Teacher Hand Scoring Training Smarter Balanced IABs ELA 1 Presented by Karlyn Davis-Welton

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Teacher Hand Scoring Training

Smarter Balanced IABs – ELA

Presented by Karlyn Davis-Weltonkdw26@uw.edu

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Today’s Learning Goals and Success Criteria

Learning Targets Learn to use the Smarter

Balanced Hand Scoring Training Guides and Exemplar Packets.

Gain a better understanding of the implications of this work in regards to instructional practices.

Become familiar with how to use the AVA for instructional purposes.

Success Criteria Be able to use the Hand Scoring

Materials to score student work.

Based on my new learning, I have at least two or more ideas I can take back to my classroom that will impact my Common Core aligned lesson plans.

Be able to use the AVA to impact classroom instruction.

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Training Agenda

Accessing materials in the THSS on WCAPHand Scoring Materials & Exemplar

PacketsEntering your students’ scores into THSSDown loading the reports from ORSAccessing the AVA

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LET’S REVIEW: Scavenger HuntLog into WCAP Portal: http://wa.portal.airast.org/

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Click AVA-Sign In

Select Grade 4

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Click Selected Test Icon

Choose Gr. 4 IAB Reading Informational Text

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Click TIDE Icon & Log In

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Click THSS Materials Icon

OR

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THSS Materials: (Grade 4) 51478Choose THSS Materials

Pull up both the Training Guide (TG) and Exemplars (EX) for Reading Informational Text (Grade 4 #51478)

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Needed Materials: Quick Check

Pull out your…

1. Training Guide (TG) & Exemplars (EX) for Reading Informational Text (Grade 4 #51478)

2. Assignment Template for Module #13

3. Red, Blue, & Green colored pencil or pens

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Training Guide: What does it include?Stimulus (p. 2 & 3) Passage Item Stem (p. 4) QuestionTarget-specific Rubric (p. 4)Condition Code Document (p. 5)Target Chart (p. 7) Targets in Claim 1

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Activity 1: Training Guide

Read the first page of the training guide. Write down questions you have on your assignment template

Read the item stem (page 4). Carefully read the stimulus (page 2-3). Mark

the text accordingly.

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Assignment Template: Question #1You are welcome to pause the

video at this point to read through the Training Guide material

Write down questions on your Assignment Template.

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Activity 2: Closer Look at Rubric CriteriaWith your critical friend… Examine the rubric (page 4).

• Circle the qualifiers that determine a 2 or a 1 point response.

• What do you notice about score point 0?

Pay close attention to the three bullet points at each score point.

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A Closer Look at this Rubric

Let’s underline these qualifiers that justify a level 2, 1, 0.

Take out your colored pencils or markers (Red, Blue, & Green)

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Color-coding Qualifiers in the RubricUnderline the qualifiers (sentences) that justify a level 2, 1, 0

Red – Talks about the evidence to determine a central idea

Blue – Cites the evidence Green – Ties together their evidence and citing

with their explanation.

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Assignment Template: Question #2You are welcome to pause the video at this point to complete the task. Task: Circle the qualifiers that determine a 2 or a 1 point on your Assignment Template.

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Let’s see how you are doing…

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Rubric for Target 9 ● Central Ideas

Score Rationale2 A response:

Gives sufficient evidence of the ability to determine a central idea OR to summarize what happens during or after a key event

Includes specific examples/details that make clear reference to the text Adequately explains the central idea OR summarizes with relevant information based on

the text1 A response:

Gives limited evidence of the ability to determine a central idea OR to summarize what happens during or after a key event

Includes vague/limited examples/details that make reference to the text Provides a limited explanation of the central idea OR summarizes with vague/limited

information based on the text0 A response:

Gives no evidence of the ability to determine a central idea, or to summarize what happens during or after a key eventOR Gives the central idea OR summarizes, but includes no examples/details that make reference to the textOR Gives the central idea or summary, but includes no explanation OR no relevant information from the text

Scoring Rules: Items are worth a possible two points (0, 1, 2) and responses are hand‐scored. Rubrics should be customized for the individual item.

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Now finish underlining “0”You are welcome to pause the video at this point to complete the task.

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Assignment Template: Question #3

Discuss with your critical friend…

• What did you notice about the qualifiers that determined a 2 or a 1 point response?

• What did you notice about score point 0?

You are welcome to pause the video at this point to complete the task.

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Let’s Check Our ResponsesDid you notice that the three bullet points for each score point…

• Gives the answer (either states a central idea OR provides an inference/conclusion).

• Gives evidence from the text.

• Provides an explanation for the evidence.

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Needed Materials: Quick Check

Pull out your…

1. Exemplar Set (Grade 4 #51478)

2. Assignment Template for Module #13

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Exemplar Set: What does it include?

1. Prep Set “Salt” (p. 1)2. Check Set “Salt” (p.12)3. Key (for Scoring) (p. 24)

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Activity 4: The Prep SetOpen your Prep Set to page 2. Peruse the table at the top of the page.

