1. Scoring Open-Ended Items
Preparing for October 31 Early Release

2. What you need to know
District benchmarks have open-ended assessment items
On early release, teachers of classes with district benchmarks including 6th, 7th, & 8th math and reading AND Integrated Math & 8th grade science will score a colleague’s class set
On early release, teachers of classes without district benchmarks will spend time creating open-ended questions for their content areas and/or helping with the grading – details to come soon
ALL classes should be using open-ended assessment items to monitor student learning (great formative assessment idea) throughout the school year

3. WHY open-ended items?
Begin to align district and formative assessments to Smarter Balanced Assessment Consortium (SBAC)& State Common Assessments which will include open-ended/extended response items
Check to see how students across the district are progressing with the rigor of Common Core
Match learning target to assessment method
Extended written response items can get deeper levels of knowledge
New assessments will include open-ended/extended response items and we need to get students used to those.

4. Connections with Anchor Standards
Where do open-ended items fit?
Common Core asks students to write…
Arguments using valid reasoning & sufficient evidence
Informative/explanatory texts
Narrative texts
We’ve written informative/explanatory and narrative in the past and are now being asked to focus on arguments based on evidence. Open-ended items in our benchmark assessments can help us to focus here.

5. How to score open-ended questions
Rubrics are based on a 0, 1, 2 scale.
Score each sample using the rubric provided.
Discuss your ratings and challenges with your grading team.
All open-ended responses will have at least two graders. These details will be provided for you prior to ERPD since we’ll be combined with other schools for the hour of grading.
You may not give half point scores (ie: 1.5). The student either makes a 0, 1, or 2.

6. Learning by scoring
Talk about what you can learn about students and instructional practice while you’re scoring
identify misconceptions
concepts students are excelling in or struggling with
areas in need of re-teaching (trends and patterns of misunderstanding)
focus groups of students who need specific instruction

7. Notes About Scoring
ELA items are tied to a reading selection so Language A teachers will need to bring a copy of their benchmark assessment with them.
Feedback goes on the electronic benchmark plus/delta for all contents

8. Collecting and using the data
On the Oct. 31st early release day, you will count the # of students with a 0, 1, 2 etc. and write your total on the sheet provided.
Turn the electronic sheet in to Keeley by Friday, November 2 (if you do not finish on the ERPD day)
Keeley will share data with the district
How can you use the data? Discuss this in your dept and grade level meetings
District will look at overall data to see how students are progressing with rigor of CCSS
Take time for teachers to discuss how they will share the data from the district as well as what they collect (consistency in scoring, etc.)

9. Next steps…
Find ways to incorporate extended response and writing in daily instruction
Reflect on the level of questions I ask my students. Can I ask more rigorous questions to help students think more critically?

10. What’s on the agenda for Oct. 31?
Open-ended scoring = 1 hour
Combining all three IB schools (NV, MM, & SIHS)
Approaches to Learning Skills Scaffolding by department
Location: Northview – Nighthawk Nation
Ending Time: 4:00pm