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 IU 13 LDC Webinar2

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. IU 13 LDC Webinar3

Goals for This Afternoon… Offer options for structuring your team LDC scoring session. Discuss the importance of calibration and collaborative scoring. IU 13 LDC Webinar4

Preparing for Your Scoring Session Half Day (3 – 3.5 hours) Team Meeting (1 hour) Preparation for Scoring Session 1.Teachers choose 1-2 class sets of papers to score at scoring session. Individually and ahead of time, 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. 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. Materials Needed: 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” IU 13 LDC Webinar5

Your Scoring Session IU 13 LDC Webinar6 Half Day Scoring Session (3 – 3.5 hours) Team Meeting Scoring Session (1 hour) Scoring Session 1.Group elects meeting facilitator, time- keeper, and recorder. 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. 1.Group elects meeting facilitator, time- keeper, and recorder. 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 3 rd person tie-breaker, if needed. 6.Teachers make adjustments to and individually complete “LDC Results and Response Sheet.”

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? IU 13 LDC Webinar7

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 IU 13 LDC Webinar8

Calibration Activity IU 13 LDC Webinar9 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-to- Face Collaboration Days 3)Open documents under “Day 2.”

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.Go to: 2.Click on “File.” 3.Select “Make a copy.” 4.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. IU 13 LDC Webinar13

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 IU 13 LDC Webinar14

Contact Us! Barbara Smith- LDC Site Lead Phone: (717) Cell Phone: (717) Skype: barbaraa_smith_iu Kelly Galbraith- LDC Consultant Phone: (717) Cell Phone: (717) Skype: kelly.galbraith.iu Ruth Manthey-LDC Program Assistant Phone: (717) IU 13 LDC Webinar Tweet about