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Activity 4: The Prep Set Review the item stem – it should match what you

saw in the Training Guide

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Activity 4: The Prep Set Read the student response (these responses are

from the SBA field test 2014)

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Activity 4: The Prep Set Read the comments (the comments are from

professional scorers)

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Activity 4: Guided Practice

Follow the directions provided on the next 7 slides

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Item Stem:What is the main idea of the passage “Salt.” Use details from the passage to support your answer. Student Response: the main idea is that you can use salt in many ways to use salt. Like it said people use salt to put on fish and meat to keep it from turning rotten and use it to get the ice of the road and when people use to sell it it was expensive. Page 2

Grade 4 #51478 SaltTarget 9

Score point 2

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Student response:the main idea is that you can use salt in many ways to use salt. Like it said people use salt to put on fish and meat to keep it from turning rotten and use it to get the ice of the road and when people use to sell it it was expensive. (p. 2)

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You can use salt in many ways to use salt

Criteria 1Determines the

main idea

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Criteria 2Evidence from

the text

• use salt to put on fish and meat• get the ice of the road

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• to keep it from turning rotten

Criteria 3Explains

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Item Stem:What is the main idea of the passage “Salt.” Use details from the passage to support your answer.

Student Response:The main idea of the story is, that we need salt to survive. I think this because in the passage it said, we need salt to live because we 3 ounces of salt. If we don’t have enough salt we could get really sick. (p. 5)

Grade 4 #51478 SaltTarget 9

Score point 1

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Item Stem:What is the main idea of the passage “Salt.” Use details from the passage to support your answer.

Student Response:The main idea is that they are talking about like how salt water and sea water are different. (p. 9)

Grade 4 #51478 SaltTarget 9

Score point 0

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Activity 5: Calibrating Score Points Follow the directions provided on the

next 2 slides

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Main Idea Comparison

Score 2: you can use salt in many ways to use salt. Score 1: we need salt to survive

Score 0: how salt water is different than sea water.

sufficient

limitedInaccurate main idea

and no details or explanatio

n

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Explanation Comparison

Score 2: keep it from turning rotten

Score 1: If we don’t have enough salt we could get really sick.

Score 0:

clear

specific

vague limite

d

Provides no explanation

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Tips regarding Holistic Scoring To receive a score point 2, all parts of the student’s response

do not have to fall into the 2 point criteria.• Example: a student’s response may be sufficient in their ability to

determine the main idea (first bullet point) and their examples (second bullet point) but have a vague or limited explanation (third bullet point) and still score a 2.

• Example: a student’s response may be limited in their ability to determine the main idea (first bullet point) but their examples (second bullet point) and explanation (third bullet point) are adequate/sufficient and still score a 2.

The same theory works for scoring a 1.

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Activity 6: Marking and Discussing Student Responses in the Prep Set

With your critical friend, you will …

Return to the Prep Set and complete the rest of the pages by highlighting the criteria from the rubric

Use the comments from each page to clarify score points

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Scoring Note: Please note: In the comment section of some of

the score point 1 papers you will notice the statement “no explanation provided.”

This phrase may be misleading. The score points are correct and the rubric is

accurate.

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Activity 7: Score the Check Set

With your critical friend, you will … Examine the check set

• Notice the table is similar to the Prep Set except the score point is missing.

Complete all 10 pages by highlighting each criteria and determining a score point.

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Activity 8 : Check for UnderstandingWith your critical friend, you will …

Examine the key• Check score points and comments• Discuss aha’s and noticing's

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Activity 9 – Next Steps

What have you learned and how will that inform your instruction?

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ScoringAccessing the WCAP Portal and the

THSS

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Teacher Hand Scoring

System (THSS)

Sign into the WCAP Portalhttp://wa.portal.airast.org/

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The THSS Click on the Interim Teacher Hand Scoring System Score your students’ responses

Look for common patterns of strengths and weaknesses

Jot down any information you want to save – once you submit you will not see the

student papers.

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Be sure to submit the score.

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Click AVA-Sign In

Select Grade 4

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Click Selected Test Icon

Choose Gr. 4 IAB Reading Informational Text

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Application Viewing Assessment (AVA)Here are some ways to use this tool with your instruction in the classroom.

1. Preview this prior to giving the test. 2. Create a hard copy of the test and have students use this

along with the on-line test. 3. Later on, review their work to see what questions students

found problematic.4. From the hand scoring tool, prior to submitting their scores,

write down some of your student responses that were a 2 pt, 1 pt., 0 pt.

5. Next, share the rubric and explain how the 2 pt. was scored. 6. Have students practice with a 1 pt. to make the response a 2

pt.

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What other suggestions do you have? Add your ideas and suggestions to the Assignment

Template.

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Assignment for Module #13

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Assignment for Module #13

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Assignment for Module #13