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Slide 2 Universal Scoring Rules Module VII 1 2014-2015 NJ APA Teacher Training - Module VII. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE. Slide 3 2 It is a requirement that two pieces of evidence must be submitted for each APA entry. If an entry does not have at least two pieces of evidence (OR has more than four pieces of evidence) per entry, it will receive a score of zero for all dimensions. Two pieces of evidence are all that is required for APA. The Universal Scoring Rules and all APA Requirements must be met on two pieces of evidence in order for the entry to be scored based on the APA Scoring Rubric. Otherwise, the entry will receive a zero for all dimensions. For more information on acceptable evidence, review Module III of the training and your 2014-2015 Procedures Manual. 2014-2015 NJ APA Teacher Training - Module VIIEvidence Slide 4 1.The evidence must include the students name. 2.The evidence must include the complete date (month/day/year). Verify that the dates fall within the appropriate collection period: September 2, 2014 - November 14, 2014 for the first piece of evidence December 8, 2014 - February 13, 2015 for the second piece of evidence 3.The evidence must be presented in the appropriate format. 4.The evidence must reflect the students mode of communication. 5.The evidence must include at least 5 items. 6.The evidence must show student responses for at least 5 items. 7.The evidence must assess the entire link while connecting to the essence of the CPI, standard, and strand. 8.Both pieces of evidence must assess the same CPI Link and skills. 9. The evidence must not include more than the skills contained within the CPI Link. Note: The USRs pertain to both student work samples. 3 Universal Scoring Rules 2014-2015 NJ APA Teacher Training - Module VII Slide 5 Rules we have covered in earlier modules: 1.The evidence must include the students name. 2.The evidence must include the complete date (month/day/year). Verify that the dates fall within the appropriate collection period: September 2, 2014 - November 14, 2014 for the first piece of evidence December 8, 2014 - February 13, 2015 for the second piece of evidence Note: The complete date must be written on the evidence at the time the activity is completed. No dates should be left blank, you may not put the date on at a later time, and you may not change a date in order to make it fit in to a collection period. 4 Universal Scoring Rules 2014-2015 NJ APA Teacher Training - Module VII Slide 6 Rules we have covered in earlier modules: 3. Appropriate format All activities must be presented in the format of a student work sample or acceptable photographs that meet evidence requirements. Acceptable photographs include a series of captioned photographs evidencing the student performing the skill OR A photograph of a student work sample that is too large or bulky to fit into a portfolio binder If an inappropriate format is used as evidence, the entry will be considered unscorable and will receive a zero for each dimension of the APA Scoring Rubric. Inappropriate format includes, but is not limited to: Data charts Photographs that do not follow the guidelines provided in Module III True/False Yes/No Videotapes or DVDs Audiotapes 5 Universal Scoring Rules 2014-2015 NJ APA Teacher Training - Module VII Slide 7 6 Rules we will cover now: Universal Scoring Rules (continued) 4.The evidence must reflect the students mode of communication. 5.The evidence must include at least 5 items. 6.The evidence must show student responses for at least 5 items.. 7.The evidence must assess the entire link while connecting to the essence of the CPI, standard, and strand. 8.Both pieces of evidence must assess the same CPI Link and skills. 9.The evidence must not include more than the skills contained within the CPI Link. 2014-2015 NJ APA Teacher Training - Module VII Slide 8 Rule 4: Mode of Communication Mode of Communication: means by which a student accesses, comprehends, and responds to information that is being communicated; may involve specialized aids, supports, and assistive technology. All activities must be presented in a format that allows the student to review each item and his/her answer, even when photographs or scribing are used to document the assessment. This means that the students mode of communication must be used for each activity for example, if the student uses tactile cues to communicate, then the activities used to assess the student must be presented with tactile cues. 7 2014-2015 NJ APA Teacher Training - Module VII Slide 9 Mode of Communication The students mode of communication must be used for each activity. The student is asked to identify various objects in the solar system. Because this student is visually impaired, the activity is presented to him in braille and with tactiles from which to choose his responses. 