Foundation Skills Assessment

Transcription

1 Foundation Skills Assessment SCORING GUIDE Grades 4 and 7 Step-by-Step Guide for Scoring Written Responses...1 Grade 4 Reading Scoring Rubric...4 Grade 4 Writing Scoring Rubric...5 Grade 7 Reading Scoring Rubric...6 Grade 7 Writing Scoring Rubric...7 Numeracy Scoring Rubric Province of British Columbia

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3 Step-by-Step Guide for Scoring Written Responses FSA Grades 4 and 7 Prior to Scoring Review the following guidelines for holistic scoring: Score holistically. Give the paper a complete and careful read for a general impression and assign a score. Do not second guess yourself. Remember, the student responses are draft work, done under a time constraint. Score what is on the paper, not what you think the student might have done with more time to edit and refine. Focus on what the student does well. Refrain from correcting the paper. Correcting errors makes the scorers overly attentive to the conventional elements rather than balancing all of the criteria when scoring holistically. Refer to the rubrics regularly to stay focused (the snapshot as well as the extended scale). Use your professional judgment, based on the scoring rubric, to give each paper a fair and reliable reading. Be aware of your personal biases. Reading Read the reading texts and the reading response questions for both choices in the FSA Student Response Booklet. Review the Sample Responses for the reading response questions. Add additional appropriate responses as they appear. No matter how many possible responses you may add, there will be many more appropriate ones from various students. You may need to increase the sample response list as you score. Review the Reading Rubric. Highlight key words for each scale point: 1: limited understanding, misreading, verbatim recall 2: understanding the gist, simplistic support, literal interpretation 3: clear understanding, support mostly accurate 4: in-depth understanding, support accurate, insightful 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

4 Score the exemplars for Reading. Score three or four exemplars at a time. Compare your score with the assigned score, review the rationales for each paper and discuss with your group or partner. Writing Review the Writing Rubric. Highlight the key words for each scale point: 1: poorly addresses topic, brief, unorganized, few relevant details, ideas disjointed 2: attempts to address topic, sense of organization, list-like 3: addresses topic; organized, supporting details 4: clearly addresses topic; focused, organized, elaborated; engaging; strong sense of audience Read the writing prompt in the FSA Student Response Booklet. Score the exemplars for writing. Score three or four exemplars at a time. Compare your score with the assigned score, review the rationales for each paper and discuss with your group or partner. Numeracy Read the Numeracy written-response questions in the FSA Student Response Booklet. Review the Numeracy Rubric and the Numeracy Possible Solutions. Highlight the key words for each scale point: 1: limited ability, approach ineffective, evidence is absent 2: basic ability, approach difficult to follow, evidence is lacking 3: proficient ability, approach sensible, evidence contains minor inconsistencies 4: advanced ability, approach is effective, evidence is clear and well presented Score the exemplars for Numeracy. Score three or four exemplars at a time Compare your score with the assigned score, review the rationales for each paper and discuss with your group or partner. 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

5 During Scoring Decide on scoring individually, in pairs or in groups. Make sure you have the following documents: Student Response Booklets Rubrics for Reading, Writing, and Numeracy Sample Responses for Reading and Numeracy provincial exemplars Read all of the reading texts and the reading response questions in the Student Response Booklet. Review the list of sample responses for the reading response questions and add additional responses to the list. Follow the guidelines for holistic scoring described above to score student responses. Use the Reading Rubric to score the reading questions. Use the Reading Sample Responses to assist during scoring. Use the Writing Rubric to score the student writing piece. Use the Numeracy Rubric to score the numeracy questions. Use the Numeracy possible solutions to assist during scoring. Record each score in the score box at the bottom of the page. After Scoring Verify that the reading scores have been correctly entered into the boxes beside the student s Reading Choice on the cover of the Student Response Booklet. Verify that the writing and numeracy scores have been correctly copied to the cover of the Student Response Booklet. Return all Student Response Booklets to the district/principal s office for score entry. Refer to the FSA Administration Manual for score entry and printing of the Results Report. 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

