1 Network 211 Jean McKeon, Network Leader Network 211 MoSL Points: Josh Metz, Sharon Mahabir Data/Application Support: Iris Battino Bernstein Cluster 2 MoSL Specialists: Nadya Awadallah, Anna Kavrakis EOY MOSL Assessment Administration and Scoring April 9 th and 11 th 2014
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• It is preferred that assessments be scored by teachers
who hold a license in the subject area and/ or are
currently teaching the subject area. Principals, APS,
Achievement coaches or other network staff may
participate in scoring at the discretion of the network
and principal.
• Teachers may score assessments from grades that
they are not currently teaching. For example, a 9th
grade ELA teacher may score a 10th grade ELA
assessment.
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Steps 4 and 5: Prepare for Scoring and Score
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Plan for Administration and Scoring
Prepare Assessments
Administer Assessments
Prepare for Scoring
Score
Submit Scores
Archive Assessment
Materials
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Scoring Guidelines:
In accordance with the state regulations, the DOE
recommends that schools choose from one of the
following scoring models:
• Option 1: Teachers in the same grade and subject
swap to score end-of-year assessments.
• Option 2: Teachers of the same subject in different
grade levels swap to score end-of-year assessments.
• Option 3: At the principal’s discretion, teachers who
are properly normed in an end-of-year assessment
may score.
Clusters and networks will establish structures to support
schools where the options listed above are not
feasible (i.e. schools where there is only one content
area teacher for the whole school).
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Distributed Scoring Considerations / Suggestions
Small Schools:
• Pair up different grade-level teachers within the same
content area
• Foster an environment of collaboration
• Consider administering assessments at beginning of
window
• Consider hiring subs, or pairing up with another small
school
• Literacy coach and other teachers may administer the
assessments
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Steps 4 and 5: Prepare for Scoring and Score
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Plan for Administration and Scoring
Prepare Assessments
Administer Assessments
Prepare for Scoring
Score
Submit Scores
Archive Assessment
Materials
1
2
3
4
5
6
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Group Norming Sessions for NYC Performance Assessments*:
Schools should conduct norming sessions after administering but
before scoring the assessment in order to ensure that all teachers
have a common understanding of the rubric and increase fairness of
the scoring process.
Group norming sessions should follow this process (approx. 2-3 hours):
Step 1: Review the rubric and discuss expected performance at each
performance level for each rubric trait.
Step 2: Review annotated sample student work and discuss the
evidence for each score.
Step 3: Individually score one EOY assessment, then discuss as a
group the evidence for each score.
Step 4: Collectively score several students’ NYC Performance
Assessments and come to consensus on a score for each trait. The
scorer ID for these collectively scored papers can be 999999.
Deep Dive: NYC Performance Assessments
Activity #1 – Task Design Investigation
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Objective
Participants will be able to interpret a sample NYC Performance
Assessment by analyzing the requirements for students and predicting
students’ strengths and struggles.
Activity
Preview the sample NYC Performance Assessment and consider the four
key questions on the handout. Use the chart to take notes while you’re
reviewing the task and texts. Share your reflections with your table.
Deep Dive: NYC Performance Assessments
Activity #1 – Task Design
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Deep Dive: NYC Performance Assessments
Activity #2 – Norming & Scoring
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Activity
Individually read and score Sample 1 according to the rubric. Be sure to
provide a score for each individual trait, and then discuss your findings
with your table. Refer to evidence in the sample of student work and the
rubric to justify your choices and seek consensus.
Objective
Participants will be able to apply the rubric as an evaluative tool for scoring
student writing and establish a shared understanding of the expectations
of the NYC Performance Assessments.
Deep Dive: NYC Performance Assessments
Activity #2 – Norming & Scoring
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1st Grade ELA Sample __
Rubric Dimensions My Score Normed Score
Evidence from the Text
Trait 1: Focus: Information
Trait 2; Structure
Trait 3: Development
Trait 4: Directionality/Sense of Sentence
Trait 5: Word/Spelling Knowledge
Trait 6: Punctuation/ Capitalization
Trait 7: Explanation of Reading
Norming and Scoring – Grade 1 Instructions: Individually read and score Sample 1 according to the rubric. Be sure to provide a score for each trait individually. Then discuss your findings with your small group. Refer to evidence in the sample of student work and the rubric to justify your choices and seek consensus.
NYC Performance Assessments
Planning for Instruction
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Performance Assessment Menu (TEVL)
NYCPA – Printing Score Sheets
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NYCPA scores are printed using the ATS function RTEV.
After choosing the correct EOY assessment ID, schools may
print score sheets by:
• Stars Course Code / Section
• Official Class
• Grade Level
NOTE: RTEV does not cross check assessment with course
code, official class or grade level. Schools should be very
careful when selecting students and ensure the correct score
sheet is generated for the correct students.
RTEV – Initial Printing
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Note: Use the Printing Tracker to record the combination you use
to initially print the Score Sheet. In order to re-print the batches
of score sheets, the same combination must be used.
NYCPA – Printing Score Sheets
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If a NYCPA score sheet is lost or damaged it can be re-printed
using the ATS function RTER.
NOTE: Score sheets may only be re-printed using the same
student group (course code / section, official class, grade
level) or by score sheet page number (recommended).
Use Performance Task Print Tracker to record how documents
were printed, should you need to re-print any scan sheets.
RTER – Re-printing Score Sheets
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1. Use previous criteria to print a batch
2. Print by individual student ID
3. Print a single page or page-range
Best Practices for Printing
• Whenever possible, print answer documents using the ATS
printer/scanner you intend to use for scanning. If this is not
possible, print answer docs only on supported printers
(Lexmark T640 or later), not older or incompatible printers.
(Printers should not be labeled Post Script (PS) in DFS –
https://ats.nycboe.net/atsprint)
• After printing batches of answer documents, a “test page”
will print. Scan the test page to confirm the ink quality for a
batch. Trailing test pages are specific to each exam to
better diagnose scanning issues ahead of testing period.
Make sure to scan the test pages and with enough time to
reprint the answer documents as necessary.
• Answer documents must be printed on white paper only.
• Ensure only one answer document is printed per student