Holistic rubric orientation pd2

PD2: Holistic Rubric OrientationPresented by Susan Carmody

“Authentic literacy is integral to both what and how we teach. It is the ‘spine’ that

‘holds everything together’ in all subject areas…Literacy is

still the unrivalled, but grossly under-implemented, key to

learning both content and thinking skills.”

Schmoker, Mike. (2011) Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD, pg. 11.

To what extent do you agree or

disagree with this statement and

why?

Overview of PD2: Holistic Rubric Orientation

Think of literacy as a spine; it holds everything together. The branches of learning connect to it, meaning that all teachers have a responsibility to

teach literacy.

-Vicki Phillips and Carina Wong,The Bill and Melinda Gates Foundation

Session OutcomesParticipants will… Build capacity toward implementation of Common Core Standards and

necessary response with literacy instruction. Develop an understanding of the Holistic Rubric (based on 6 Traits) used

to score AIMS extended responses.

Three-Part Training

PD2: Prep DeliveredTopic: Orientation to Holistic RubricDate: Today, facilitated by Susan Carmody

PD2: Portal DeliveredTopic: Scoring Practice, online with Pearson toolDate: on or before October 24

Job EmbeddedTopic: Score NormingDate: October 25 after student dismissal

TOPIC TIME

Introduction, Overview & Agenda 10 minutes

Purpose & Research 7 minutes

Exploration of the Rubric 15 minutes

Practice Scoring Sample Essays 10 minutes

Next Steps 3 minutes

Agenda

Effects of Writing on Learning

Writing is perhaps the most powerful form of thinking, clarifying, and problem solving in any subject.

-Schmoker, 2011, pg. 211

According to Schmoker (2011), writing allows us to:

see conceptual relationships, to acquire insights, and to unravel the logic of what was previously murky or confusing (p. 211)

convert what we have learned into more coherent, logical and precise thought and language (p. 192)


Did NOT consistently require writing

25 %scored proficient or higher on state

assessments

Doug Reeves’ Leadership and Learning Center conducted a research study about the effects of writing in science classrooms. This research addressed the following question:

Is there a difference in achievement between students in science classes

that do not require writing and those in science classes that consistently

required writing?

DID consistently require writing

79 %scored proficient or higher on state

assessments

Schmoker, 2011, p. 192


Zollman conducted research on 186 middle school math students to determine the effect of writing on math achievement.

In this research, students were given multiple opportunities to explain and problem solve, in writing, as they learned math concepts.

Writing? NO YESMath

Knowledge 4% 75%Strategic

Knowledge 19% 68%Math

Explanations 8% 68%

Schmoker, 2011, p. 211

This research addressed the question:

Does math achievement increase when students explain and problem

solve in writing as they learn the math concepts?


Research indicates writing has a positive effect on learning.

What evidence of this have you seen in your own classroom?

Common Guidelines for Writing

Writing has a more powerful impact on learning when schools establish common guidelines. Number of papers written in each course Approximate length of short versus long papers Exemplar paper for each agreed upon writing assignment Use of a common scoring guide, with adaptations for specific

assignments(Schmoker, 2011, pg. 118)

Common Core State Standards

Specific literacy standards for science, history/social studies, and technical subjects

Increased rigor for English language arts and mathematics

Demand for critical thinking and problem solving skills

“Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.”

Common Core State Standards Initiative (2010)


“One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y).”






“These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Include rigorous content and application of

knowledge through high-order skills





Readiness for Literacy Demands

Using the colored sticker, rate your readiness for the increased literacy demands of the Common Core State Standards.

I do not feel ready at all. I feel ready today.

0 1 23 4 5

TOPIC TIME






Agenda

Holistic Rubric Overview

Based on 6 Traits of Writing: Ideas & Content, Organization, Voice, Word Choice, Sentence Fluency & Conventions

Holistic rubric adopted because “All traits are not of equal importance.”

Meant for use in scoring summative assessments.

Use traditional six traits with six score points each (6x6 model) in the classroom because it is more formative and allows for more feedback by skill.

Arizona Department of Education, 2010


6 = Almost all of the bullets met. Sophisticated, but not necessarily perfect, control*. Exceptional writing skill.

