandardsH gh Expectationstor ALL Students

Thank you for your interest in scoring MCAS-Alt portfolios.Please review the following general guidelines for scorers carefully and review each

step of the scoring process in this booklet, including all scoring rules and appendices.

° Be objective and impartial. Opinions or personal feelings should not influence

your scoring.Put aside your opinions about the appropriateness of the þÿ�s�t�u�d�e�n�t ��splacement, program,

services, or the reason for his or her participation in the alternate assessment.

° Review all evidence in a strand before scoring the strand.

° Score only what you see in the portfolio.Do not make inferences or assumptions about what the student or teacher may have intended.

Use actual evidence, rather than the work description, as the basis for determining the score.

° Score each rubric area separately for each strand.

Do not let the score in one rubric area influence the score in another. Do not raise the þÿ�s�t�u�d�e�n�t ��s

score in one area to overcome or compensate for a lower score in another, or lower a score

across several rubric areas without first examining all of the evidence.

° Avoid the tendency to base your scores on any of the following:- overall presentation and organization of the portfolio- neatness of student (or teacher) work- handwritten versus typed products- þÿ ��e�l�e�c�t�r�o�n�i�c �versus þÿ ��p�a�p�e�r �portfolios- presentation in black-and-white versus color- quality of photos or videotapes (provided all images are recognizable and labeled correctly)

° Respect student and teacher confidentiality.Do not score any portfolio if you are familiar with the student or teacher who submitted it.

Do not use the names of teachers or students when discussing the contents of any portfolio.Do not review or consider any IEP information provided in the portfolio.

° Respect the contents of the portfolio.Maintain the order of all contents in the portfolio. Keep food and drinks away from the portfolio.The portfolio must be returned in the same condition in which it was submitted.

° Do not rush through scoring, but do not spend too much time reviewing evidence

either. Ask for assistance if you get stuck. On average, the review of a strand should not

exceed about twenty minutes.

° Complete all score forms neatly and legibly.lt is important to print neatly and clearly on all score forms, particularly those being returned to

teachers. You will be asked to recopy any forms with information that is crossed out or illegible.


2

Content Areas Assessed by 2007 MCAS-Alt

3

Students in this grade: Must be assessed in the following content areas and strands:

3• English Language Arts (ELA General Standards #4 and #8)• Mathematics (Number Sense and Operations; Patterns, Relations, and Algebra)

4• English Language Arts (ELA General Standards #4 and #8; Composition)• Mathematics (Number Sense and Operations; Data, Statistics, and Probability)

5• English Language Arts (ELA General Standards #4 and #8)• Mathematics (Number Sense and Operations; Measurement)• Science & Technology/Engineering (Choice of three strands)

6• English Language Arts (ELA General Standards #4 and #8)• Mathematics (Number Sense and Operations; Patterns, Relations, and Algebra)

7• English Language Arts (ELA General Standards #4 and #8; Composition)• Mathematics (Number Sense and Operations; Data, Statistics, and Probability)

8• English Language Arts (ELA General Standards #4 and #8)• Mathematics (Number Sense and Operations; Geometry)• Science & Technology/Engineering (Choice of three strands)

9Must submit either in grade 9 or 10: • Science & Technology/Engineering (Three learning standards in any one

discipline: Biology, Introductory Physics, Chemistry, or Technology/Engineering)

10

• English Language Arts (ELA General Standards #4 and #8; Composition)• Mathematics (Choice of three strands)Must submit either in grade 9 or 10:• Science & Technology/Engineering (Three learning standards in any one

discipline: Biology, Introductory Physics, Chemistry, or Technology/Engineering)

The content areas assessed by 2007 MCAS-Alt in each grade are shown below.


'AHContent Areas Assessed by 2007 MCAS-Alt


The content areas assessed by 2007 MCAS-Alt in each grade are shown below.

Students in

this grade:

Mathematics (Number Sense and Operations' Patterns Relations and Algebra)

English Language Arts (ELA General Standards #4 and #8' Composition)Mathematics (Number Sense and Operations' Data Statistics and Probability)

English Language Arts (ELA General Standards #4 and #8)Mathematics (Number Sense and Operations Measurement)Science & Technology/Engineering (Choice of three strands)

English Language Arts (ELA General Standards #4 and #8)Mathematics (Number Sense and Operations Patterns Relations and Algebra)

English Language Arts (ELA General Standards #4 and #8 Composition)Mathematics (Number Sense and Operations Data Statistics and Probability)

English Language Arts (ELA General Standards #4 and #8)Mathematics (Number Sense and Operations Geometry)Science & Technology/Engineering (Choice of three strands)

Must submit either in grade 9 or 10

Science & Technology/Engineering (Three learning standards in any one

discipline Biology Introductory Physics Chemistry or Technology/Engineering)

English Language Arts (ELA General Standards #4 and #8 Composition)Mathematics (Choice of three strands)

Must submit either in grade 9 or 10

Science & Technology/Engineering (Three learning standards in any one

discipline Biology Introductory Physics Chemistry or Technology/Engineering)

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3

Must be assessed in the following content areas and strands:

° English Language Arts (ELA General Standards #4 and #8)

Required Portfolio Contents

Forms:

4

The following products (“evidence”) must be included in each required strand for a student enrolled in that grade: at least one data chart (either a field data chart, bar graph, or line graph) documenting the student’s performance of one skill on at least five different dates (Note: A score of “M” will be given when the data chart indicates accuracy and independence above 80% for the entire data collection period.); plus two pieces of primary evidence documenting the same skill as the data chart (see page 5). Additional primary and secondary evidence of the same or other skills in the strand may be submitted, at the discretion of the teacher.

Form(Signed)

If one or more of these forms is missing, the score will not be affected. However, scorers should provide a numbered comment on the Portfolio Feedback Form selected from the Comment Key.

Contents of Each Portfolio Strand:

The Portfolio: Portfolios in each content area will consist of either two or three strands according to the table on page 3, plus required forms (shown below) organized in a three-ring binder for each student taking an alternate assessment. Guidelines for assembling the portfolio are provided in the 2007 Educator’s Manual for MCAS-Alt posted to the Department’s Web page at www.doe.mass.edu/mcas/alt/resources.html.

Data Chart

Strand Cover Sheet

STRAND 1 STRAND 2

Complete Content

Area Portfolio

Data Chart Data Chart

Primary evidence

of the outcome shown

on chart

Primary evidence


on chart

Primary evidence


on chart

Primary evidence


on chart

Primary evidence


on chart

Primary evidence


on chart

Strand Cover Sheet

Strand Cover Sheet

STRAND 3, if required


'AHRequired Portfolio Contents

Same StandardsHigh Expectationslor ALL Students

The Portfolio:

Portfolios in each content area will consist of either two or three strands according to

the table on page 3, plus required forms (shown below) organized in a three-ringbinder for each student taking an alternate assessment. Guidelines for assembling the

portfolio are provided in the 2007 þÿ�E�d�u�c�a�t�o�r ��sManual for MCAS-A/t posted to the

þÿ�D�e�p�a�r�t�m�e�n�t ��sWeb page at wvvw.doe.mass.edu/mcas/alt/resources.html_

Forms:Parent,"

P0l'ICf0IIO þÿ�s�t�u�d�e�n�t ��sst d t,

Guardian

COVeI" Weeklyu en 'Verification

Introduction . ._

Sheet Schedule Form

(Signed)I V I »*

If one or more of these forms is missing, the score will not be affected. However, scorers

should provide a numbered comment on the Portfolio Feedback Form selected from the

Comment Key.

Contents of Each Portfolio Strand:

The following products þÿ�( ��e�v�i�d�e�n�c�e ��)must be included in each required strand for a student

enrolled in that grade: at least one data chart (either a field data chart, bar graph, or line

graph) documenting the þÿ�s�t�u�d�e�n�t ��sperformance of one skill on at least five different dates

(Note: A score of þÿ ��M �will be given when the data chart indicates accuracy and

independence above 80% for the entire data collection period.); plus two pieces of

primary evidence documenting the same skill as the data chart (see page 5). Additional

primary and secondary evidence of the same or other skills in the strand may be submitted

at the discretion of the teacher.

Cover

Strand

Sheet

Data Chart

STRAND 2

Cover

Strand

Sheet

Data Chart

if required

Cover

Sheet

CompleteContent

Area

Portfolio

I

I STRAND 3,I

Data Chart

I

I

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Primary Primary Primary Primary : Primary Primaryevidence evidence evidence evidence : evidence evidence

of the of the of the of the | of the of the

outcome outcome outcome outcome I outcome outcome

shown shown shown shown : shown shown

on chart on chart on chart on chart | on chart on chartI

I


4

Types of Evidence:Each portfolio strand will be scored separately. A strand may consist of the following portfolio products, some required and others optional, as described below:

Allowable Portfolio Evidence

Primary Evidence (required) – Clearly-labeled* products that document the student’s performance, including:

• Data charts that indicate the student’s progress.

• Work samples

• Video (3 minutes or less)

• Photographs that clearly show a work sample, the end product of instruction, or steps in a sequence leading to the end product

• Audiotapes of an oral presentation, performance, or other type of recorded verbal response, or if recording the student on audiotape was used as an accommodation

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

* Primary evidence must be labeled with the following information, either on each piece or on an attached Work Description:

• Student’s Name• Date (month/date/year)• % Accuracy (number of correct responses divided by total attempts)• % Independence (number of independent responses)

Secondary Evidence (optional) - Products that either support primary evidence or illustrate the context in which the learning occurred, such as:

• Photographs that show setting, instructional approach, materials, etc.

• Brief notes or narrative descriptions by the teacher, peer, parent, or others who assisted the student

• Audiotapes

• Reflection sheets or other self-evaluation activity (goal setting, task analysis, student charting own performance, or self-correction)

• Letters or notes of support from peers, employers, or other teachers

• Aids and supports used by the student, such as:- visual aids- graphic organizers- templates, examples, or models provided by the teacher- adapted tools or materials

NOTE: Secondary Evidence will contribute to the scores for Self-Evaluation and Generalized Performance, but do not affect the overall performance level in the content area.

5


'AHAllowable Portfolio Evidence


Types of Evidence:Each portfolio strand will be scored separately. A strand may consist of the followingportfolio products, some required and others optional, as described below:

Primar Evidence (required) - Clearly-labeled* products that document the

þÿ�s�t�u�d�e�n�t ��sperformance, including:' Data charts that indicate the þÿ�s�t�u�d�e�n�t ��sprogress.

