Assessing Social Science Analysis

1. Assessing Social Science Analysis Presented by: Leslie Phillips, Assessment Specialist leslie.phillips@state.or.us x2317 Andrea Morgan, Curriculum Specialist andrea.morgan@state.or.us x 2289 ODE-503-378-3600

2. Goals for Scoring Session • Understand that knowledge of the scoring guide is needed to elicit scorable student work • Discuss performance descriptors • Score student work • Have fun and learn from each other!

3. Session Materials Implementation Schedule • 2005-2006-Frame and Conclude • 2006-2007- add Research • 2007-2008- add Examine CIM and Benchmark 3 Scoring Guides Benchmark 2 Instructional Guide Initial Anchor Paper Score Sheets

4. What is the difference between a report and analysis? • If we know: “Measure 34 is (was) a proposed Oregon initiative that requires balancing timber production and resource conservation/preservation in Tillamook and Clatsop forests.” • How does a student take a study of this issue from a simple report to analysis? • What type of question/thesis could be asked?

5. Possible Thesis Statements Report: “just the facts” Measure 34 requires balancing timber production and resource conservation. Analysis: “supports or rejects” “evaluates” “takes a stand” Measure 34 should be supported because it will have a positive impact on the Oregon economy.

6. Social Science Analysis Instructional Tools • Q and A about Social Science Analysis • Social Science Analysis embedded in daily instruction • Project design model • Analysis Prompt Examples http://www.ode.state.or.us/teachlearn/subjects/ socialscience/curriculum/bindercontents.pdf

7. How do we assess analysis? One approach: • Fantastic! • Good • So-so • Needs work • Embarrassing OR…

8. The Social Science Analysis Scoring Guide… • defines the important aspects of an analysis-oriented investigation, • provides clear assessment guidance, • and promotes uniformity of the assessment and feedback to students/teachers.

9. What are the scoring dimensions? 4 Dimensions: • Frame the Event, Issue or Problem • Research • Examine • Conclude • What key words define the score levels?

10. Score level Pattern…across the guide Each score level has key words for consistency

11. Score level Pattern…across the guide Can you find the others?

12. Score level key words • 6=convincing, thoroughly, complex, in-depth, fully • 5=credible, effective, relevant, clearly • 4=reasonable, defines, appropriate, some detail • 3=attempts, incompletely, general, partially • 2=inaccurate, omitted, minimal, ineffectively • 1=does not, not identified, insufficient, neglects

13. Social Science Analysis Scoring Scale 6 thorough 5 effective reasonable 4 3 incomplete 2 ineffective 1insufficient

14. Social Science Analysis Key Distinctions • Within the score level…what differentiates a 3 and a 4?

15. Performance Descriptors in each dimension • Key words define the score level and along with the • parallel structure of “skills" (up and down) create the Performance descriptors. Performance Descriptors define how well the skills were completed and tell what the student knows and can do.

16. Performance descriptors -skills

17. Performance descriptors -skills

18. OK, OK Let’s do some scoring already!……But first, keep in mind • Evidence from throughout the work may be used to score each dimension • A preponderance of evidence determines the score level in each dimension Did you know? • Experienced teachers have reached scoring consensus but we are still learning • Your input on scores is very important • Over time, we’ll settle on a single score, but for now we have some 3+ or 4- scores, etc.

19. Scoring the Second Paper! Two Generations Ago#0402M (Benchmark 3 paper) • Please read and score each dimension • Make notes about your reasons for the scores

20. Preliminary Scores Two Generations Ago #0402M Frame 4 Research 4 Examine 4 Conclude 4

21. Scoring the First Paper! Measure 34 #0403M (Benchmark 3 paper) • Please read and score each dimension • Make notes about your reasons for the scores and note student language • Discuss with others and try to reach consensus scores

22. Preliminary Scores Measure 34- #0403M Frame 4 Research 4- Examine 4 Conclude 5-

23. Scoring the Third Paper! Whisky Rebellion #0302M (Benchmark 3 poster) • Poster presentation • Represents another type of student work that can be scored • Please read and score all 4 dimensions

24. Preliminary Scores Whiskey Rebellion#0302M Frame 4 Research 2 Examine 3 Conclude 3

25. Scoring the First CIM Paper! Zimmermann Telegram #0346H (CIM paper) • Please read and score all dimensions • Make notes about your reasons for the scores and note student language • Discuss with others and reach consensus scores

26. Preliminary Scores Zimmerman Telegram#0346H Frame 4/5 Research 4 Examine 5 Conclude 4/5

27. Scoring the Second CIM Paper! Aircraft and Air Power…#0340H (CIM Paper) • Please read and score all dimensions • Make notes about your reasons for the scores and note student language • Discuss with others and reach consensus scores

28. Preliminary Scores Aircraft and Air Power…#0340H Frame 4 Research 4- Examine 3+ Conclude 4

30. Scoring to Improve Student Success: Words of Wisdom Assessment is only truly successful when results are used to improve instruction for individual students. -Johnson, 1987

31. Please send us a copy  Please send us a copy of your scores with commentary! ODE FAX number: 503-378-5156 attn. Leslie Phillips

32. Thank you! For more information, contact Leslie Phillips, 503-378-3600 Ext. 2317 or leslie.phillips@state.or.us Andrea Morgan, 503-378-3600 Ext. 2289 or andrea.morgan@state.or.us