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On Scoring Guides

On Scoring Guides. BUT DO IN FACT WANT TO KNOW!. everything you were afraid to ask. What’s the point?. There are lots of points: which one is yours?. All Roads Lead To Rome: Where (and What?) Is Rome?. How Do Scoring Guides Function?. They establish parameters.

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On Scoring Guides

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  1. On Scoring Guides BUT DO IN FACT WANT TO KNOW! everything you were afraid to ask

  2. What’s the point? There are lots of points: which one is yours?

  3. All Roads Lead To Rome: Where (and What?) Is Rome?

  4. How Do Scoring Guides Function? • They establish parameters. • They privilege certain features as they exclude others. • They convey what they privilege within a visual rhetoric. • They articulate a curriculum; they can be used to collect information (evidence/documentation) on process and product, on consumption and production. • They can provide space for an individual student "inside" the curriculum.

  5. But they have problems . . . • They can determine (rather than influence) behavior • They suggest a precision that is false • They can’t include everything • Sometimes they “measure” something other than what was intended • The benchmarks can slip

  6. Still . . . Can you create a guide that is specific in outcomes and flexible in application? Can you create a guide that encourages students to engage in processes? Can you create a guide that encourage students to engage in self-assessment?

  7. So . . . Structure Vocabulary Student Work Review Analyze and Interpret Change

  8. What’s the payoff? For students? For faculty? For administrators? For institutions? For the public?

  9. Some Guidance on GuidesDecide in advance if the guide is norm-referenced or criterion-referenced in its applicationCreate a vocabulary that moves students into the curriculum; helps them learn what the curriculum includes; connects them to work outside the class; and assists them in transferring what they have learned to new sitesConsider how much of that language is disciplinary: is this a marker of greater student achievement?

  10. Connect this vocabulary to larger (national?) intellectual frameworks Work from student texts to develop a language that describes what is valued: “grapples with”Create a guide that shows students how they can move up from one level of quality to the nextUse a model that has more than five pointsRevise the model as you go; and validate it as well

  11. Share your results . . . • What can they contribute to the big picture? • With your colleagues, what can you learn? • What difference does it make?

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