Work samples

Video (3 minutes or less)

Photographs that clearly show a work sample the end product of

instruction or steps in a sequence leading to the end product

Aud|otapes of an oral presentation performance or other type of

recorded verbal response or if recording the student on audiotape was

used as an accommodation

Primary evidence must be labeled with the following information either on each piece or on an

attached Work Description:Students Name

Date (month/date/year)/ Accuracy (number of correct responses divided by total attempts)/ Independence (number of independent responses)

Secondar Ev|dence (opt|onal) Products that e|ther support pr|mary ev|dence

or illustrate the context in which the learning occurred such as

Photographs that show setting instructional approach materials etc

others who assisted the student

Aud|otapes

Reflect|on sheets or other self evaluat|on act|v|ty (goal setting task

analysis student charting own performance or self correction)

Letters or notes of support from peers employers or other teachers

A|ds and supports used by the student such as

visual aids

graphic organizers

templates examples or models provided by the teacher

adapted tools or materials

NOTE Secondary Ev|dence w|ll contr|bute to the scores for Self Evaluation and

Generalized Performance but do not affect the overall performance level |n the

COl'1tGl'lt area

' Brief notes or narrative descriptions by the teacher, peer, parent, or


5


• Receives a portfolio from Table Leader• Removes from unsealed white envelope• Stores envelope under portfolio, or nearby

• Verifies all required forms were submitted• NEATLY marks accordingly on Portfolio

Feedback Form

• NEATLY records scorer ID, scorer number, and student information on Portfolio Feedback Form (see page 30)

• Reviews entire strand for completeness• Records information about each piece of

evidence on Strand Organizer (see page 29)

1 2

3 4

6

The Scorer:

Strand Organizer

Portfolio Feedback

FormSCORER ID

STUDENT INFORMATION ________

REQUIRED PORTFOLIO ELEMENTS

YES NO

YES NO

Portfolio Feedback

FormSCORER ID

STUDENT INFORMATION ________


YES NO

YES NO


-AllSummary of Scoring Process: Scorers

High |§;;cIrg§n§¢ES?LdSigg1E

The Scorer:

1 2

° Receives a portfolio from Table Leader ~ NEATLY records scorer ID, scorer number,° Removes from unsealed white envelope and student information on Portfolio° Stores envelopeunder portfolio, or nearby Feedback Form (seepage 30)

Portfolio

Feedback

Form

/_ASCORER ID III III III III

þÿ�F�/ ��L STUDENT INFORMATION


C1 III YES |:| NO

þÿ � III YES III NO

3 4

þÿ � Verifies 3" required fOI'mS were submitted » Reviews entire Strand fgr (;Qmp|etene55þÿ � NEATLY marks 3CC°fdi"9|Y0" P°"l'f°|i° ° Records information about each piece of

F99db3Ck F°fm evidence on Strand Organizer(seepage 29)

P0l'l'f0//0 Strand

Feedback OrganizerForm

SCORER ID III III III III

STUDENT INFORMATION

6

III YES III NO

III YES III NO


Summary of Scoring Process : Scorers

• Reviews Scoring Guidelines and determines the score in each strand for all rubric areas:

• Level of Complexity• Demonstration of Skills and Concepts• Independence• Self-Evaluation• Generalized Performance

• Using a pen, NEATLY places an X to indicate each content area and strand on the Portfolio Feedback Form, and writes the learning standard number(s) addressed in each strand

• Using a pen, NEATLY circles each score on the Portfolio Feedback Form.

7

The Scorer (continued)

• Adds numbered comments from Comment Key to Portfolio Feedback Form(see pages 30 and 32), especially if a score of M was given.

5 6

• Using a #2 pencil, NEATLY transfers scores from the Portfolio Feedback Form to the top copy of the Student Score Form (see page 31)

• Removes top copy of Student Score Form

• Attaches it to top two remaining copies of Portfolio Feedback Form with a paper clip

7 8

Comment Key

1.

2.

3.

4.

Student Score Form

Student Score Form

PFF

PFF

COMMENTS:

Portfolio Feedback

Form


'AHSummary of Sc



5

° Reviews ScoringGuidelines and determines

the score in each strand for all rubric areas:

° Level of Complexity° Demonstration of Skills and Concepts° Independence° Self-Evaluation' Generalized Performance

° Usinga rg, NEATLY placesan X to indicate

each content area and strand on the

Portfolio Feedback Form, and writes the

learningstandard number(s)addressed in

each strand

' Usinga pen, NEATLY circles each score

on the Portfolio Feedback Form.

7

° Usinga #2 pencil, NEATLY transfers scores

from the Portfolio Feedback Form to the topcopy of the Student Score Form

(seepage 31)

Student

Score Form

OOOO

OOOO

OOOO

OOOO7

ring Process : Scorers

Adds numbered comments from Comment

Key to Portfolio Feedback Form

(seepages 30 and 32),especially if a score

of M was given.

Portfolio

Feedback

Form

Ke V

1 r

2

3

þÿ �r

Removes top copy of Student Score Form

Attaches it to top M remainingcopies of

Portfolio Feedback Form with a paper clip

Score Form

OOOO

OOOO

OOOO

OOOO I



• Places portfolio back in unsealed white envelope

• Returns the following materials to the Table Leader:

• Portfolio in unsealed white envelope• Completed Student Score Form

attached with paper clip to top two copies of the Portfolio Feedback Form

Places bottom (third) copy of the Portfolio Feedback Form facedown in the inside back cover of the student’s portfolio

9 10

8



'AHSummary of Scoring Process: Scorers

High |§;;clrg§n§¢ES?LdS?1gg1E


9 1 0

Places bottom (third) copy of the Portfolioþÿ � P|3C9S P°|'l'f°|i° bad( in white

Feedback Form facedown in the inside back 9nV9|°P9cover of the þÿ�s�t�u�d�e�n�t ��sportfolio

° Returns the following materials to the Table

Leader:

° Portfolio in unsealed white envelope° CompletedStudent Score Form

attached with paper clip to top two

copies of the Portfolio Feedback Form


8

Summary of Scoring Process: Table Leaders

9

The Table Leader:

• Gives each scorer a portfolio to score

• Receives portfolios from scorers after scoring is

completed

• Checks all score forms, for completeness, legibility, and neatness

• NOTE: If not completed neatly, returns form(s) to scorer to complete a new form

1 • If no second score is required, checks that forms are completed accurately, places portfolio back in carton, and holds the score forms

aside with all other forms

• If a second score is required, places portfolio

in a “double score” box to be double-scores at another table, keeping the Scorer 1 forms separate.

• If portfolio is scored twice, checks for agreement between Scorers 1 and 2.

• Determines whether a second score is required:

Each scorer must have at least one portfolio double-scored both before and after lunch, and not less than one for every fifth portfolio scored.

When a required strand is missing, is scored “M,” or if an incorrect strand is submitted, it must be double-scored in that area by an “M–Resolver.”

Each Grade 10 portfolio must be scored twice.

Each Table Leader must score at least one portfolio per day that will be double-scored.

2 3

4• If scorers agree, places portfolio back in carton

• If scorers disagree, scores only the

rubric areas in question, then places portfolio back in carton

• Records each scorer’s accuracy percentage on the Scorer Tracking Form

When all portfolios in a carton have been scored:

• Checks that all Portfolio Feedback Forms are NEAT

and LEGIBLE (if not, return to scorer and rewrite)

• Brings carton to scanning room

• Retrieves new carton• Distributes portfolios to scorers one at a time• Repeats steps until all portfolios are scored

5 6=≠

%


'AHSummary of Scoring Process: Table Leaders

Same StandardsH gh E peclalionsfor ALL Students

The Table Leader:

it /

-ifGives each scorer

a portfolio to score

Receives portfolios from

scorers after scoring is

completed

Checks all score forms, for

completeness,legibility,and neatness

NOTE: If not completedneatly,returns form(s) to

scorer to completea new

form

If portfolio is scored twice,checks for agreementbetween Scorers 1 and 2.

2 3° Determines whethera

second score is required:

Each scorer must have at least

one portfolio double-scored

both before and @ lunch J

and not less than one for every@ portfolio scored.

When a required strand is

incorrect strand is submitted it

must be double-scored in that

area by an M-Resolver.

missing, is scored þÿ ��M�, �or if an

J

it 7).

be scored twice.

Each Grade 10 portfolio must

Each Table Leader must score

at least one portfolio per dayhat will be double scored

5_

° If scorers agree, placesportfolio back in carton

° If scorers disagree,scores

only the

rubric areas in question,then placesportfolio back

in carton

0A° Records each þÿ�s�c�o�r�e�r ��s

accuracy percentageon

the Scorer TrackingForm

0/If no second score is

required,checks that

forms are completedaccurately,placesportfolio back in carton,and holds the score forms

aside with all other forms

09/If a second score is

required,placesportfolioin a þÿ ��d�o�u�b�l�eþÿ�s�c�o�r�e �box

to be double-scores at

another table, keepingthe

Scorer 1 forms separate.

When all portfolios in a

carton have been scored:

Checks that all Portfolio

Feedback Forms are NEAT

and LEGIBLE (if not, return

to scorer and rewrite)Brings carton to scanningroom

Retrieves new carton

Distributes portfolios to

scorers one at a time

Repeatssteps until

all portfolios are scored


9

Scoring: Level of Complexity

Refer to Strand Cover Sheet (Item numbers 4, 5, and 6).

Using the Resource Guide (2006), scorer must confirm that:

• measurable outcome on Strand Cover Sheet (line 6) is linked to a learning standard for a student in this grade. If not, provide a comment and score accordingly (e.g., “M”), or consult with Table Leader.

• all evidence in this strand addresses the measurable outcome listed either on the Strand Cover Sheet (line 6) or on the data chart.

Use the Scoring Rubric below to determine the score for Level of Complexity.

1 2 3 4 5Portfolio reflects little or no basis on Curriculum Framework learning standards in this strand.

Student primarily addresses social, motor, and communication “access skills” during instruction based on Curriculum Framework learning standards in this strand.

Student addresses Curriculum Framework learning standards that have been modified below grade-level expectations (i.e., “entry points”) in this strand

Student addresses a narrow sample of Curriculum Framework learning standards (1 or 2) at grade-level expectations in this strand.

Student addresses a broad range of Curriculum Framework learning standards (3 or more) at grade level expectations in this strand.

Scoring RulesA) Use the following information, plus the Scoring Rubric below to score Level of Complexity.

Definitions:• “Access skills” (LOC=2) may be social, motor,

or communication skills that allow a student to participate in a standards-based activity, but do not address curriculum content directly. If uncertain, consult your Table Leader.

• “Entry points” (LOC=3) address curriculum content, but below grade-level expectations. NOTE: A skill (e.g., “waiting one’s turn”) may be an entry point in one subject (ELA) and access skill in another (Math).

• “At grade-level expectations” (LOC=4 or 5) means the student is working at a level of complexity equivalent to a typical student in that grade.

B) If a skill is addressed “at grade-level expectations,” it must be scored, then set aside for review by content expert scorers who will make the final determination for Level of Complexity. If uncertain, consult with your Table Leader.

C) Level of Complexity may vary within a strand. At least five data points and two additional pieces of primary evidence must be at the higher level of complexity in order to score at that level. Otherwise, score at the lower level of complexity in that strand.