6 FSA Grade 4 Reading Scoring Rubric Snapshot Demonstrates limited understanding or misreading of the text(s) and/or task, usually a verbatim recall of information. No response NR (answer page 0 is blank) Demonstrates an understanding of the gist of the text(s) and task. The reader is able to support their thinking in a simplistic way; literal interpretation of main ideas and concepts. Demonstrates a clear understanding of the text(s) and task. The reader is able to support their thinking using mostly accurate details closely linked to the central idea of the text(s) and task. Demonstrates an in-depth understanding of the text(s) and task. The reader supports their thinking using accurate text based information; may be insightful. Response does not relate to the text(s) or task in any way; response does not have enough information to be scored; response contains very inappropriate language; or all work is erased or crossed out. limited understanding of the text(s) and/or task; may be an inaccurate interpretation some understanding of the text(s) and/or task is evident understanding of the text(s) and task is clearly evident insightful understanding of the text(s) and task Comprehend may confuse main and supporting information; no elaboration response is incomplete, a rewording of the task; or may be inaccurate some details; minimal relevant elaboration response is partially complete; may be vague, lacks detail includes details with some relevant elaboration response is generally complete and accurate clear, detailed, and elaborated response is complete, clear, accurate and thorough has difficulty sequencing information focuses on literal meaning may have difficulty sequencing information makes simple, obvious inferences retells events in correct general sequence makes logical inferences retells events in sequence; explains cause and effect makes inferences; shows insight Connect no evidence of interpretation no integration of ideas, information or supporting evidence from the text(s) may offer simple reactions or opinions with support, may be able to make concrete, obvious connections may include interpretation in a simplistic way little integration of ideas, information or supporting evidence from the text(s) offers simple opinions with minimal support makes concrete connections to own experiences may show some interpretation or insight some integration of ideas, information or supporting evidence from the text(s) in response to the task offers reactions and opinions with some support makes some connections; may involve inferences may show interpretation or insight; makes inferences integrates specific relevant details from text(s) in response to the task offers reactions and opinions with logical support makes connections to self and/or other selections; often unique or insightful 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

7 FSA Grade 4 Focused Writing Scoring Rubric Snapshot Writing poorly addresses the topic; is brief, unorganized with few relevant details. Simple language with weak sentence structure; ideas are often disjointed or illogical. No response NR (answer page 0 is blank) Writing attempts to address the topic; some sense of organization; few relevant details. Generally simple language and little sentence variety; ideas may be unevenly developed or list-like. Writing addresses the topic; ideas are organized and developed with relevant supporting details. Shows growing control of written language; attempts sentence variety; may consider audience. Writing clearly addresses the topic; ideas are focused, organized, and elaborated. Language flows smoothly with sentence variety; engages the reader with a sense of originality or individuality. Strong sense of audience. Response does not relate to the task in any way; response does not have enough information to be scored; response contains very inappropriate language; or all work is erased or crossed out. Meaning Topic Ideas Details link to topic may be unclear ideas may be copied or unrelated to the topic uses very few relevant details some evidence showing a link to the topic often retells a personal experience with limited description or reaction ideas are partially developed; few relevant details writing shows a clear link to the topic ideas are mostly developed; uses some engaging language some supporting details, reasons, explanations sustains a clear focused link to the topic ideas are fully developed; strong sense of voice; uses engaging language details, reasons, and explanations show a sense of individuality Communicate Style Word choice Structure Form Beginning Middle End basic language with limited vocabulary; may include frequent errors in word choice sentences are poorly constructed, with little variety or control beginning may be confusing middle has little development; ideas seem unrelated to topic, may be very short overuses a few simple connecting words or omits them entirely ending is often missing generally basic language; errors may affect clarity relies on simple and compound sentences beginning is somewhat focused; usually identifies the topic middle is often a list of loosely related events; some sequence repeats simple connecting words and beginning words ending may be omitted generally relies on direct language with some variety in vocabulary uses a variety of sentence lengths and patterns introduces the topic; generally organized, logically sequenced middle is generally organized and logically sequenced uses a variety of connecting words and beginning words ending may be abrupt or omitted language is varied and increasingly precise; often experiments with new words or expressions effectively uses a variety of sentence lengths and patterns introduces topic, often in an engaging way middle develops topic through relevant, appropriate ideas transitions are smooth; uses a range of transitional words focused ending Conventions Spelling Capitals Punctuation Grammar frequent errors may make the writing difficult to understand several errors; may make some sentences difficult to understand some errors; generally do not affect meaning few errors which do not interfere with meaning; usually caused by taking risk with complex language 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

