Preparing for October 31 Early Release

Scoring Open-Ended Items

What you need to know• District benchmarks have open-ended assessment items

• On early release, teachers of classes with district benchmarks will score a colleague’s class set

• On early release, teachers of classes without district benchmarks will spend time creating questions & answer exemplars for each level of proficiency

• ALL classes should be using open-ended assessment items to monitor student learning (great common assessment idea)

• Begin to align district and common assessments to Smarter Balanced Assessment Consortium (SBAC)& State Common Assessments which will include open-ended/extended response items

• Check to see how students across the district are progressing with rigor of Common Core

• Match learning target to assessment method

– Extended written response items can get at deeper levels of knowledge

WHY open-ended items?

Where do open-ended items fit in?

Common Core asks students to write…

• Arguments using valid reasoning & sufficient evidence

• Informative/explanatory texts

• Narrative texts

Connections with Anchor Standards

• If you have a district benchmark, use the rubric provided.

• If you are creating your own open-ended items, you will need to create a rubric to go along with each question you create. Use the provided example as your model.

• Rubrics are based on a 0, 1, 2 scale – no fractions (1.5, .5)

• Two scorers, but one score which will be decided by consensus of the two scorers

How to score open-ended questions

• Score each sample using the rubric provided.

• Discuss your ratings and challenges with your team.

• What did you notice that has implications for how you score district assessments on/prior to early release day?

How to score open-ended questions

• Talk about what you can learn about students and instructional practice while you’re scoring

– identify misconceptions

– concepts students are excelling in or struggling with

– areas in need of re-teaching (trends and patterns of misunderstanding)

– focus groups of students who need specific instruction

Learning by scoring

Notes About Scoring• ELA items are tied to a passage so ELA teachers will need to

bring a copy of their benchmark assessment with them.

• Feedback goes on benchmark plus/delta

• On early release day, you will count the # of students with a 0, 1, 2 etc. and write your total on the sheet provided.

• Turn the sheet in to IF by Friday, November 2 (if you do not finish on Wednesday)

• IF will share data with the district

• How can you use the data?

• District will look at overall data to see how students are progressing with rigor of CCSS

Collecting and using the data

• Find ways to incorporate extended response and writing in daily instruction

• Reflect on the level of questions I ask my students. Can I ask more rigorous questions to help students think more critically?

• Complete the scoring of BA1 OE items and turn scores in to my IF by November 2.

• Feedback on Benchmark due by Nov. 8

Next steps…

• Open-ended scoring = 1 hour

• ATL vertical scaffolding of specific skills across campuses, subjects and grade levels

• Subject level Discussions

What’s on the agenda for Oct. 31?

• Link to NC DPI Wiki spaces http://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral+Page

• Link to Smarter Balanced sample itemshttp://www.smarterbalanced.org/sample-items-and-performance-tasks/

• EduCore digital tool for Common Core strategies, videos, resources for Math and ELA http://educore.ascd.org/

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