SCORING RUBRIC

10


'AHScoring: Level of ComplexitySame Standards

High Expectationslor ALL Students

(Item numbers 4 5 and 6).

Refer to Strand Cover Sheet

Using the Resource Guide (2006),scorer must confirm that:

' measurable outcome on

Strand Cover Sheet (line 6) is

linked to a learning standard

for a student in this grade. lf

not provide a comment and

score accordingly (e.g. IVI ) or

consult with Table Leader.

all evldence in this strand

addresses the measurable

outcome listed either on the

Strand Cover Sheet (line 6) or

on the data chart.

Use the Scoring Rubric below to

determine the score for Level of

Complexity.

Scoring Rules

A) Use the following information, plus the ScoringRubric below to score Level of Complexity.

Definitions:° þÿ ��A�c�c�e�s�sþÿ�s�k�i�|�l�s �(LOC=2) may be social, motor,

or communication skills that allow a student to

participate in a standards-based activity, but do

not address curriculum content directly. If

uncertain, consult your Table Leader.° þÿ ��E�n�t�r�yþÿ�p�o�i�n�t�s �(LOC=3) address curriculum

content but below grade-level expectations.NOTE: Askill (e.g. waiting one s turn ) may be

an entry point in one subject (ELA) and access

@ in another (Math).At grade-level expectations (LOC=4 or 5)

means the student is working at a level of

complexity equivalent to a typical student in that

grade.

B) If a skill is addressed at grade-levelexpectations it must be scored then set aside for

review by content expert scorers who will make the

final determination for Level of Complexity.If uncertain consult with your Table Leader.

C) Level of Complexity may vary within a strand.

At least five data points and two additional

pieces of primary evidence must be at the

higher level of complexity in order to score at

that level. OthenNise score at the level of

complexity in that strand.

Portfolio reflects Student primarilyaddresses Student addresses Student addresses a Student addresses a

little or no basls social motor and Curr/cu/um Framework narrow sampleof broad range of

on Curr/cu/um communication access learningstandards that Curr/cu/um Framework Curr/cu/um

Framework skllls duringinstruction have been modiied learningstandards (1 Framework learninglearning based on Curriculum below grade-level or 2) at grade-levelstandards in this Framework learning expectations(i.e. entry expectationsin this

strand. standards in this strand. points ) in this strand strand.

standards (3 or

more)at gradelevel expectationsinthis strand.

SCORING RUBRIC


10

Scoring: Demonstration of Skills & Concepts (DSC)

Confirm that all of the following are included in the strand being scored:

• one data chart with at least 5 different dates

• two pieces of primary evidence that each address the same skill or outcome shown on the data chart

All pieces of primary evidence must be labeled with the following:

1. Student’s name2. Date (mo/day/yr)3. % Accuracy4. % Independence

For each data point and piece of primary evidence within the final 1/3 time frame, record date and % accuracy on Strand Organizer.

Calculate average percentage of accuracy for all evidence in the final 1/3 time frame.

Score = M in DSC and Independence. Give a comment.

If yes,

Use the Scoring Rubric below to determine the score for DSC.

Scoring RulesA) If DSC is scored M, then Independence must also be scored M.

B) If a work sample is also included as a point on a data chart, count it only once in the final calculation for DSC.

C) If % accuracy is not provided on primary evidence, calculate it yourself, if you can do so in two minutes or less (if not, score M).

D) A strand may also include primary evidence related to other outcomes and learning standards in the same strand. When this occurs, score as follows:

• First, determine whether the “core set” of required evidence is included (i.e., data chart and at least two pieces of primary evidence addressing the same skill or outcome). If not, score M

• If yes, determine whether any additional evidence was submitted in the strand.

• If yes, record % accuracy on Strand Organizer for all additional data and evidence in the final 1/3 time frame.

• Obtain the average by totaling the accuracy percentages for all data points and evidence in the final 1/3 time frame, and divide by the number of data points and pieces of evidence.

M 1 2 3 4The portfolio strand contains insufficient information to determine a score.

Student’s performance is primarily inaccurate and demonstrates minimal understanding in this strand. (0-25% accurate)

Student’s performance is limited and inconsistent with regard to accuracy and demonstrates limited understanding in this strand.(26-50% accurate)

Student’s performance is mostly accurate and demonstrates some understanding in this strand. (51-75% accurate)

Student’s performance is accurate and of consistently high quality in this strand.(76-100% accurate)

11

SCORING RUBRIC

Determine the final 1/3 time frame on the data chart (or final three data points, if final 1/3 is fewer than three points).

If no,


Determine the final 1/3 time frame on the data chart (or final three data points, if final 1/3 is fewer than three points).

-All _

Same Standards Scoring: Demonstration of Skills & Concepts (DSC)

Confirm that all of the following are

included in the strand being scored:

one data chart with at least 5

different dates

o pieces of primagy evidence that

each address the same skill or

outcome shown on the data chart

All pieces of primary evidence must

be labeled with the following:

F10

_ Students name

_ Date (mo/day/yr) Score = M

_ % Accuracy in DSC @

lf es

Give a comment.

Determine the final 1/3 time frame on the

data chart (or final three data points if

final 1/3 is fewer than three points).

For each data point and piece of primaryevidence within the final 1/3 time frame

record date and % accuracy on Strand

Organizer.

Calculate average percentage of accuracyfor all evidence in the final 1/3 time frame.

Use the Scoring Rubric below to determine

' tw

If,

1,

2

3

4. % |l'ldGpGl'1dGl'lCG |ndependenCe_

the score for DSC.

The portfoliostrand contains

insufficient

information to

determine a

score

Student s performanceis primarilyinaccurate

and demonstrates

minimal understandingin this strand

(0 25% accurate)

Scoring Rules

A) If DSC is scored M then Independencemust also be scored M.

B) If a work sample is also included as a pointon a data chart count it only once in the final

calculation for DSC.

C) If % accuracy is not provided on primary

in two minutes or less (if not score M).

D) A strand may also include primary evidence

related to other outcomes and learningstandards in the same strand. When this

occurs score as follows:

First determine whether the core set of

guired evidence is included (i_e_data

chart and at least two pieces of primaryevidence addressing the same skill or

outcome). If not score M

If yes determine whether any additional

evidence was submitted in the strand.

If yes record % accuracy on Strand

Organizer for Q additional data and

evidence in the final 1/3 time frame.

Obtain the average by totaling the accuracy

percentages for Q data points and

evidence in the final 1/3 time frame, and

divide by the number of data points and

pieces of evidence.

evidence, calculate it yourself, if you can do so

re,

O

O

SCORING RUBRIC

Student s performanceISlimited and inconsistent with

regardto accuracy and

demonstrates limited

understandingin this strand

(2650% accurate)

Student s performanceIS

mostlyaccurate and

demonstrates some

understandingin this

strand

(5175% accurate)

Student s

performanceISaccurate and of

consistentlyhighqualityin this strand

(76 100% accurate)


11

Scoring: Independence (Ind)

Use the same data points and evidence to calculate Independence that you used to calculate % accuracy.

Record % independence on the Strand Organizer at the same time you record % accuracy.

Calculate the average % independence for the evidence recorded on the Strand Organizer.

Use the Scoring Rubric to determine the score for independence.

Scoring Rules

A) If Independence is scored M, then DSC must also be scored M.

B) If a work sample is also included as a point on a data chart, count it only once in the final calculation for DSC.

C) If % cues/prompts are documented, rather than % independence; or a ratio is provided (e.g., “6/7 independent”), convert to a percentage (e.g., 10% cues/prompts = 90% independence). Use a calculator, if needed.

D) If % independence is not provided on primary evidence, you may calculate it yourself, if you can do so in two minutes or less (if not, score M).

E) A precise percentage of independence must be indicated on the evidence. If evidence indicates that a student required assistance “30-40% of the time,” or was independent “almost all of the time,” it is unscorable.

F) Count only cues/prompts, not accommodations, in the score for Independence.

G) If full hand-over-hand assistance is provided to the student, then Ind=0% (Rubric score for Ind=1).

M 1 2 3 4The portfolio strand contains insufficient information to determine a score.

Student requires extensive verbal, visual, and physical assistance to demonstrate skills and concepts in this strand.(0-25% independent)

Student requires frequent verbal, visual, and physical assistance to demonstrate skills and concepts in this strand.(26-50% independent)

Student requires some verbal, visual, and physical assistance to demonstrate skills and concepts in this strand.(51-75% independent)

Student requires minimal verbal, visual, and physical assistance to demonstrate skills and concepts in this strand.(76-100% independent)

12

SCORING RUBRIC


-AllSame Standards Scoring: Independence (Ind)


Use the same data points and

evidence to calculate

calculate % accuracy.

Independence that you used to

Scoring Rules

A) lf Independence is scored M then DSC must

also be scored M.

Strand Organizer at the same

time you record % accuracy.

Record % independence on the

Calculate the average% independence for the evidence

recorded on the Strand Organizer.

the score for independence.

Use the Scoring Rubric to determine

a data chart count it only once in the final

calculation for DSC.

C) lf % cues/prompts are documented rather

than % independence' or a i is provided(e.g. 6/7 independent ) convert to a percentage(e.g. 10% cues/prompts = 90% independence).Use a calculator if needed.

D) lf % independence is not provided on primaryevidence you may calculate it yourself if you can

do so in tvvo minutes or less (if not score M).

E)A precise percentage of independence must

be indicated on the evidence. lf evidence

indicates that a student required assistance 30-

40% ofthe time, or was independent almost all

of the þÿ�t�i�m�e�, �it is unscorable.

F) Count only cues/prompts, @

accommodations, in the score for Independence.

G) lf full hand-over-hand assistance is providedto the student, then lnd=0% (Rubric score for

lnd=1).

B) lf a work sample is also included as a point on

SCORING RUBRIC

The portfolio Student requires Student requires Student requiressome Student requiresminimal

strand extensive verbal, visual, frequentverbal, visual, verbal, visual, and verbal, visual, and

contains and physicalassistance and physicalassistance physicalassistance to physicalassistance to

insufficient to demonstrate skills to demonstrate skills demonstrate skills and demonstrate skills and

information and conceptsin this and conceptsin this conceptsin this strand. conceptsin this strand.

te deterrnine Strend- Strend- (51-15%independent) (16-100%independent)3 SCOVS- (0-25%independent) (26-50%independent)


12

Calculating DSC (Accuracy) and Independence

1. Each of the three labeled pieces of primary evidence is scorable and the strand is complete. (At least one labeled data chart and two labeled pieces of related primary evidence were submitted.)

2. On the Strand Organizer, record % accuracy and % independence for all labeled evidence within or after the final 1/3 time frame (or last three data points, whichever is more). In this strand, the final 1/3 time frame begins on 2/28/06.

