A framework to move from common core to classroom practice

LDC Scoring SessionPuget Sound ESD - Reach Associates

February 11, 20141

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Outcomes• Understand the 7 elements and scoring used on

the LDC Rubrics• Calibrate scoring • Collaboratively score student work• Use student work to revise and/or develop mini-

tasks that meet needs of students and are aligned to instructional shifts and grade level demands of the Common Core

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Norms• What are some working agreements

you feel would help to make today successful?

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Instructional Shifts of the Common Core

Increasing rigor and relevance Sharing responsibility of teaching reading and writing

across content areas Building knowledge through content-rich nonfiction and

informational text Reading, writing, speaking and listening grounded in

evidence from texts Practicing regularly with complex text and its academic

vocabulary Emphasizing 3 modes of academic writing

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Silent Conversation

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Silent Conversation

Box 1: Write one challenge you are facing with the implementation of LDC. Write your challenge in the form of a question.

Box 2: Respond to the question, offering support and at least one valid suggestion.

Box 3: Respond to the original question, your thoughts on the suggestion in Box 2, and at least one more suggestion.

Box 4: Respond to the original question, your thoughts on the suggestion in Boxes 2 and 3, and at least one more suggestion.

Box 5: Your reaction and plan of action.

Why Rubrics for Scoring?

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Should Congress repeal the ban on incandescent light bulbs set for 2014? After reading a variety of informational and persuasive texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Read the student’s final product. Assign it a grade of A-B-C-D-F

How did you grade this work?

Why?

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LDC Rubrics – Scoring v. Grading

• The LDC rubric is constructed for classroom use and to provide feedback to students and teachers.

• It is for feedback. • It is not a summative rubric, as might be used

in state exams to measure a set of absolute criteria.

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LDC Rubrics – Scoring v. Grading

It helps students know… expectations before the task is completed, where their strengths and weaknesses are after the task is completed.

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LDC Rubrics – Scoring v. Grading

•It helps teachers gauge the effectiveness of their instructional choices and delivery.

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LDC Rubrics – Scoring v. Grading

•This rubric is designed for teaching that looks for progress, NOT failure. •No one fails. •Students use the feedback to improve - as do teachers.

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Basics on Rubric• Seven scoring elements• Four performance levels• Four correlating score points

• plus mid-point scores 14

Scoring Rubric for Argumentation Template Tasks

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt, but

lacks focus or is off-task.

Addresses prompt appropriately and establishes a position, but

focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides

a generally convincing position.

Addresses all aspects of prompt appropriately with a consistently strong

focus and convincing position.

Controlling Idea Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims.

Establishes a claim. (L2) Makes

note of counter claims.

Establishes a credible claim. (L2) Develops claim and counter claims

fairly.

Establishes and maintains a substantive and credible claim or proposal. (L2)

Develops claims and counter claims fairly and thoroughly.

Reading/ Research

Attempts to reference reading materials to develop response,

but lacks connections or relevance to the purpose of the

prompt.

Presents information from reading materials relevant to the

purpose of the prompt with minor lapses in accuracy or

completeness.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Accurately and effectively presents

important details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt, but lacks

sufficient development or relevance to the purpose of the

prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3)

Makes a connection with a weak or unclear relationship to

argument or claim.

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3)

Makes a relevant connection to clarify argument or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or

claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth

to reasoning.

Organization Attempts to organize ideas, but

lacks control of structure.

Uses an appropriate organizational structure for

development of reasoning and logic, with minor lapses in

structure and/or coherence.

Maintains an appropriate organizational structure to address specific

requirements of the prompt. Structure reveals the reasoning and logic of the

argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances

development of the reasoning and logic of the argument.

Conventions

Attempts to demonstrate standard English conventions, but

lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standard English

conventions and cohesion. Uses language and tone with

some inaccurate, inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of

the prompt. Cites sources using appropriate format with only minor

errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion, with few errors. Response includes language and tone

consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using

appropriate format.

Content Understanding

Attempts to include disciplinary content in argument, but

understanding of content is weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows

basic or uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough

explanations that demonstrate in-depth understanding.

Deconstruct the Rubric

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Focus

Controlling Idea

Reading/Research

Development

Organization

Conventions

Content Understanding

Controlling Idea• Start with ‘3 – Meets Expectations’

• Similarities - Highlight the words that are included in every level of controlling idea. What do you see?

• Differences - Underline the distinguishing words in every level of controlling idea. What is required for a student to improve their skills in this element?

Scoring Element

1 1.5 2 2.5 3 3.5 4

Controlling Idea

Attempts to establish a claim, but

lacks a clear purpose.

Establishes a claim.

Establishes a credible claim.

Establishes and maintains a

substantive and credible claim or

proposal.

