Scoring student Work
S CO R I N G S T U D E N T WO R K - R U L E S O F T H UM B
Scoring Student Work – Considerations for sample selection
When selecting a sample of student work to share, the presenting teacher may choose it from any task. However, the following guidelines help make the conversation more meaningful.
Select student work:
□ From a task or assignment that did not generate the kind of student work you expected.
□ That represents typical students work across the range of the class. Outliers (high or low) are not as helpful as representative work.
□ From a task that you plan to assign again.
□ From a task that you are open to having critiqued.
Scoring Student Work – Considerations for scoring
Presenting teachers who are ready to receive feedback can help their colleagues formulate comments by clarifying the following points before the scoring discussion begins:
□ What’s the “big idea”/key concept that should be evident in the student work?
□ Do you want the whole work scored or just certain parts?
□ Is there a particular AIW standard or standards you are most interested in having students meet at a high level?
□ Are you wiling to change the assignment to encourage students to better meet some
AIW standard(s)?♦
Once everyone knows what would be most helpful to the presenting teacher, score the work! It is important to look at the assignment as a reference.
1. Ask clarifying questions of the presenting teacher if necessary.
2. Record all the scores on a grid for everyone to see. Be sure to score all standards regardless of the presenting teacher’s target standard.
3. Postpone explanation of scores until everyone has shared his/her numbers.
4. Discuss all scores, especially discrepant ones.
5. Use evidence from the student work sample to support scores.
6. Use specific language in the scoring criteria to support scores.
What’s the dominant expectation of the task and is its purpose clear?
Where do you see evidence of the scoring criteria in the
Scoring Student Work – Considerations for sample selection
When selecting a sample of student work to share, the presenting teacher may choose it from any task. However, the following guidelines help make the conversation more meaningful.
Select student work:
□ From a task or assignment that did not generate the kind of student work you expected.
□ That represents typical students work across the range of the class. Outliers (high or low) are not as helpful as representative work.
□ From a task that you plan to assign again.
□ From a task that you are open to having critiqued.
Scoring Student Work – Considerations for scoring
Presenting teachers who are ready to receive feedback can help their colleagues formulate comments by clarifying the following points before the scoring discussion begins:
□ What’s the “big idea”/key concept that should be evident in the student work?
□ Do you want the whole work scored or just certain parts?
□ Is there a particular AIW standard or standards you are most interested in having students meet at a high level?
□ Are you wiling to change the assignment to encourage students to better meet some
AIW standard(s)?♦
Once everyone knows what would be most helpful to the presenting teacher, score the work! It is important to look at the assignment as a reference.
1. Ask clarifying questions of the presenting teacher if necessary.
2. Record all the scores on a grid for everyone to see. Be sure to score all standards regardless of the presenting teacher’s target standard.
3. Postpone explanation of scores until everyone has shared his/her numbers.
4. Discuss all scores, especially discrepant ones.
5. Use evidence from the student work sample to support scores.
6. Use specific language in the scoring criteria to support scores.
What’s the dominant expectation of the task and is its purpose clear?
Where do you see evidence of the scoring criteria in the