8 FSA Grade 7 Reading Scoring Rubric Snapshot Demonstrates limited understanding or misreading of the text(s) and/or task, usually a verbatim recall of information. No response NR (answer page 0 is blank) Demonstrates an understanding of the gist of the text(s) and task. The reader is able to support their thinking in a simplistic way; literal interpretation of main ideas and concepts. Demonstrates a clear understanding of the text(s) and task. The reader is able to support their thinking using mostly accurate details closely linked to the central idea of the text(s) and task. Demonstrates an in-depth understanding of the text(s) and task. The reader supports their thinking using accurate text based information; may be insightful. Response does not relate to the text(s) or task in any way; response does not have enough information to be scored; response contains very inappropriate language; or all work is erased or crossed out. limited understanding of the text(s) and/or task; may be an inaccurate interpretation basic understanding of the text(s) and/or task is evident; often vague; sometimes incomplete understanding of the text(s) and task is clearly evident; provides accurate information with specific reference to the text in-depth understanding of the text(s) and task; work is precise and thorough; may be insightful Comprehend may confuse main and supporting ideas locates some details; omits a great deal may be able to place main events in order; explains some simple relations has difficulty making simple inferences or predictions identifies most main ideas locates some details; omits some places main events in order, may explain some relationship among events makes simple inferences or predictions; little or no text supported references identifies main ideas and restates in own words; may use words from the passage locates specific text based information places main events in order; explains relationship among events makes some logical inferences or predictions with text supported references identifies and restates main ideas; explains how they are connected locates specific relevant details; may be insightful explains subtle relationships among events; often speculates about other possibilities inferences or predictions based on evidence; insightful no integration of ideas, information or supporting evidence from the text(s) no evidence of interpretation or relevant insight little integration of ideas, information or supporting evidence from the text(s) may include interpretation or insight in a simplistic way some integration of ideas, information or supporting evidence from the text(s) may show some interpretation or insight integrates specific relevant ideas from text(s) in response to the task shows interpretation or insight; makes inferences Connect may make simple and obvious connections simple, unsupported reactions and opinions makes concrete and obvious connections simple, direct reactions and opinions; gives reasons if provided a frame or model makes accurate, relatively direct connections; offers reactions and opinions; with some logical support makes and supports connections offers supported reactions and opinions; may show some complexity 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