3. For the final calculation, do not include % accuracy and % independence for evidence if already included on the data chart. Since % accuracy and % independence for the work sample (2/28/06) and video clip (4/29/06) are already included on the data chart, do not include this information a second time.

4. Calculate the average for all evidence in or after the final 1/3 time frame.

5. Use the Scoring Rubric to determine the final score in each rubric area.

Demonstration of Skills = 4Independence = 4

Scoring DSC (Accuracy) and IndependenceScenario #1: Primary evidence included on data chart

(All evidence in this strand is based on the same measurable outcome)

Evidence includes:• one data chart• one work sample• one video clip

Primary Evidence #1

Primary Evidence #2(already charted)

Feb. 28, 2007

WorkSample

80% Accuracy100% Independence


% Accuracy(beginning 2/28/07)

80%60%100%

avg. = 80%

% Independence(beginning 2/28/07)

100%100%100%

avg. = 100%

13

4/29/07 Videotape

100% Accuracy 100% Independence

100%

80%

60%

40%

20%

0%

11/1/06 12/2/06 1/14/07 2/28/07 3/30/07 4/29/07

% Accuracy

% Independence


2 On the Strand Organlzer record %

All Scoring DSC (Accuracy) and IndependenceSame Standards Scenario #1: Prima evidence included on data chart



Evidence includes:' one data chart' one work sample' one video clip

þÿ � % Accuracy

Primary Evidence #1 %'"d°'°e"de"°°

100%

80%

60%

40%

20%

I--U M Wþÿ�_ ��T�Q�-10111þÿ� �'�T� �` ��1�-�-�-

1

0% I-I-"11/1/06 12/2/06 1/14/07 2/28/07 3/30/07 4/29/07

Primary Evidence #2

(already charted)

Feb. 28 2007

Work

Sample


Primary Evidence #3

(already charted)

4/29/07 Videotape

'1 i

Calculating DSC

(Accuracy) and

Independence

1 Each of the three labeled DIGCGS of prlmaryevldence IS scorable and the strand IS

complete (At least one labeled data chart and

two labeled DIGCGS of related prlmary evldence

were submltted )

accuracy and % lndependence for all labeled

evldence wlthln or after the flnal 1/3 tlme frame

(or last three data polnts whichever IS more)In thls strand the flnal 1/3 tlme frame beglnson 2/28/06

3 For the flnal calculatlon do not lnclude %

accuracy and % lndependence for evldenc

accuracy and % lndependence for the work

sample (2/28/06) and VldGO C|lp (4/29/06) are

already lncluded on the data chart do not

lnclude thls lnformatlon a second tlme

4 Calculate the average for all evldence ln or

after the flnal 1/3 tlme frame

% Accuracy % Independence(beglnnlng 2/28/07) (beglnnlng 2/28/07)

80% 100%

60% 100%

100% 100%

avg 80% avg 00%

5 Use the Scorlng Rubric to determlne the

flnal score ln each rubrlc area

Demonstration of Skills 4

Independence 4

'

'

þÿ � _

'

e if

already included on the data chart. Since %


13

4/13/07

WorkSample


Calculating DSC and Independence


2. On the Strand Organizer, record % accuracy and % independence for all labeled evidence within or after the final 1/3 time frame (or the last three data points, whichever is more). In this strand, the final 1/3 time frame begins on 2/28/07.

3. For the final calculation, be sure to include % accuracy and % independence for the two work samples, since they are within or after the final 1/3 and not already included on the data chart.

4. Calculate the average for all evidence in, or after, the final 1/3 time frame.




80%60%100%100%100%

avg. = 88%


100%100%100%100%100%

avg. = 100%

Primary Evidence #2(within final 1/3 time frame, and not included on chart)

5/01/07

WorkSample



Evidence includes:• one data chart• two work samples

Primary Evidence #3(after final date on chart)

14

Primary Evidence #1100%

80%

60%

40%

20%

0%

11/1/06 12/4/06 1/15/07 2/28/07 3/30/07 4/30/07

% Accuracy

% Independence


Scoring DSC (Accuracy) and IndependenceScenario #2: Evidence produced after final date on chart

AIT Scoring DSC (Accuracy) and IndependenceSame Stndards Scenario #2: Evidence roduced after final date on chart

High ExpectationsIor ALL Students


Evidence includes:° one data chart° two work samples

1007

80

60

40%

20%

0%

þÿ � % Accuracy

---mu-in11I@Q1gggmlllnull--

Pfilnafy Evidence #1 % Independence

0 9 9 *}

%

%1 L

¢ 0 'Z

11/1/05 12/4/05 1/15/07 2/28/07 3/30/07 4/30/07

Primary Evidence #2

(within final 1/3 time frame,and not included on chart)

4/13/07

Calculatlng DSC and

Independence1 Each ofthe three labeled DISCSS of

prlmary evldence IS scorable and the

strand IS complete (At least one

labeled data chart and two labeled

DISCSS of related prlmary evldence

were submltted )

2 On the Strand Organizer record

% accuracy and % lndependence for all

labeled evldence wlthln or after the flnal

1/3 tlme frame (or the last three data

polnts whlchever IS more) In thls

strand the flnal 1/3 tlme frame beglnson 2/28/07

3 For the flnal calculatlon be sure to

lnclude % accuracy and

% lndependence for the two work

the flnal 1/3 and not already lncluded on

the data chart

Work

Sample

100 / Accuracy100/ lndependence

Primary Evidence #3

(after final date on chart)

4 Calculate the average for all

evldence ln or after the flnal 1/3 tlme

frame

% Accuracy % Independence(beglnnlng 2/28/07) (beglnnlng 2/28/07)

80%

%

100%

100%

100%

100%

100%

100%

100%

100%5/01/07

Work

Sample


avg 88% avg 00%

5 Use the Scorlng Rubrlc to determlne

the flnal score ln each rubrlc area

Demonstration of Skills 4

lndependence 4

samples, since they are within or after

60

_

=_

= 1


9/20/06

WorkSample




2. On the Strand Organizer, record % accuracy and % independence for all labeled evidence within or after the final 1/3 time frame (or last three data points, whichever is greater). In this strand, the final 1/3 time frame begins on 2/28/07.

3. For the final calculation, do not include % accuracy and % independence from the two work samples, since they were completed prior to the final 1/3 time frame (i.e., before 2/28/07).





60%40%60%

avg. = 53.3%


20%40%40%

avg. = 33.3%

Primary Evidence #2(not within final 1/3, and not included on chart)

12/1/06

WorkSample



Evidence includes:• one data chart• two work samples

Primary Evidence #3(not within final 1/3,and included on chart)

15

Primary Evidence #1% Accuracy

% Independence

11/1/06 12/1/06 1/15/07 2/28/07 3/30/07 4/30/07

100%

80%

60%

40%

20%

0%


Scoring DSC (Accuracy) and IndependenceScenario #3: Evidence not in final 1/3 time frame

Ali Scoring DSC (Accuracy) and IndependenceSame Standards Scenario #3: Evidence not in final 1/3 time frame



Evidence includes:° one data chart° two work samples

þÿ � % Accuracy

þÿ ��y�o|ndependenCe

100%

11111M

--III-M

-W TTSK40% Q-,-Q-'E :vo 0 A L,-.A 20% L

0% X"--I11/1/06 12/1/06 1/15/07 2/28/07 3/30/07 4/30/07

Primary Evidence #2

(not within final 1/3, and

not included on chart)

9/20/06

Work

Sample


Primary Evidence #3

(noi: within final 1/3,and included on chart)

12/1/06

Work

Sample


Calculating DSC and

Independence

1. Each ofthe three labeled pieces of

primary evidence is scorable and the

strand is complete. (At least one labeled

data chart and two labeled pieces of

related primary evidence were

submitted.)

2. On the Strand Organizer record %

accuracy and % independence for all

labeled evidence within or after the final

1/3 time frame (or last three data points,whichever is greater). In this strand, the

final 1/3 time frame begins on 2/28/07.

3. For the final calculation, do not include

% accuracy and % independence from

the two work samples, since they were

completed prior to the final 1/3 time frame

(i.e. before 2/28/07).

4. Calculate the average for all evidence

in or after the final 1/3 time frame.

% Accu y A lndependen(beginning 2/28/07) (beginning 2/28/07)

% %

% %

% %

avg. = 53.3% avg. = 33.3%

5. Use the Scoring Rubric to determine

the final score in each rubric area.

Demonstration of Skills = 3

Independence = 2

rac°

ce

60 20

40 40

60 40



1. Each of the three labeled pieces of primary evidence is scorable and the strand is complete. (Rule: a field data chart plus a bar or line graph summarizing the field data are both scorable pieces of primary evidence).

2. On the Strand Organizer, record % accuracy and % independence for all labeled evidence within or after the final 1/3 time frame (or last three data points). In this strand, the final 1/3 time frame begins on 12/6/06.

3. Since the bar graph includes the same information as the field data chart, do not repeat % accuracy and % independence on the Strand Organizer. Similarly, since the work sample is already included on the bar graph, do not repeat the percentages from that work sample in the final tally.



Demonstration of Skills = 4 Independence = 3


100%100%100%

avg. = 100%


67%50%83%

avg. = 66.67%

Primary Evidence #2(field data summarized on bar graph above)

12/5/06

WorkSample



Evidence includes: • one bar graph• one field data chart• one work sample

Primary Evidence #3(included on both charts)

16

Primary evidence #1 (bar graph)

% Accuracy

% Independence

100%

80%

60%

40%

20%

0%

12/4/06 12/5/06 12/6/06 12/7/06 12/8/06


12/4/06 12/5/06 12/6/06 12/7/06 12/8/06

Scoring DSC (Accuracy) and IndependenceScenario #4: Bar or line graph summarizes field data

-Ali Scoring DSC (Accuracy) and IndependenceSameSl==1ndafdS Scenario #4: Bar or line ra h summarizes field data



Evidence includes:

one bar graphone field data chart

one work samplePr|mary evldence #1 (bar graph)

100/

80Iililili H , A,,,,u,a,,,

60I ll ll HI ll lilI / Independence

40

I I I5I| Ifll Ifll III12/4/06 12/5/06 12/6/06 12/7/06 12/8/06

I'

20 I HI IIII I'I| IIII I I

-1111Pr|mary Evldence #2

(fleld data summarlzed on har graph above)

--ucv_

Pr|mary Evldence #3

(mcluded on both charts)

12/5/06

Work

Sample

100 / Accuracy50/ Independence

Calculating DSC and

Independence

1. Each ofthe three labeled pieces of


strand is complete. (Rule: a field

data chart plus a bar or line graphsummarizing the field data are both

scorable pieces of primary evidence).

2. On the Strand Organizer record

% accuracy and % independence for

all labeled evidence within or after the

final 1/3 time frame (or last three data

points). In this strand the final 1/3

time frame begins on 12/6/06.