8 5.9.8B1 Far Link: Identify various objects in our solar system - must include more than the planets* + I + v 2014-2015 NJ APA Teacher Training - Module VII Slide 10 9 An activity submitted as evidence must include at least 5 test items. For example: A student will classify 5 (or more) animals as either herbivore, omnivore, or carnivore, making sure each type is identified at least one time. A student will identify 5 (or more) parts of the circulatory system. A student will identify at least 3 examples of earths rotation, and at least 2 examples of the earths revolution (or vice versa). Rule 5: Five Items 2014-2015 NJ APA Teacher Training - Module VII Slide 11 10 Rule 5: Five Items The Five Items Resource found within the Content Guide and Five Items Resource document was created to provide teachers with examples of what constitutes five items for certain CPI Links where it may not be apparent. This resource can be found on the Questar website at https://nj-servicepoint.questarai.com CPI Links for which examples are included in the Five Items document are denoted with an asterisk at the end of the link statement. CPI 5.9.8B1 Describe the physical characteristics of the planets and other objects within the solar system and compare Earth to the rest of the planets. Essence of the CPI: Compare the Earths physical characteristics to those of other objects in our solar system (including planets) Matched LinkNear LinkFar Link Compare and contrast the physical aspects of the Earth to other objects in our solar system* Identify similarities and differences between objects in our solar system* Compare the physical aspects of planets and other various objects in our solar system to each other* Classify planets and other objects in our solar system as terrestrial (rocky) or gaseous* Identify various objects in our solar systemmust include more than planets* Identify physical characteristics of planets* 2014-2015 NJ APA Teacher Training - Module VII Slide 12 Five Items - And Many links include more than one skill. When a link says and, both/all parts of the link need to be assessed in the evidence. Pay attention to the verbs e.g., 5.7.8B4 Matched Link Compare and contrast light absorption on two different objects* Compare and Contrast The student might compare and contrast by providing 3 similarities and 2 differences between the objects, or any combination to make a total of 5 items. Pay attention to the verbs e.g., 5.5.12B1Matched Link Identify reasons for species extinction and provide examples* Identify and Provide- Both must be evidenced 5 times in each activity since the link is asking the student perform two different things. 11 2014-2015 NJ APA Teacher Training - Module VII Slide 13 Five Items - And 12 2014-2015 NJ APA Teacher Training - Module VII This example constitutes five items. Each question pertains to a similarity or a difference between Earth and another planet or object in our solar system. 5.9.8B1Matched Link: Compare and contrast the physical aspects of the Earth to other objects in our solar system* Slide 14 5.5.12B1 Matched Link: Identify reasons for species extinction and provide examples* 13 Rule 5: Five Items 2014-2015 NJ APA Teacher Training - Module VII Non- Example of 5 ItemsExample of 5 Items Slide 15 Five Items - And Many links include more than one skill. When a link says and, both/all parts of the link need to be assessed in the evidence. Pay attention to the nouns, too e.g., 5.5.4A1 Far Identify predators and prey* There is only 1 verb in this link: IDENTIFY, but there are 2 nounsPREDATORS and PREY. Predators and Prey - Both must be evidenced across the five items in each activity since the conjunction was AND. 14 2014-2015 NJ APA Teacher Training - Module VII Slide 16 Example of Five Items - And When the Link has an and in it, 5 items are required across the skills rather than 5 items for each part of the link. For instance, 5.5.4A1 Far Link: Identify predators AND prey* In this example, identifying 2 predators and 3 prey meets the 5 item requirement. 15 2014-2015 NJ APA Teacher Training - Module VII Slide 17 16 Example of Five Items- And When the Link has an and in it, 5 items across the skills are required rather than 5 items for each part of the Link. For instance, 5.9.4A2 Near Link: Identify new moon, first quarter moon, full moon, and last quarter moon and arrange in order* In this example, identifying the four phases is considered four items; putting the phases into the correct order is the fifth item. This meets the 5 item requirement. 2014-2015 NJ APA Teacher Training - Module VII Slide 18 Five Items WARNING: Evidence like this will receive zero scores for all dimensions! 