Scoring Open-Ended Items

1. Scoring Open-Ended Items Preparing for October 31 Early Release

2. 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)

3. WHY open-ended items? • 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

4. Connections with Anchor Standards Where do open-ended items fit in? Common Core asks students to write… Arguments using valid reasoning & sufficient evidence Informative/explanatory texts Narrative texts

5. How to score open-ended questions 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

6. 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?

7. Learning by scoring • 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

8. 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

9. Collecting and using the data 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

10. Next steps… 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

11. What’s on the agenda for Oct. 31? • Open-ended scoring = 1 hour • ATL vertical scaffolding of specific skills across campuses, subjects and grade levels • Subject level Discussions

12. More Information for you • Link to NC DPI Wiki spaces http://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral+Page • Link to Smarter Balanced sample items http://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/