3. Since the bar graph includes the

same information as the field data

chart do @ repeat % accuracy and

% independence on the Strand

Organizer. Similarly since the work

sample is already included on the bar

graph do @ repeat the percentagesfrom that work sample in the final tally.

4. Calculate the average for all

evidence in or after the final 1/3 time

frame.

% Accu y A, Independen(beginning 12/6/06) (beginning 12/6/06)

100 AJ 67 AJ

100 AJ 50%

100 AJ 83 AJ

avg. = 100% avg. = 66.674

5. Use the Scoring Rubric to

determine the final score in each

rubric area.

Demonstration of Skills = 4

Independence = 3

. I

o

o

°o

% - on

% In ,

r I r Z "0

%

f II

I 5% If

,

. .

þÿ �

IMI; (mo da /3 r)

S "_(I |~im>|u ( l.1\rno|n ( la~sru<>|1 C l.|~rnn|n Cl sxrnoni

It mu þÿ ��n�u 'I\.|I1 uI¢ with Aid; ll l c I .» | t 1 L ,

Auurau a da I' + + + +

lndupcnrle I P P I I P þÿ �

:nr1

lvlIr I

a *_ _._ _,_ _*_ _+þÿ�` �

I I P 1 1 I ,

+ + + + +

I P I P I I

+ + + + +

I P I I P I

a + + + + +' '

I P I I P I

+ + + + +

l I P P P I0

I'aC ce

0 0

0

' '0 0

'

o o

°o

°o



1. Each of five labeled pieces of primary evidence is scorable and the strand is complete. (At least one labeled data chart and two labeled pieces of related primary evidence were submitted.)

2. On the Strand Organizer, record % accuracy and % independence for all labeled evidence within or after the final 1/3 time frame that addresses the same skill as the data chart, PLUS the evidence of other related skills. In this strand, the final 1/3 time frame begins on 2/28/07.

3. On the Strand Organizer, record % accuracy and % independence for evidence produced on or after 2/28/07, including:

• data points• work samples that show the

same skill as the data chart• work samples that show other

skills in the strand



Demonstration of Skills = 3 Independence = 2

Primary Evidence #2(same skill, but not charted)

2/15/07

Worksample


Evidence in this strand includes:• one bar graph• four work samples (two show the same skill

as the chart)

Primary Evidence #4(different learning standard in same strand)

17

12/15/06

WorkSample


Primary Evidence #1% Accuracy

% Independence

100%

80%

60%

40%

20%

0%

11/1/06 12/1/06 1/15/07 2/28/07 3/30/07 4/30/07

Primary Evidence #3(included on chart)

3/30/07

WorkSample


Primary Evidence #5(different learning standard in same strand)

3/1/07

WorkSample



20%40%40%

100%

avg. = 50%


60% (2/28/07)

40% (3/30/07)

60% (4/29/07)

80% (3/1/07)

avg. = 60%


Scoring DSC (Accuracy) and IndependenceScenario #5: Additional evidence of related skills

-Ali Scoring DSC (Accuracy) and IndependenceSame Stnderds Scenario #5: Additional evidence of related skills


Evidegcein

tlxsstrand includes: Ca|cu|ating DSC and

° one ar grap° four work samples (two show the same skill Independence

as the chart) _ _

1. Each of five labeled pieces of


0 strandiscomplete.(Atleastone strand is complete. (At least one

Primary Evidence #1 % Independence labeleddata chart andtwo labeled0

pieces of related primary evidenceþÿ ��M �

11 _HHH We þÿ�S ��* � � � � ��e ��-�>80%

GW 2. On the Strand Organizer record

°

i f þÿ �� Y% accuracy and % independence for

40% A! Q labeled evidence

final 1/3 time frame that addresses the20%

same skill as the data chart, PLUS the

0% evidence of other related skills. In this

strand, the final 1/3 time frame beginson 2/28/07.

Primary gvidence#2 3. On the Strand Organizer record %

(same $k|||; butprimary Evidence #3 aciiuracyandd%inddepende;nce2f00nat charted) (included on chart) evi encelpro

uce on or a ter / / 7

including.° data points

12/15/063/30/07

° work samples that show the

same skill as the data chartWork

W0l'k ° work samples that show other

SamP|e Samp|e skills in the strand

6°% þÿ�A�°�° ��" ��°�Y0 4. Calculate the average for all

on 40A»A40/ Independence40% Indecpceurrggice evidence in, or after, the final 1/3 time

frame.

Prilnary %AcCuraC:! % |ndependenQe

(different learning standard' 0 0

þÿ�' � Same þÿ�$�"�a ��°�'�)Primary Evidence #5 2,15,0, standard ln same strand) 80% (3/1/07) 100%

av _

= 607 HVQ- = 50%

Work3/1/07

. 0

sample 5. Use the Scoring Rubric to

W0l'k determine the final score in each

% Independence'5J00%Accuracy

Sample rubric area

Demonstration of Skills = 380%Accuracy

100% Independence Independence = 2


17

Calculating DSC (Accuracy) and Independence

1. Although the data chart includes at least five points on five different dates, and the work samples address the same skill as the data chart, the scores for both accuracy and independence remain in the 80-100% range for the duration of the data collection period. The chart does not show that a new skill was taught to the student. Therefore, the data chart is unscorable.

2. The final score in each rubric area is:

Demonstration of Skills = MIndependence = M


Evidence includes:• one data chart

(all data points at or above 80%)• two work samples


2/28/07

WorkSample



18


4/30/07

WorkSample


Primary Evidence #1100%

80%

60%

40%

20%

0%

11/1/06 12/1/06 1/15/07 2/28/07 3/30/07 4/30/07

% Accuracy

% Independence

Scoring DSC (Accuracy) and IndependenceScenario #6: All data points at 80-100% for DSC and Ind

-Ali Scoring DSC (Accuracy) and IndependenceSame Standards Scenario #6: All data oints at 80-100% for DSC and Ind


Evidence includes:

one data chart

(all data points at or above 80 A)two work samples

. / Accuracy

Prlmary Evldence #1" / þÿ�'�" ��°�'�°�°�"�"�°�"�°�°

100 /

80

60%

40%

20%

0%

11/1/06 12/1/06 1/15/07 2/28/07 3/30/07 4/30/07

Primary Evidence #2

(already charted)

Calculating DSC

(Accuracy) and

Independence

1. Although the data chart includes at least

five points on five different dates and the

work samples address the same skill as the

data chart, the scores for both accuracy and

independence remain in the 80-100% rangefor the duration of the data collection period.The chart does not show that a new skill

was taught to the student. Therefore, the

data chart is unscorable.

2. The final score in each rubric area is:

Demonstration of Skills = M

Independence = M


0.

. . oo

00 /4 Kd 0 0 wx 7 7)

%_

2/28/07

Work

80 / Accuracy100 / Independence

Sample

Primary Evidence #3

(already charted)

4/30/07

Work

Sample



M 1 2+Evidence of self-correction, monitoring, goal-setting, and reflection was not found in this strand.

Student self-corrects, monitors, sets goals, and reflects in this strand on only one piece of evidence in this strand.

Student self-corrects, monitors, sets goals, and reflects on two or more pieces of evidence in this strand.

Scoring Self-Evaluation

Scoring RulesA) If the evidence shows the same self-evaluation activity or reflection sheet on multiple pieces of primary evidence, counteach occurrence as one example of self-evaluation.

B) If the evidence shows multiple examples of self-evaluation on a single piece of primary evidence, count as one example of self-evaluation.

C) Self-evaluation does not includechoosing a response to a question during actual instruction (e.g., “Which object is larger?”).

D) When stickers or stamps are used to show self-evaluation, such as colored dots or “happy face” stickers, these count as examples of self-evaluation ONLY when it is clear from the evidence or the teacher’s description that the student has chosen the sticker to describe or reflect on his or her performance. If a choice by the student is not evident, do not count the sticker(s) as an example of self-evaluation. Add a comment from the Comment Key.

E) Always count the use of Mayer Johnson symbols as self-evaluation when used as such, even if no explanation is included as to whether the student made a choice.

On the Strand Organizer, record each example of self-evaluation found in the evidence for the strand.

If the Total Then theNumber is: Score is:

0

19

SCORING RUBRIC

M

1 1

2 or more 2+

Count as one example of self-evaluation each of the following activities performed by the student:

– selecting work for portfolio– choosing materials/activities– reflecting on performance– goal-setting– graphing or monitoring own

performance– checking or listing tasks as

they are accomplished– correcting his or her own work


'AHScoring Self-Evaluation

Same StandardsHigh Expectationstor ALL Students

On the Strand Organizer, record

each example of self-evaluation

found in the evidence for the

strand.

If the Total Then the

Number is Score is

Count as one example of self-

activities erformed b the stu

- selecting work for portfolio- choosing materials/activities- reflecting on performance- goal-setting- graphing or monitoring own

performance- checking or listing tasks as

they are accomplished

1

evaluation each of the following'

D .

- correcting his or her own work

Scoring Rules

A) If the evidence shows the same self-

evaluation activity or reflection sheet on

multiple pieces of primary evidence, count

each occurrence as one example of self-

evaluation.

B) If the evidence shows multiple examples of

self-evaluation on a single piece of primaryevidence, count as one example of self-

evaluation.

C) Self-evaluation does @ include

choosing a response to a question duringactual instruction (e.g., þÿ ��W�h�i�c�hobject is

þÿ�l�a�r�g�e�r ��? ��)�.

D) When stickers or stamps are used to

show self-evaluation such as colored dots or

happy face stickers these count as

examples of self-evaluation ONLY when it is

clear from the evidence or the teacher s

description that the student has chosen the

sticker to describe or reflect on his or her

performance. If a choice by the student is not

evident do not count the sticker(s) as an

example of self-evaluation. Add a comment

from the Comment Key.

E) Always count the use of Mayer Johnson

symbols as self-evaluation when used as

such even if no explanation is included as to

whether the student made a choice.

SCORING RUBRIC

Evidence of self correction monitoringgoal Student self corrects monitors sets Student self corrects monitors sets

setting and reflection was not found in this goals and reflects in this strand on only goals and reflects on two or more

strand one piece of evidence in this strand pieces of evidence in this strand

dent


Scoring Generalized Performance

Scoring RulesA.) Determine the total number of ways in which the skill or knowledge was demonstrated. If, for example, the student addresses the same skill:

• using the same instructional approach, but with a different person in each of two settings, then GP = 1.

• using a different approach in each of two settings, GP = 2.

• in his or her homework and through evidence produced in a community setting, GP = 2.

B.) The score for Generalized Performance must be at least 1, never 0.

C.) Different settings in which instruction occurred and/or staff with whom the student worked do not, by themselves, count as examples of Generalized Performance.Exceptions: homework and community settings.