17 5.6.8B1 Far Link: Identify examples of a chemical reaction* Directions: Using a highlighter, identify examples of a chemical reaction. Problem: Not Five Items There must be enough items to assess the skill with a balance of right/wrong options. In this example, only 3 of the 10 examples are chemical reactions. As such, there are not 5 items. Not Five Student Responses There are only 3 student responses. Choosing not to mark an item is not considered a response. 2014-2015 NJ APA Teacher Training - Module VII Slide 19 Five Items 5.6.8B1 Far Link: Identify examples of a chemical reaction* Directions: Using a highlighter, identify examples of a chemical reaction. Draw an X through the others 18 Five Items In this example, 6 of the 10 examples represent a chemical reaction, thus providing a representative balance of right to wrong options. Five Student Responses There are 10 student responses on this evidence. The student highlighted the 6 reactions AND marked the other reactions with an X for a total of 10 responses demonstrating the students knowledge of what makes a chemical reaction. 2014-2015 NJ APA Teacher Training - Module VII Slide 20 The students responses must be evident on a minimum of five items. It is unacceptable for items to be left blank or marked dont know or no response. If the student makes random marks that show no indication of actual responses to the items on the activity, then the students responses are not evident, and that is unacceptable. Student responses must clearly show an attempt to provide a response to the test items. Be sure that all supports are in place so that the student has an appropriate way to access materials and activities. an appropriate way to communicate a response. If needed, the student should be provided systematic prompting to elicit a response appropriate to the skill or concept. 19 Rule 6: Evidence of Student Responses 2014-2015 NJ APA Teacher Training - Module VII Slide 21 Rule 6: Evidence of Student Responses 5.9.8B1 Far Link Identify various objects in our solar systemmust include more than planets* Problem: Not Five Student Responses Marking all items incorrect because the student failed to complete them or did not know the answers is not acceptable. There must be a minimum of 5 student responses for the evidence to be scorable. Non-Example 20 2014-2015 NJ APA Teacher Training - Module VII Slide 22 Rule 6: Evidence of Student Responses Non-Example 21 5.8.4B2 Near Link: Label the steps of the water cycle (precipitation, surface runoff, evaporation, condensation)* Problem: Student Responses are Unclear The student made what appears to be random marks that show no indication of actual responses to the items on the activity. There must be a minimum of 5 readable student responses for the evidence to be scorable. 2014-2015 NJ APA Teacher Training - Module VII See Content Guide for what constitutes five items for this specific link. Slide 23 Rule 7: Assessing the Link: Connecting to the Essence In order to score an entry, the evidence must reflect the content, concepts, and skills of the Standard, Strand, CPI, and the entire CPI Link being assessed. Anytime you are unsure whether the evidence connects to the essence of the Standard, Strand, CPI, and CPI Link, refer to the following resources: Content Guide and Five Items Resource documents Standards Clarification Project General Education Teachers District Curriculum Personnel 22 2014-2015 NJ APA Teacher Training - Module VII Slide 24 Rule 7: Connecting to the Essence 23 Standard: 5.5 Characteristics of Life CPI: 5.5.8B1 Essence: Compare and contrast organisms using both internal and external characteristics Matched Link: Using internal and external characteristics, compare and contrast two or more organisms between two kingdoms 2014-2015 NJ APA Teacher Training - Module VII Example Non-Example Slide 25 Both pieces of evidence must assess the same CPI Link. If two different Links/skills are assessed, the entry will receive a score of zero for all dimensions. 24 Rule 8: Assess the Same CPI Link and Skills 2014-2015 NJ APA Teacher Training - Module VII Slide 26 5.9.4A2 Far Link Identify sun, Earth, new moon, first quarter moon, full moon, and last quarter moon* 25 Rule 8: Assess the Same CPI Link and Skills 25 2014-2015 NJ APA Teacher Training - Module VII Non-Example Assesses the link- Identify sun, Earth, new moon, first quarter moon, full moon, and last quarter moon* (Far Link) Assesses a different link- Identify new moon, first quarter moon, full moon and last quarter moon and arrange in order* (Near Link) Slide 27 Or Object of the Skill Pay attention to skills that require the student to categorize or compare (e.g., links including verbs such as sort/match/ classify, etc.). For example, 5.7.8B3 Near Link Classify objects as insulators or conductors of heat - both insulators and conductors must be represented* There is only one verb in this link: CLASSIFY. The or is between the nouns INSULATORS and CONDUCTORS. These are the two classification systems that must be used when sorting objects. The evidence must show the student having classified