Facilitating_Own_Scoring_Session

Report
How to Facilitate a Scoring Session
in Your School
Check on Tech
• Audio Wizard
• Elluminate tools
– Hand raise
– Microphone
– Smiley face
– Checkmark
– Chat box
– Polling
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Virtual Meeting Norms
Please…
• participate by using the microphone, answering poll questions,
collaborating in breakout rooms and using the chat window.
• raise your hand to indicate that you’d like to use the microphone
when it is time for questions.
• release the microphone when you are finished.
• use the door to indicate that you are away from your computer if
you need to step out.
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Goals for This Afternoon…
• Offer options for structuring your team LDC
scoring session.
• Discuss the importance of calibration and
collaborative scoring.
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Preparing for Your Scoring Session
Half Day
(3 – 3.5 hours)
Preparation 1. Teachers choose 1-2 class sets of
papers to score at scoring session.
for Scoring
Individually and ahead of time,
Session
teachers can score any additional
class sets. Results of student work
scored ahead of time can be
recorded on “LDC Results and
Response Sheet” to keep track of
class data.
*Note—due to varying lengths of
student papers and amounts of time
needed for different teachers to score, it
may be necessary to individually score
unfinished papers from the scoring
session.
Materials
Needed:
•
•
Team Meeting
(1 hour)
1. Individually, teachers score all
student work on all areas of the
rubric prior to the scoring session
(Work should be scored directly on
appropriate rubric.)
2. 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 (Not Yet, Approaches
Expectations, Meets Expectations,
and Advanced) to bring to the
scoring session.
Paper or electronic copies of blank LDC rubrics (1 per student paper + extra for
cross-scoring)
Paper or electronic copies of “LDC Results and Response Sheet”
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Your Scoring Session
Half Day Scoring Session
(3 – 3.5 hours)
Team Meeting Scoring Session
(1 hour)
Scoring 1. Group elects meeting facilitator, time- 1. Group elects meeting facilitator, timekeeper, and recorder.
keeper, and recorder.
Session
2. Teachers review rubric and complete
calibration activity with one paper.
MS: Alexander the Great
HS: Yes or No to Nuclear Power
3. Individually, teachers score own
papers (1-2 class sets).
4. Teachers use the “LDC Results and
Response Sheet” to keep track of
class data.
5. Teachers select 3-5 papers
representing various levels of
performance (Advanced, Meets
Expectations, Approaches
Expectations, and/or Not Yet) to
cross-score.
6. Continue with steps 3-5 in “Team
Meeting” 1 hour.
2. Teachers review rubric and complete
calibration activity with one paper.
MS: Alexander the Great
HS: Yes or No to Nuclear Power
3. In partners, (can be same discipline or
different discipline), teachers swap
and score selected papers (using blank
LDC rubrics).
4. Teachers discuss scores in each
domain to see if they match.
5. Teachers use a 3rd person tie-breaker,
if needed.
6. Teachers make adjustments to and
individually complete “LDC Results
and Response Sheet.”
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Your Turn…
• In the chat window, please respond to the
following question:
Why might it be beneficial to begin the scoring
session with a calibration activity?
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Scoring Session Roles
• Group facilitator
– Keeps the group on task
• Time-keeper
– Reminds group of time and keeps the meeting moving
• Recorder
– Takes notes on questions, issues, agreements, and
new understandings
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Calibration Activity
Protocols for ½ day and
1 hour scoring sessions
as well as the Results
and Response sheet
can be found on the IU
13 LDC Portal.
1) Click on “Training.”
2) Click on “Face-toFace Collaboration
Days
3) Open documents
under “Day 2.”
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Calibration Activity Tips
(for a paper w/ an annotation)
• For small groups, use chart paper or the
whiteboard to tally scores.
• For large groups, electronic tallying is more
efficient.
• The group facilitator should focus the group on
justifying their scores with evidence from the
student paper.
• Spend adequate time trying to reach consensus
before sharing annotations.
• Be careful not to “double ding.”
Calibration Activity Tips
• Guiding Questions:
– What language on the rubric did you highlight?
Why?
– What evidence in the student paper led you to
that score?
– How does the evidence in the student paper
relate to common core expectations for the
appropriate grade band?
Directions to “Make a Copy” of the
Google Form for Calibration
1.
2.
3.
4.
Go to: http://tinyurl.com/LDC-arg-calibrate
Click on “File.”
Select “Make a copy.”
Rename your copy of the Google Form for
your school/district.
5. Share your new link to your copy of “live
form” with the participants who will be
calibrating.
LDC Results and Response Sheet
Directions:
•
•
•
Use one sheet per class.
Next to each student’s
name, put an X under
the level of
performance for each of
the 7 scoring domains.
Use completed results
to analyze patterns in
student performance
and determine
instructional needs.
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Upcoming Webinars
Upcoming Webinars: (3:00 – 3:45pm)
• April 4th: District Sharing: Formative Assessment
and Grading Practices Using the LDC Rubric
• April 18th: Using Primary Source Documents and
LDC
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Contact Us!
Barbara Smith- LDC Site Lead
Email: [email protected]
Phone: (717) 606-1374
Cell Phone: (717) 644-1144
Skype: barbaraa_smith_iu
Twitter: @BarbSmith2
Kelly Galbraith- LDC Consultant
Email: [email protected]
Phone: (717) 606-1667
Cell Phone: (717) 419-4069
Skype: kelly.galbraith.iu
Twitter: @galbraith_kelly
Ruth Manthey-LDC Program Assistant
Email: [email protected]
Phone: (717) 606-1939
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Tweet about LDC! @LDCIU13

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