D.) If use of age-inappropriate instructional materials is evident (e.g., use of dolls, cartoons, nursery rhymes, etc., by 16-year-old students), the score in Generalized Performance must be lowered 1 point. When this occurs, add a comment from the Comment Key. Check with your Table Leader if you are uncertain.

20

On the Strand Organizer, record the number of contexts and instructional approaches found in the primary evidence for the strand.

If the Total Then the Number is: Score is:

1

2

SCORING RUBRIC1 2 3+

Student demonstrates knowledge and skills in this strand using a single context or one instructional approach.

Student demonstrates knowledge and skills in this strand using two contexts, or instructional approaches.

Student demonstrates knowledge and skills in this strand using three or more contexts or instructional approaches.

1

2

3 or more 3+

Examples of Generalized Performance:

ActivityScore

for GP

• Completing a worksheet in the classroom matching coin amounts to given values

• Completing the same worksheet in the cafeteria

1


• Making a purchase in the cafeteria2


• Making purchases in the cafeteria and in the community

3+


• Creating work sample using a store flyer to purchase within a given budget

• Making a purchase in the cafeteria

3+


Scoring Generalized PerformanceSame Standards


On the Strand Organizer, record the n Rulesnumber of contexts and instructional Q

approaches found in the primary evidence A.) Determine the total number of ways in

forthe 3trand_ which the skill or knowledge was

demonstrated. lf, for example, the studentlf the T°t?| Then the addresses the same skill:

Number is: Score is:° using the same instructional approach,

but with a different person in each of two

settings, then GP = 1.° using a different approach in each of two

settings, GP = 2.3 °r m°re ° in his or her homework and through

evidence produced in a communitysetting, GP = 2.

Examples of Generallzed Performance:B.) The score for Generalized Performance

_ _ Swre must be at least 1, never 0.Act|v|ty for GP

~ Completing a worksheet in the classroom C`) Different Q§ m.WhiChinstruction

matching Coin amounts to given Vaiuesoccurred and/or staff with whom the student

~ Completing the same worksheet in the worked do hot, by th9mS9|V9S, Count 33

cafeteria examples of Generalized Performance.

Exceptions: homework and community~ Completing a worksheet in the classroom

Settingsmatching coin amounts to given values

`

~ Making a purchase in the cafeteria_ _ _ _

D.) lf use of age-lnapproprlate lnstructlonal~ Completing a worksheet in the classroom materials is evident (e.g., use of dolls,m3tChif19C0if 3m0Uf1tS to 9i/en values

3+cartoons, nursery rhymes, etc., by 16-year-old

~ Making purchases in the cafeteria @ in the 3tUdent5)_the gee;-e in GeneralizedC°mmU"'tY Performance must be lowered 1 point. When

C. . this occurs, add a comment from the

~ ompletmg a worksheet in the classroom . .

matching Coin amounts to given Vaiues Comment Key. Check with your Table Leader if

~ Creating work sample using a store flyer to 3+ YOU EWG UnC9l't3lU-

purchase within a given budget~ Making a purchase in the cafeteria

SCORING RUBRIC

Student demonstrates knowledgeand Student demonstrates knowledgeand Student demonstrates knowledgeand

skills in this strand usinga single context skills in this strand usingtwo contexts, or skills in this strand usingthree or more

or one instructional approach. instructional approaches. contexts or instructional approaches.



1) Must pieces of primary evidence be included as points on the data chart for the strand to be complete?No. Work samples, videos, and other primary evidence may or may not be included as data points on a graph or chart, at the teacher’s discretion. Regardless of whether primary evidence is included on the chart, it is still counted for the purpose of determining scores. However, at least two pieces of primary evidence must be submitted based on the outcome described on the data chart.

2) What if a required strand is not submitted? Do not mark any scores for required strands that were not submitted, and be sure to provide a comment.

3) What if a strand was submitted that is not required for a student in that grade?If an unrequired strand was submitted, and the student is not working at grade level, do not score the strand. List the strand name in the appropriate box on the Portfolio Feedback Form (PFF). An unrequired strand may be one of the following:

• A Math strand that is unmatched to the requirements for a student’s grade• ELA strands other than General Standards 4 or 8, and (in grades 4, 7, and 10) ELA Composition• High school Earth Science (this strand is not assessed in high school)

EXCEPTIONS: 1) When a student in grades 3-8 is working “at grade level” (refer to the Strand Cover Sheet), and one or more additional strands are submitted, you must score all strands submitted in the content area.

2) For Science and Technology/Engineering in grades 5 and 8 (for which three strands are required), you must score a fourth Science and Technology/Engineering strand, if it was submitted.

For high school Science and Technology/Engineering, if three disciplines (rather than three learning standards in a discipline) are submitted, you must do the following:

• Determine if any of the three disciplines includes evidence of three different learning standards. If so, score only that discipline.

• If not, determine if any discipline includes evidence of more than one learning standard. If so, score only that discipline.

• If all disciplines include evidence of only one learning standard, score the first discipline in the portfolio.

If a student took a standard MCAS test in a subject required for assessment, instead of MCAS-Alt (refer to the Portfolio Cover Sheet), do not mark any scores in that content area.

4) What if no ,or multiple, Strand Cover Sheets are submitted for a strand? Scorers must first determine whether all required evidence in the required strands were submitted, and whether the correct number of strands were submitted in the content area (if not, see the Rule #2 above). Regardless of the number of Strand Cover Sheets, scorers should “bundle” all pieces of evidence together within a strand (without physically moving the evidence within the portfolio), and then score the strand. If the scorer can organize the materials in under five minutes, then the scorer can score the strand. If not, score M and provide a comment.

21


'AHScoring Rules in Special Cases


1)

2)

3)

4)

Must pieces of primary evidence be included as points on the data chart for the

strand to be complete?No. Work samples, videos, and other primary evidence may or may not be included as data points on a

graph or chart, at the þÿ�t�e�a�c�h�e�r ��sdiscretion. Regardless of whether primary evidence is included on the

chart, it is still counted for the purpose ofdetermining scores. However, at least two pieces of primaryevidence must be submitted based on the outcome described on the data chart.

What if a required strand is not submitted?Do not mark any scores for required strands that were @ submitted, and be sure to provide a

comment.

What if a strand was submitted that is not required for a student in that grade?lf an unrequired strand was submitted, and the student is @working at grade level, do not score the

strand. List the strand name in the appropriate box on the Portfolio Feedback Form (PFF). An

unrequired strand may be one of the following:

° A Math strand that is unmatched to the requirements for a þÿ�s�t�u�d�e�n�t ��sgrade° ELA strands other than General Standards 4 or 8, and (in grades 4, 7, and 10) ELA Composition° High school Earth Science (this strand is not assessed in high school)

EXCEPTIONS:

1) When a student in grades 3-8 is working þÿ ��a�tgrade þÿ�l�e�v�e�l �(refer to the Strand Cover Sheet), and one

or more additional strands are submitted, you must score all strands submitted in the content area.

2) For Science and Technology/Engineering in grades 5 and 8 (for which three strands are required),you must score a fourth Science and Technology/Engineering strand, if it was submitted.

For high school Science and Technology/Engineering, if three disciplines (rather than three learningstandards in a discipline) are submitted, you must do the following:

° Determine if any of the three disciplines includes evidence of three different learning standards.

lf so, score only that discipline.° lf not, determine if any discipline includes evidence of more than one learning standard. lf so,

score only that discipline.° lf all disciplines include evidence of only one learning standard, score the first discipline in the

portfolio.

lf a student took a standard MCAS test in a subject required for assessment, instead of MCAS-Alt

(refer to the Portfolio Cover Sheet), do not mark any scores in that content area.

What if no ,or multiple, Strand Cover Sheets are submitted for a strand?Scorers must first determine whether all required evidence in the required strands were submitted, and

whether the correct number of strands were submitted in the content area (if not, see the Rule #2

above). Regardless of the number of Strand Cover Sheets, scorers should þÿ ��b�u�n�d�l�e �all pieces of

evidence together within a strand (without physically moving the evidence within the portfolio), and then

score the strand. lf the scorer can organize the materials in under five minutes, then the scorer can

score the strand. lf not, score M and provide a comment.


21

5) What if the portfolio contains forms and cover sheets from previous years?If a portfolio contains outdated forms, score the strands anyway using the current scoring guidelines.

6) Can evidence be submitted from both the current and previous school years?Only Science and Technology/Engineering portfolios in grades 5, 8, and 10 may contain evidence accumulated over two consecutive school years (i.e., the current and one previous school year). All other content areas must include evidence from only the current school year (beginning 7/2/06). Competency portfolios in grades 10-12 may also include evidence from several prior years (these must be set aside after scoring for additional review)

7) Can photographs, videos, and audiotapes be scored as primary evidence? Videotapes or DVDs can be scored as primary evidence when the image of the student performing the task is clear, the sound is clearly audible or is transcribed in writing, and the video (or video image) is labeled with all required information (student’s name, date, % accuracy, % independence). The portfolio reviewer should view each video for not longer than three minutes per task.

Photographs can be scored in the following situations, and ONLY when the subject is clear and the photo labeled with all required information (student’s name, date, % accuracy, % independence):

• A photograph must be scored as primary evidence when it clearly shows a sample of work that is either too large, fragile, temporary in nature, or unsafe to include in a portfolio.

• A photograph must be scored as primary evidence when it clearly shows the end product of a sequence of steps (and/or each step in the process) performed by the student, and an explanation as to what occurred.

• A photograph must be scored as secondary evidence when it clearly shows the setting, instructional approach, or context of the activity (e.g., a student sitting at a computer).

Audiotapes can be scored when they are clearly audible or transcribed in writing and labeled with all required information (student’s name, date, % accuracy, % independence). Audiotapes must be scored as primary evidence only in the following cases:

• When the student provides verbal responses recorded on audiotape as an accommodation, rather than written responses, and there is clear evidence of what the student was asked to do.

• When the outcome listed on the Strand Cover Sheet is related to – communication– use of language – participation by the student in discussion, recitation, performance, or other oral activity

8) How should a portfolio be scored for a student enrolled in grade 9, 11, or 12 if it includes high school Science and Technology/Engineering?Score this content area the same as you would a grade 10 portfolio.

22



'AHScoring Rules in Special Cases


5) What if the portfolio contains forms and cover sheets from previous years?lf a portfolio contains outdated forms, score the strands anyway using the current scoring guidelines.

6) Can evidence be submitted from both the current and previous school years?Only Science and Technology/Engineering portfolios in grades 5, 8, and 10 may contain evidence

accumulated over two consecutive school years (i.e., the current and one previous school year).All other content areas must include evidence from only the current school year (beginning 7/2/06).Competency portfolios in grades 10-12 may also include evidence from several prior years (these must

be set aside after scoring for additional review)

7) Can photographs, videos, and audiotapes be scored as primary evidence?