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Organization

• Start with ‘3 – Meets Expectations’• Similarities - Highlight the words that are included in

every level of controlling idea. What do you see?• Differences - Underline the distinguishing words in every

level of controlling idea. What is required for a student to improve their skills in this element?

Scoring Elements 1 1.5 2 2.5 3 3.5 4

Organization

Attempts to organize ideas,

but lacks control of structure.

Uses an appropriate organizational structure for

development of reasoning and

logic, with minor lapses in structure and/or coherence.

Maintains an appropriate

organizational structure to address

specific requirements of the prompt. Structure

reveals the reasoning and logic of the

argument.

Maintains an organizational structure that

intentionally and effectively enhances the presentation of

information as required by the specific prompt.

Structure enhances development of the

reasoning and logic of the argument.

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Focus• Look at the ponds with ducks swimming in

different patterns.• Use the Scoring Element Focus on your rubric to

determine ascending order.• Write down the correct letter sequence.

• Lacks focus• Focus is uneven• Clear, steady focus• Consistently strong focus

A B C D

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C = Lacks Focus

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A = Focus Is Uneven

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D = Clear, Steady Focus

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B = Consistently Strong Focus

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Understanding Focus

C A D B

“lacks focus”

“focus is uneven”

“clear,steady focus”

“consistentlystrong focus”

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Focus

• How steadily and thoroughly does the student address the prompt?

Scoring Element

1 1.5 2 2.5 3 3.5 4

Focus

Attempts to address

prompt, but lacks focus or is off-task.

Addresses prompt

appropriately and establishes a

position, but focus is uneven.

D: Addresses additional demands

sufficiently.

Addresses prompt appropriately and maintains a clear,

steady focus. Provides a generally convincing position.

D: Addresses additional demands

sufficiently.

Addresses all aspects of prompt appropriately with a consistently strong focus and

convincing position. D: Addresses

additional demands with thoroughness and

makes a connection claim.

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Is It Possible?

• Could a student possibly earn a 4 for controlling idea and a 1 for focus?

• Think of an example. 25

Reading and Research

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Scoring Element

1 1.5 2 2.5 3 3.5 4

Reading/ Research

Attempts to reference reading

materials to develop

response, but lacks

connections or relevance to the purpose of the

prompt.

Presents information from reading

materials relevant to the purpose of the prompt with

minor lapses in accuracy or

completeness.

Accurately presents details from reading

materials relevant to the purpose of

the prompt to develop argument

or claim.

Accurately and effectively presents

important details from reading

materials to develop argument or claim.

• How does the student transfer relevant content from the reading materials to the writing product?

Development• How thoroughly does the student provide and explain

details in support of the controlling idea?

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Scoring Element 1 1.5 2 2.5 3 3.5 4

Development

Attempts to provide details in response to the

prompt, but lackssufficient

development or relevance to the purpose of the

prompt.

Presents appropriate details to support and

develop the focus, controlling idea, or claim, with minor

lapses in the reasoning, examples, or explanations.

Presents appropriate and sufficient details to

support and develop the focus, controlling idea,

or claim.

Presents thorough and detailed information to effectively support and

develop the focus, controlling idea, or claim.

Conventions• How much command does the student have over

standard English conventions, cohesion, and sentence structures?

• How appropriate are language and tone?• Are citations of sources appropriate? 2

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Scoring Element

1 1.5 2 2.5 3 3.5 4

Conventions

Attempts to demonstrate

standard English conventions, but

lacks cohesion and control of grammar,

usage, and mechanics. Sources

are used without citation.

Demonstrates an uneven command of

standard English conventions and

cohesion. Uses language and tone with some inaccurate,

inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English

conventions and cohesion, with few errors.

Response includes language and tone appropriate to the

audience, purpose, and specific requirements of

the prompt. Cites sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command

of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and

specific requirements of the prompt. Consistently cites sources using appropriate

format.

Conventions

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On your handout, read Paragraphs A, B,

C, D.

Assign a Conventions score to

Paragraphs A, B, C, and D and provide a

brief scoring rationale.

Discuss your scores and rationales with

others at the table.

Paragraph B

Convention Score = 1•Attempts to demonstrate a command, but lacks control in standard English conventions and cohesion•Spelling, grammar usage errors interfere with communication

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Paragraph D

Conventions Score = 2•Uneven command in standard English conventions and cohesion•Sentence structure, grammar and mechanics begin to interfere with understanding•Many errors relative to complexity of sentence structures

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Paragraph AConventions Score = 3•Solid control of sentence structure and standard English conventions•Appropriate language and tone•Few errors

• Misspelling (incandescent)• Minor lapse in punctuation (apostrophe)

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Paragraph C

Conventions Score = 4•Well-developed control of sentences•Maintains an effective tone•Intentional use of language•Consistent control of standard English conventions

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Content Understanding

• How firmly does the student grasp the relevant content?