5 = Most of the bullets met. Consistent, but not sophisticated, control*. Very good writing skill.

4 = Consistent control*. Appropriate and acceptable writing skill.

3 = Inadequate control*.

2 = Poor control*.

1 = Inferior control*.

*Control: The ability to use a given feature of written language effectively at appropriate grade level. A paper receives a higher score to the extent that it demonstrates control of skills represented by bullets.




Read each score point. Highlight or

underline the key words in

the score point that indicate

the difference between that score and the

one before/after it.

TOPIC TIME






Agenda

Scoring GuidelinesDo

Look for positives before weaknesses.

Match elements of the essay to the bullet points on the rubric.

Assign a score based on most bullets being met. (Not all bullets must be met; writing at one score point may have elements represented by bullets in adjacent score points.)

Don’t Allow errors to overshadow

strengths.

Allow personal bias to affect your score.

Allow length to indicate a high or low score.

Use score point 1 as a dumping ground.

Use score point 6 only if perfect. (A 6 is beyond grade level expectations, has risk-taking, exhibits control and is sophisticated, but it is not perfect.)


Prompt

Read the sample completely.

Using the rubric, identify a score point.

Be prepared to justify your score point using the language of the rubric.

Technology is advancing rapidly. Do you agree or disagree that technology has improved your life?

Write a persuasive essay in which you convince the reader of your position.

Scoring PracticeSample A

Official score point = 4 Recognizable beginning offers information about technology Ideas support topic, but effect of technology introduced late (paragraph 3) Organization formulaic, but able to follow Supporting details offered Functional words with some interaction (e.g., “mere pleasure,” “capturing a

special moment”) Control of standard conventions; not a broad range Some complex sentences (e.g., “Whether those tasks be necessary or just for

mere pleasure, everyone uses technology, and for me personally, to say it hasn’t improved my life, would simply not be true.”)

While the essay is appropriate and acceptable, the confusing first paragraph and the weaker, more general support in paragraph two result in a score of 4.


Scoring PracticeSample B

Official score point = 6 Narrow topic Anecdotal information shows committed interaction with reader Clear & inviting introduction; strong conclusion Strong transitions (e.g., “As television has taken my mind, instant

messaging systems took away my ability to converse fluently with others in person.”)

Details are precise and specific (e.g., “sucked in by the black hole of television,” “…the quality of the English language is forgotten.”)

Varied and complex sentences enhance the meaning Conventions excellently applied with some creativity


Scoring Guidelines & Practice

Think about the scores of the sample essays and the elements that each bullet represents within the score points.

What elements are easier for you to identify?

What elements are more difficult for you to identify?

TOPIC TIME






Agenda

Reference List

Arizona Department of Education. (2010). “AIMS High School Sample Test and Think-Throughs” [PDF document]. AIMS Writing. Retrieved from http://www.azed.gov/standards-development-assessment/aims/aims-writing/.

Arizona Department of Education. (2010). “Holistic Rubric: A positive change for AIMS Writing” [PowerPoint slides]. Retrieved from http://www.azed.gov/standards-development-assessment/aims/aims-writing/.

Arizona Department of Education. (2010). “Holistic Rubric Based on 6 Traits – Official Scoring guide for AIMS” [PDF document]. AIMS Writing. Retrieved from http://www.azed.gov/standards-development-assessment/aims/aims-writing/.

Arizona Department of Education. (2010). “Scoring for Rangefinding” [PDF document]. AIMS Writing. Retrieved from http://www.azed.gov/standards-development-assessment/aims/aims-writing/.

Reference List

Common Core State Standards Initiative. (2010). About the Standards. Common Core State Standards Initiative: Preparing America’s Students for College and Career. Retrieved from http://www.corestandards.org/about-the-standards.

Common Core State Standards Initiative. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, D.C.: National Governors Association Center for Best Practices and the Council of Chief State School Officers.

Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Washington, D.C.: National Governors Association Center for Best Practices and the Council of Chief State School Officers.

Schmoker, Mike. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD.

Date post:	20-Jun-2015
Category:	Education
Upload:	susan-carmody
View:	338 times
Download:	0 times