Videotapes or DVDs can be scored as primary evidence when the image of the student performing the

task is clear, the sound is clearly audible or is transcribed in writing, and the video (or video image) is

labeled with all required information þÿ�(�s�t�u�d�e�n�t ��sname, date, % accuracy, % independence). The portfolioreviewer should view each video for not longer than three minutes per task.

Photographs can be scored in the following situations, and ONLY when the subject is clear and the

photo labeled with all required information þÿ�(�s�t�u�d�e�n�t ��sname, date, % accuracy, % independence):

° A photograph must be scored as primary evidence when it clearly shows a sample of work that is

either too large, fragile, temporary in nature, or unsafe to include in a portfolio.° A photograph must be scored as primary evidence when it clearly shows the end product of a

sequence of steps (and/or each step in the process) performed by the student, and an explanationas to what occurred.

° A photograph must be scored as secondary evidence when it clearly shows the setting,instructional approach, or context of the activity (e.g., a student sitting at a computer).

Audiotapes can be scored when they are clearly audible or transcribed in writing and labeled with

all required information þÿ�(�s�t�u�d�e�n�t ��sname, date, % accuracy, % independence). Audiotapes must be

scored as primary evidence only in the following cases:

° When the student provides verbal responses recorded on audiotape as an accommodation, rather

than written responses, and there is clear evidence of what the student was asked to do.° When the outcome listed on the Strand Cover Sheet is related to

- communication- use of language- participation by the student in discussion, recitation, performance, or other oral activity

8) How should a portfolio be scored for a student enrolled in grade 9, 11, or 12 if it

includes high school Science and Technology/Engineering?Score this content area the same as you would a grade 10 portfolio.


22

Additional Scoring Scenarios and Rules

23

If a strand consists of: Then strand is: Reason:Provide a Comment*

1) - 3 or more pieces of primary evidence, but NO DATA CHART

Scored M A data chart is required; otherwise strand is incomplete.

53

2) - Data chart - 2 pieces of evidence showing

DIFFERENT skills/outcomes than the data chart

Scored M If primary evidence does not address the outcome listed on the data chart, then strand is incomplete.

54

3) - Data chart- Video- Photograph

Complete and scorable, if photo and video meet requirements for primary evidence (see p. 22, #6). If not, then scored M

Photograph must meet criteria to be scored as primary evidence.

2554

(if photo is secondary evidence)

4) - Data chart, with accuracy AND independence at 80-100% for the duration of data collection period

- 2 related pieces of evidence

Scored M Data chart must show that student was taught a new skill. Therefore, accuracy and/or independence should fall below 80% at some point.

56

5) - Field data chart- Line graph summarizing field data

- 1 piece of related evidence

Complete and scorable

Field data chart can be summarized on bar/line graph. Both charts are scorable.

NO

6) - Data chart with fewer than 5 dates


Scored M At least 5 data points on 5 different dates are required.

55

7) - Data chart with 6 points, 2 on the same day


Complete and scorable, if at least 5 dates are related to outcome

All data recorded on same date should be averaged by scorer. Each date counts as single data point.

NO

8) - Data chart with 5 points, 2 on the same day


Scored M At least 5 data points on 5 different dates are required.

55

* Numbered comment from Comment Key (See Appendix B)


'AHAdditional Scoring Scenarios and Rules

Same StandardsHigh Expectationslor ALL Studenis

Provide a*If a strand consists of: Then strand is: Reason: Comment

3 or more pieces of primary Scored M Adata chart is required; 53

evidence, but NO DATA CHART otherwise strand is incomplete.

Data chart Scored M lf primary evidence does not 54

2 pieces of evidence showing address the outcome listed on

DIFFERENT skills/outcomes the data chart, then strand is

than the data chart incomplete.

Data chart Complete and scorable, if Photograph must meet 25

Video photo and video meet criteria to be scored as 54

Photograph requirements for primary primary evidence. (if photo is

evidence (see p. 22, #6). secondarylf not, then scored M evidence)

Data chart, with accuracy Scored M Data chart must show that 56

AND independence at student was taught a new

80-100% for the duration of skill. Therefore, accuracydata collection period and/or independence

2 related pieces of evidence should fall below 80% at

some point.

Field data chart Complete and Field data chart can be NO

Line graph summarizing field scorable summarized on bar/line

data graph. Both charts are

1 piece of related evidence scorable.

Data chart with fewer than Scored M At least 5 data points on 55

5 dates 5 different dates are

2 related pieces of evidence required.

Data chart with 6 points, Complete and All data recorded on NO

2 on the same day scorable, if at same date should be

2 related pieces of evidence least 5 dates are averaged by scorer. Each

related to date counts as single data

outcome point.

Data chart with 5 points, Scored M At least 5 data points on 55

2 on the same day2 related pieces of evidence

5 different dates are

required.

*Numbered comment from Comment Key (See Appendix B)


23

24

If a strand consists of: Then strand is: Reason:Provide a comment*

9) - Data chart measuring several different outcomes

- 2 pieces of evidence

Complete and scorable, if able to determine data that addresses one outcome, with 2 pieces of related primary evidence. If unable to do so in 2 minutes, score M

Scorable only if chart includes at least 5 related data points on 5 different dates, with 2 related pieces of evidence.

41 55

(if 5 different dates are not included)

10) - 3 data charts, each addressing a different learning standard in the strand - Fewer than 2 pieces of primary evidence related to any of the three charts

Scored M, if fewer than 2 pieces are related to an outcome on one of the charts

Strand must include at least 2 pieces of primary evidence addressing same outcome as one data chart; otherwise strand is incomplete.

54

11) - 3 data charts with same outcome on each chart - No other evidence

Scored M 3 data charts with the same outcome are counted as one piece of primary evidence.

54

12) - Multiple data charts, each addressing a different learning standard

- 2 pieces of primary evidence related to each chart

Complete and scorable; average the final 1/3 time frame of each “set” of evidence. Then, average all “averages” together

When multiple data charts reflecting different outcomes are included, count all documented skills.

NO

13) - Data chart- One related work sample - One work sample based on a different learning standard in strand

Scored M A data chart plus 2 pieces of primary evidence are required that address the same outcome.

54

Additional Scoring Scenarios and Rules (Cont’d)

* Numbered comment from Comment Key (See Appendix B)


'AHAdditional Scoring Scenarios and Rules þÿ�(�C�o�n�t ��d�)


Then strand is: Reason:

Provide a*commentIf a strand consists of:

9) - Data chart measuring several

different outcomes- 2 pieces of evidence

Complete and scorable,if able to determine data

that addresses one

outcome, with 2 piecesof related primaryevidence. lf unable to do

so in 2 minutes, score M

Scorable only if chart

includes at least 5

related data pointson 5 different dates,with 2 related piecesof evidence.

41

55

(if 5 different

dates are not

included)

10) - 3 data charts, each

addressing a different

learning standard in the strand- Fewer than 2 pieces of

primary evidence related to @yof the three charts

Scored M, if fewer than

2 pieces are related to

an outcome on one of

the charts

Strand must include at

least 2 pieces of primaryevidence addressingsame outcome as one

data chart; other/vise

strand is incomplete.

54

11) - 3 data charts with same

outcome on each chart- No other evidence

Scored M 3 data charts with the

same outcome are

counted as one piece of

primary evidence.

54

12) - Multiple data charts, each

addressing a different learningstandard

- 2 pieces of primary evidence

related to each chart

Complete and scorable;average the final 1/3

time frame of each þÿ ��s�e�t �

of evidence. Then,average all þÿ ��a�v�e�r�a�g�e�s �together

When multiple data

charts reflecting different

outcomes are included,count all documented

skills.

NO

13) - Data chart- One related work sample- One work sample based on

a different learning standard in

strand

Scored M Adata chart plus 2

pieces of primaryevidence are requiredthat address the same

outcome.

54

*Numbered comment from Comment Key (See Appendix B)


24

Portfolios in Grades 9-12

Each portfolio for a student in grade 9, 10, 11, or 12 must be scored twice, with any scoring discrepancies resolved by a Table Leader or M–Resolver. Additionally, portfolios in grades 9-12 must be set aside for additional review in the following cases:

• When Level of Complexity=4 or 5 in one or more strands of the portfolio. These portfolios may be eligible to earn a Competency Determination.

• When Work Description for Grade 10 Competency Determination labels are attached to student work, unless the portfolio only includes three strands and the Level of Complexity score is not above 3 in any strand.

Once portfolios have been set aside, they will be reviewed by a panel of content area experts who will determine whether:

• all required evidence has been submitted for the Competency Determination in that subject*

• the evidence is “at grade level” for a student in grade 10• the evidence demonstrates a comparable level of achievement to that of a student

who has “passed” the grade 10 MCAS test in that subject with a score of 220 (Needs Improvement).

* In order to earn the Competency Determination, the student’s portfolio must include evidence of the

grade 10 learning standards described in the 2007 Educator’s Manual for MCAS-Alt.

Data charts are not required in portfolios submitted for the Competency Determination. Therefore, if a data chart is missing, do not score the strand “M.” If a data chart is provided, do not score it.

Score Level of Complexity as follows for portfolios Grades 9-12:

Level of Complexity = 5, when:

• the student is addressing standards at grade-level expectations, AND• all required evidence for a competency portfolio is submitted in the strand (see the 2007 Educator’s Manual for MCAS-Alt)


• the student is addressing standards at grade-level expectations, AND• some, but not all required evidence for a competency portfolio is submitted in the

strand


• the student addresses standards below grade-level expectations (i.e., “entry points”), regardless of the amount of evidence submitted

25


'AHPortfolios in Grades 9-12


Each portfolio for a student in grade 9, 10, 11, or 12 must be scored twice, with any scoringdiscrepancies resolved by a Table Leader or l/I-Resolver. Additionally, portfolios in grades9-12 must be set aside for additional review in the following cases:

° When Level of Complexity=4 or 5 in one or more strands of the portfolio.These portfolios may be eligible to earn a Competency Determination.

° When Work Description for Grade 10 Competency Determination labels are attached

to student work, unless the portfolio only includes three strands @ the Level of

Complexity score is not above 3 in any strand.

Once portfolios have been set aside, they will be reviewed by a panel of content area expertswho will determine whether:

° all required evidence has been submitted for the Competency Determination in that

subject*° the evidence is þÿ ��a�tgrade þÿ�l�e�v�e�l �for a student in grade 10° the evidence demonstrates a comparable level of achievement to that of a student

who has þÿ ��p�a�s�s�e�d �the grade 10 MCAS test in that subject with a score of 220

(Needs Improvement).

*

In order to earn the Competency Determination, the þÿ�s�t�u�d�e�n�t ��sportfolio must include evidence ofthe

grade 10 learning standards described in the 2007 Educators Manual for MCAS-A/t.

Data charts are @ required in portfolios submitted for the CompetencyDetermination. Therefore, if a data chart is missing, do @ score the strand lf a data

chart is provided, do not score it.