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Scoring Element

1 1.5 2 2.5 3 3.5 4

Content Understanding

Attempts to include

disciplinary content in

argument, but understanding of content is

weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary

content relevant to the prompt; shows

basic or uneven

understanding of content;

minor errors in explanation.

Accurately presents

disciplinary content relevant

to the prompt with sufficient

explanations that demonstrate

understanding.

Integrates relevant and accurate

disciplinary content with thorough

explanations that demonstrate in-

depth understanding.

Scoring Principles1. Know the rubric.2. Trust evidence, not intuition.3. Match evidence to language in the rubric.4. Weigh evidence carefully’ base judgment on the

preponderance of evidence.5. Know your biases; leave them at the door.6. Focus on what the student does, not on what the student

does not do.7. Isolate your judgment. One bad element does not equal a

bad paper.8. Resist seduction. One good element does not equal a good

paper.9. Recognize direct copy or plagiarism.10. Stick to the rubric!

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Using the LDC Rubrics for Scoring Paper X

7 Elements at Tables

Table Calibration

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oFocusoControlling IdeaoReading/ResearchoDevelopmentoOrganizationoConventionsoContent Understanding

Calibrating Scoring: Whole Group

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Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. 1/12/12

Global

Would you cut your life span in half to work for low pay? The industrial revolution’s cost to society was large. During the industrial revolution, before 1842 there were no protection laws (Reading #4). This led to the poor working conditions and shortened life expectancy. The working conditions were bad, diseases spread and child abuse was a serious problem. The achievements of the industrial revolution weren’t worth the cost to society. In 1842 a farmer in a rural area could expect to live 38 years. However, in 1842 a worker in the city of Manchester could expect to live 17 years (Reading #2). This was because of the poor working conditions I factories and pollution in Manchester. Factories were badly ventilated, dark and poorly constructed. The bad ventilation and long working hours led factory workers inhaling a lot of smoke. Also the amount of smoke coming out of factories polluted the air around the cities. The costs to society weren’t worth it, poor working conditions and pay, led to poor living conditions, for people lived in slums which were all they could afford. Diseases accounted for many deaths in cities during the industrial revolution (Reading #7). With a lack of hygiene, little knowledge of sanitary care, and no knowledge of what caused these diseases or even how to cure them diseases could be devastating. There were four major diseases that were incurable at the time, they were cholera, tuberculosis, typhoid and typhus. In London it is thought that seven thousand people died because cholera (Reading #17) and TB killed 1/3 of all those who died in Britain from 1800-1850. The cost to society wasn’t worth the cost to society because thousands of people died because of the poor conditions. Child abuse was very serious during the industrial revolution. There was no age limit for child labor, In Wilson’s mill Hannah Goode believed the youngest child working there was 7. She also say William Crooke the over looker beat the children if they did their work wrongly (Reading #7). Factory work was unfitted for children. They were cooped up in a heated atmosphere, debarred of necessary exercise and remaining in one position for a series of hours. Its effects are bad for the physical growth of a child. The children also worked at most nineteen hours. The amount of time these children spent working in these conditions debarred their health and the abuse made it worse. The costs to society weren’t worth the accomplishments. Even though there is evidence some may still say the accomplishments were worth the cost. Some believe that the technological advances were worth the costs to the people. They may also say that the industrial revolution led to what is going on today. However, the technology advancements had effects on the health of the people because more machines used coal which led to pollution. Also if the achievements led to what is happening today it’s also not that good with global warming going around. The achievements weren’t worth the cost to society because the costs were many people healthy lives. In conclusion, the costs to society weren’t worth the accomplishments. The working conditions were terrible. Disease spread very fast in industrial cities. Children were abused in factories. All in all it was terrible for all factory workers.

Grading• 3.5• 2.0• 2.5• 2.0• 4.0• 2.5• 2.0• Total = 18.5

• 18.5 divided by 28 total points = .66• 18.5 divided by 7 elements = 2.64

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Reconnecting Conversation

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Questions to Ask Ourselves: -What instruction is needed?

-What might be future mini -tasks?

-What skills and instruction need to be considered in future modules?

Section 4: What Results

Reflecting on the Scoring Process and Scoring Student Work

• Strengths noted student’s product?

• Areas of weakness noted in student's product?

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Based on what you are noticing…• How can we revise mini-tasks based on

rubric results?

• Supporting students individually as well as whole class instruction.

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• Skill and Definition (what the student needs to be able to do)

• Instructional Strategies (effective strategies to teach the specific skill)

• Pacing (how long) • Prompt (what I will tell students they will do during

the day’s instruction)• Product (authentic work sample from the day’s

instruction)• Scoring (criteria defining to what degree students

accomplish the day’s skill) 42

Mini - Tasks

Scoring Session

• Use this time to work with in pairs or triads to collaboratively score student work.

• Take note of a praise points for each product.• Suggest a teaching point for each product.

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Work Session

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LDC Updates

• LDC.org

• CoreTools

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