3/21/2013 How to Facilitate a Scoring Session in Your School

Viewed by: Wanda Richie and Terry Trego

Files from Webinar:


Purpose:
  • Options for structuring team LDC scoring session
  • Importance of calibration and collaborative scoring

Points to Consider:
Preparing for the Scoring Session:
  1. Teachers choose 1 – 2 class sets of papers to score.
  2. Individually, teachers score all student work. (Teachers use the “LDC Results and Response Sheet” to keep track of class data.)
  3. Teachers select 3 – 5 papers representing various levels of performance to bring to the session.
*If time allows, teachers can engage in cross scoring, comparisons and calibration during the scoring session.

Your Scoring Session:
  1. Group elects meeting facilitator, time-keeper, and recorder.
  2. Teachers review rubric, complete calibration activity.
  3. Individually, teachers score own papers.
  4. Use “LDC Results and Response Sheet” to record class data.
  5. Select 3-5 papers representing various levels (Advanced – Not Yet).
  6. In partners, teachers swap and score selected papers.
  7. Review and discuss scores.
  8. Utilize third reader, if needed.
  9. Make adjustments and complete the results and response sheet.
  10. Analyze the results

Scoring Session Roles:
  • Group facilitator – keeps group on task
  • Time-keeper -- reminds group of time and keeps the meeting moving
  • Recorder – takes notes on questions, issues, agreements, and new understandings

Calibration Activity Tips: Consider a mean to record tally scores – chart paper, white board, electronic … Focus the group on justifying scores with evidence from the student paper. Spend adequate time reaching a consensus sharing annotations. Be careful not to double penalize students.

Summation:
Teachers need to spend adequate time evaluating student work, commonly scoring papers, reviewing scores and data as a group, and engaging in reflective practices regarding assignments and assessment practices.