9 FSA Grade 7 Focused Writing Scoring Rubric Snapshot Writing poorly addresses the purpose and topic; is brief, unorganized with few relevant details. Simple language with weak sentence structure; ideas are often disjointed or illogical. Writing attempts to address the purpose and topic; some sense of organization; few relevant details. Generally simple language and little sentence variety; ideas may be unevenly developed or list-like. Writing addresses the purpose and topic; ideas are organized and developed with relevant supporting details. Shows growing control of written language; attempts sentence variety; may consider audience. Writing clearly addresses the purpose and topic; ideas are focused, organized, and elaborated. Language flows smoothly with sentence variety; engages the reader with a sense of originality or individuality. Strong sense of audience. No response NR (answer page 0 is blank) Response does not relate to the task in any way; response does not have enough information to be scored; response contains very inappropriate language; or all work is erased or crossed out. Communicate Meaning Purpose Topic Ideas Details the purpose of the writing is unclear to the reader little or no relevant personal reaction ideas not developed lacks relevant detail; often extremely short the purpose of the writing is somewhat clear to the reader some relevant personal reaction generally straightforward ideas; may be confusing in places; relies on retelling or listing some relevant details the purpose of the writing is clear to the reader relevant personal reactions; may show some insight or individuality straightforward, concrete ideas; may include some speculation, generalizations or humour relevant details, examples and logical explanations the purpose of the writing is clear and engages the reader relevant personal reactions with some analysis; shows some insight or originality tries to deal with complex or abstract ideas; may use humour or draw comparisons use engaging details, reasons, and explanations; often with some emotional impact Style Word choice Structure Audience simple, repetitive language short simple sentences; may not be connected language shows no awareness of audience generally clear language; may include some descriptive or expressive language little sentence variety; relies on simple patterns some attempt to connect to audience through language choice language is clear and varied; tries to select language to fit mood or purpose uses a variety of sentence lengths and patterns shows awareness of audience through language choice language is precise and varied for effect; may use specialized language where appropriate uses a variety of complex sentence structures; flows easily demonstrates a strong awareness of audience; uses language effectively Create Form Beginning Middle End introduction not engaging middle has little development; sequence may be confusing overuses a few simple connecting words (e.g., then, but, and ) no real ending may have an effective introduction middle is stream of consciousness ; sequence not clear of effective uses variety of simple connecting words ending is weak or abrupt starts strong; develops in predictable way middle is logically sequenced with related ideas grouped together ideas linked by appropriate connecting words ending tends to be predictable engaging beginning; sets stage for developing ideas middle is logically sequenced; uses paragraphing effectively uses increasing variety of transitional words and phrases; may take risks well defined ending provides sense of closure Conventions Spelling Capitals Punctuation Grammar frequent spelling, punctuation and, grammar errors; interferes with meaning some errors in spelling, punctuation and grammar; does not interfere with meaning may include errors in complex language; does not interfere with meaning may include a few errors in complex language due to risk-taking 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

10 FSA Numeracy Scoring Rubric Snapshot Student demonstrates limited ability to view the situation mathematically. Approach or representation is ineffective. Reasoning or evidence is absent. No response NR (answer page 0 is blank) Student demonstrates basic ability to view the situation mathematically. Approach or representation is difficult to follow. Reasoning or evidence is lacking to some degree. Student demonstrates proficient ability to view the situation mathematically. Approach or representation is sensible and generally can be followed. Reasoning or evidence contains minor inconsistencies. Student demonstrates advanced ability to view the situation mathematically. Approach or representation is effective and is easily followed. Reasoning and evidence is clear and well presented. Data simply recopied from question Picture, work or solution is unrelated to problem Incorrect solution with no work shown Inappropriate response (work contains profanity, inappropriate diagram or language) Everything erased Reason Analyze Reasoning to solve the problem is not explained Analysis of solution is absent Reasoning to solve the problem is implied Analysis of solution is present but not well supported by work Reasoning to solve the problem is partially explained Analysis of solution is sufficiently supported by work Reasoning to solve the problem is explained in detail and insightful Analysis of solution is thoroughly supported by work shown Understand Solve Insufficient understanding of mathematical concepts and skills to solve problem Inappropriate strategy chosen to solve problem Emergent understanding of mathematical concepts and skills, although insufficient to solve problem Strategy chosen to solve problem contains relevant steps but does not lead to an appropriate solution Sufficient understanding of mathematical concepts and skills to solve problem Strategy chosen to solve problem is appropriate with minor errors in execution or calculation Clear understanding of mathematical concepts and skills to solve problem Strategy chosen to solve problem is appropriate; solution is thoroughly described and free of errors Communicate Represent Response does not communicate a solution to problem Limited representation using mathematical organizers, language, units Response communicates a starting solution to problem, although may be unorganized Inconsistent representation of mathematical organizers, language, units Response communicates a solution to problem, with simple explanations that make sense; contains minor errors Consistent representation of mathematical organizers, language, units, with minor omissions Response communicates a structured solution to problem, supported with explanation Clear and concise representation of mathematical organizers, language, units 2017/18 FSA Scoring Guide 2017 Province of British Columbia. All rights reserved.

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