objects as insulators or conductors of heat. 26 2014-2015 NJ APA Teacher Training - Module VII Slide 28 27 Rule 8: Assess the Same CPI Link and Skills 5.5.4A1 Near Link: Classify organisms by whether they are herbivores, omnivores, or carnivores* 27 2014-2015 NJ APA Teacher Training - Module VII Non-Example Initial evidence assesses just two categories: herbivores and carnivores. Final evidence assesses all three categories, as it should. Although the link specifies or, both activities must assess all three categories. Slide 29 5.5.12A2 Far Link: Identify the structure and function of plant cells* 28 Assessing different parts of the CPI Link Rule 8: Assess the Same CPI Link and Skills 2014-2015 NJ APA Teacher Training - Module VII Non-Example Because each piece assessed a different part of the link, the entry will receive a score of 0 for all dimensions. The final evidence assesses only identifying the function of the organelle (a different part of the link). The initial evidence assess only identifying the structure of a plant cell (part of the link). Slide 30 In order to score an entry, the evidence must reflect ONLY those skills contained in the CPI Link being assessed. Skills assessed must reflect the content and concepts of the CPI, strand and standard, but not go beyond the complexity or difficulty level of the CPI Link assessed. If the evidence assesses more than the skills contained in the Link, the entry will receive a score of zero for all dimensions. 29 Rule 9: Must not include more than the skills contained within the CPI Link. 2014-2015 NJ APA Teacher Training - Module VII Slide 31 Rule 9: Do Not Assess More Than the Link 30 2014-2015 NJ APA Teacher Training - Module VII Non-Example 5.9.8B1 Far Link: Identify various objects in our solar system - must include more than planets* Slide 32 Acceptable Phases of the Moon 31 CPI 5.9.4A2: Recognize and describe the phases of the moon Essence of the CPI: Identify the basic pattern of the moons appearance and classify as new, first quarter, full, or last quarter. The 2004 Science Standards require that only the these four phases of the moon be assessed for CPI 5.9.4A2 CPI 5.9.4A2 Near Link: Identify new moon, first quarter moon, full moon, and last quarter moon and arrange in order* When assessing phases of the moon, only use the following four phases: New Moon, First Quarter Moon, Full Moon and Last Quarter Moon. 2014-2015 NJ APA Teacher Training - Module VII Slide 33 Rule 9: Do Not Assess More Than the Link 32 The activity required the student to identify both endangered and extinct species as part of a classroom lesson. However, because the CPI Link used for assessment only mentions extinct species, the teacher only scored the items that reflected extinct species. Since the teacher did not include the items about endangered species in the APA scores, this an acceptable piece of evidence. 5.5.12B1 Far Link: Given an extinct species, identify the reason for its extinction* 2014-2015 NJ APA Teacher Training - Module VII Example Not Scored Scored Extinct Species Slide 34 Information needed to answer these questions is found throughout Module VII of the training. You may go back to any part of the training or to the 2014-2015 Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly. 33 Review 2014-2015 NJ APA Teacher Training - Module VII Slide 35 1. Is it acceptable for an activity to assess more than 5 items? 2. What does it mean to connect to the Essence of the CPI? 3. Is September 12 a complete date? 4. If a link requires identifying the structure and function of plant cells, can you assess the plant cells structure in the initial evidence and the plant cells functions in the final evidence? 34 Review 2014-2015 NJ APA Teacher Training - Module VII Slide 36 5. Does this piece of evidence address the Essence of 5.9.4A1? Standard: Astronomy and Space ScienceStrand: A Earth, Moon and Sun System CPI: Observe patterns that result from the Earths position relative to the sun and rotation of Earth on its axis Essence: Understand the reasons for day, night, and year Far Link: Identify daytime and nighttime based on Earths rotation in relation to the sun* 35 2014-2015 NJ APA Teacher Training - Module VII Activity description for final evidence: Kahil was given a worksheet with five pictures of Earth. He then had to identify daytime and nighttime by labeling. Slide 37 1. Yes, as long as there are at least 5 items. 2. The CPI Link cannot be addressed in isolation. It is necessary to review the Standard, Strand, CPI, and Essence to ensure the Link is leading toward understanding of the CPI. 3. No. A complete date includes month, day, and year. 4. No. The full link must be assessed in both pieces of evidence. 5. Yes. It identifies daytime and nighttime based upon Earths rotation and its relation to the sun. 36 Review Module VII Answers 2014-2015 NJ APA Teacher Training - Module VII