Score Level of Complexity as follows for portfolios Grades 9-12:


° the student is addressing standards at grade-level expectations, AND° @ required evidence for a competency portfolio is submitted in the strand

(see the 2007 þÿ�E�d�u�c�a�t�o�r ��sManual for MCAS-Alt)


° the student is addressing standards at grade-level expectations, AND° some, but not all required evidence for a competency portfolio is submitted in the

strand


° the student addresses standards below grade-level expectations (i.e., þÿ ��e�n�t�r�yþÿ�p�o�i�n�t�s ��)�,regardless of the amount of evidence submitted


25

Validity and Reliability of Portfolio Scores

Training and Qualification of Scorers

Scorers will receive intensive training by Massachusetts Department of Education staff on the first day of the first week in which each scorer is confirmed to participate. After training is completed, each prospective scorer, including table leaders and floor managers, must qualify by taking and passing a qualifying test before they may begin scoring actual student portfolios. If a scorer qualifies, he or she will begin scoring actual student portfolios the following day. If a scorer participates for a second week, he or she will not need to requalify.

Qualifying Test

The qualifying test consists of scoring a pre-calibrated “mock” MCAS-Alt portfolio and answering a series of questions simulating different situations a scorer might encounter while scoring. Prospective scorers may refer to the following publications while taking the test:

• 2007 Guidelines for Scoring Student Portfolios (this publication)• 2007 Educator’s Manual for MCAS-Alt• Resource Guide to the Massachusetts Curriculum Frameworks for Students with

Disabilities (2006)• “Training for Portfolio Scorers” (Powerpoint handout from scorer training)

The passing scores for the qualifying test are as follows:• Scorers must achieve 85 percent accuracy on both sections of the qualifying test.• Table leaders and floor managers must achieve 90 percent accuracy on both sections

of the qualifying test.

Prospective scorers, table leaders, and floor managers who do not qualify on the first attempt will be given an opportunity to review their tests and receive additional training, after which a second qualifying test will be administered. Those who do not qualify on the second attempt will be excused from scoring; table leaders and floor managers who score 85-89% will be invited to participate as scorers.

Maintaining the Validity (Accuracy) and Reliability (Consistency) of Scores

Table leaders will track each scorer’s consistency in scoring portfolios. For portfolios in grades 3-8, this will be accomplished by double-scoring at least one portfolio each morning and afternoon for each scorer; and at least one portfolio of every five scored. In grade 10, every portfolio is double-scored. Portfolios will be double-scored by another scorer in a different area of the room. The table leader (an expert scorer) will resolve scoring discrepancies, if any, from the prior two sets of scores. Table leaders will score at least one portfolio each day that will be double-scored by another scorer or table leader, with discrepancies resolved by a floor manager.

Each scorer’s rate of agreement with an expert scorer will be based on ten, and in some cases fifteen, separate rubric scores per content area. Agreement must be maintained at a rate of 80 percent or higher for all rubric scores. Scorers will be retrained and double-scored for the remainder of that morning or afternoon when their rate of agreement falls below 80 percent, and may be released from scoring at the discretion of the Department of Education when their rate of agreement falls below 80 percent twice or more in one week.

26


'AHValidity and Reliability of Portfolio Scores

Same StandardsH gh E peclalionslor ALL Sludenls

Training and Qualification of Scorers

Scorers will receive intensive training by Massachusetts Department of Education staff on the

first day of the first week in which each scorer is confirmed to participate. After training is

completed, each prospective scorer, including table leaders and floor managers, must qualifyby taking and passing a qualifying test before they may begin scoring actual student portfolios.lf a scorer qualifies, he or she will begin scoring actual student portfolios the following day.lf a scorer participates for a second week, he or she will not need to requalify.

Qualifying Test

The qualifying test consists of scoring a pre-calibrated þÿ ��m�o�c�k �MCAS-Alt portfolio and

answering a series of questions simulating different situations a scorer might encounter while

scoring. Prospective scorers may refer to the following publications while taking the test:° 2007 Guidelines for Scoring Student Portfolios (this publication)° 2007 þÿ�E�d�u�c�a�t�o�r ��sManual for MCAS-Alt° Resource Guide to the Massachusetts Curriculum Frameworks for Students with

Disabilities (2006)° þÿ ��T�r�a�i�n�i�n�gfor Portfolio þÿ�S�c�o�r�e�r�s �(Powerpoint handout from scorer training)

The passing scores for the qualifying test are as follows:° Scorers must achieve 85 percent accuracy on both sections of the qualifying test.° Table leaders and floor managers must achieve 90 percent accuracy on both sections

of the qualifying test.

Prospective scorers, table leaders, and floor managers who do @ qualify on the first attemptwill be given an opportunity to review their tests and receive additional training, after which a

second qualifying test will be administered. Those who do not qualify on the second attemptwill be excused from scoring; table leaders and floor managers who score 85-89% will be

invited to participate as scorers.

Maintaining the Validity (Accuracy) and Reliability (Consistency) of Scores

Table leaders will track each þÿ�s�c�o�r�e�r ��sconsistency in scoring portfolios. For portfolios in grades3-8, this will be accomplished by double-scoring at least one portfolio each morning @afternoon for each scorer; and at least one portfolio of every five scored. ln grade 10, evegl

portfolio is double-scored. Portfolios will be double-scored by another scorer in a different area

of the room. The table leader (an expert scorer) will resolve scoring discrepancies, if any, from

the prior two sets of scores. Table leaders will score at least one portfolio each day that will be

double-scored by another scorer or table leader, with discrepancies resolved by a floor

manager.

Each þÿ�s�c�o�r�e�r ��srate of agreement with an expert scorer will be based on ten, and in some

cases fifteen, separate rubric scores per content area. Agreement must be maintained at a

rate of 80 percent or higher for all rubric scores. Scorers will be retrained and double-scored

for the remainder of that morning or afternoon when their rate of agreement falls below 80

percent, and may be released from scoring at the discretion of the Department of Education

when their rate of agreement falls below 80 percent twice or more in one week.


26

Appendix A: Rubric for Scoring Portfolio Strands

27


-AHe Standards ons for ALL Students

pendix A: Rubric for Scoring Portfolio St

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Appendix B: MCAS-Alt Score Forms

2007 MCAS-Alt Score FormsScorers will use the following forms during the scoring institute to calculate and record scores and comments for all MCAS-Alt portfolios.

Strand Organizer This form will be used by the scorer as a worksheet and discarded after scoring is completed for each strand in the portfolio. Scorers will record information in the appropriate sections of the Strand Organizer for individual pieces of evidence in the strand to summarize and keep track of important information about each piece.

Portfolio Feedback Form (PFF)The PFF will provide direct feedback from a scorer who reviewed the portfolio. Each scorer will complete one PFF and will be returned to schools inside each portfolio. Scorers will summarize (in pen) the information from the Strand Organizers on this form and provide numbered comments from the Comment Key.

There are three copies of each PFF. The top two copies will be collected by the Table Leader and clipped to the Student Score Form. The bottom copy will be returned inside the portfolio, with the Comment Key printed on the reverse side.

Student Score Form (SSF)Final portfolio scores will be recorded by the scorer on this “bubble” form using a #2 pencil. Scorers must carefully separate the top copy of the SSF from the perforated packet found in each portfolio and neatly transcribe the information from the PFF onto this top copy. Student Score Forms will be electronically scanned by Measured Progress staff at the scoring site.

Comment KeyThe scorer will select appropriate comments from this numbered list of comments in order to provide feedback to the teacher(s) who prepared the portfolio. Numbers are placed by scorers in the appropriate boxes on the PFF. Scorers must provide comments on all PFFs, particularly when a score of “M” has been given.

28


_AHAppendix B: MCAS-Alt Score Forms

Same StandardsH gh E peclationsfor ALL Students

2007 MCAS-Alt Score Forms

Scorers will use the following forms during the scoring institute to calculate and

record scores and comments for all IVICAS-Alt portfolios.

Strand Or anizer

This form will be used by the scorer as a worksheet and discarded after scoring is

completed for each strand in the portfolio. Scorers will record information in the

appropriate sections of the Strand Organizer for individual pieces of evidence in

the strand to summarize and keep track of important information about each piece.

Portfolio Feedback Form (PFF)The PFF will provide direct feedback from a scorer who reviewed the portfolio.Each scorer will complete one PFF and will be returned to schools inside each

portfolio. Scorers will summarize (in pen) the information from the Strand

Organizers on this form and provide numbered comments from the Comment Key.

There are three copies of each PFF. The top two copies will be collected by the

Table Leader and clipped to the Student Score Form. The bottom copy will be

returned inside the portfolio, with the Comment Key printed on the reverse side.

Student Score Form SSF

Final portfolio scores will be recorded by the scorer on this þÿ ��b�u�b�b�l�e �form using a

#2 pencil. Scorers must carefully separate the top copy of the SSF from the

perforated packet found in each portfolio and neatly transcribe the information from

the PFF onto this top copy. Student Score Forms will be electronically scanned byMeasured Progress staff at the scoring site.

Comment Ke

The scorer will select appropriate comments from this numbered list of comments

in order to provide feedback to the teacher(s) who prepared the portfolio. Numbers

are placed by scorers in the appropriate boxes on the PFF. Scorers must providecomments on all PFFs, particularly when a score of þÿ ��|�V�l �has been given.


28

Strand Organizer

29


A"Strand OrganizerSame Standards


2007 MCAS-All Slrmd Organizer

ELA Mifh ScUTech L`

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4 U 5AlGndeLcvu|-3orr11ofeLS C1 I U I


29

Portfolio Feedback Form (PFF)

30


'AHPortfolio Fooolloaok Form (P|=|=Same Standards

High Expectationstor ALL Students

2007 MCAS AITERNATE ASSESSMEHI PORTFOLIO FEEDBACK FORM

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30

Student Score Form (SSF)

31


A"Student Score Form (SSF)Same Standards


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IIASSACHUSETTS CUAPREHBISNE ASSESSHBIT SYSTEII2007 ALTHIIIATE ASSESSMENT STUDENT SCORE FOIIII

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Comment Key

32


-AITSame Standards

High Expectationstor ALL Students

Comment Key

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leedback in the lethff who Submitted the portfaho.The C0¢l!'SDOYd|l'g m.lvbel15| lbped on me Pollfollla

2001 M Feedback Form Inserted ln the 1udenA's ponlollo

om Commexis were selected fiomms ml IO prcm-de

LEVEL G COIVPLEXITY

KNDMSTRATION OF SKILLS AID CONCIPTS

GENERAL CONHEHTS GENERJILIZE PERFORMANCE

Fonfas AND LABELS

A SCORE OF M WAS GIVEN BECAUSE

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5!LF-EVALUATION


32

Dan CHARTS

· 2011. 11. 3. · this document was prepared by the massachusetts department of education dr....

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