End of Course Scoring In Biology

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End of Course ScoringIn Biology

• St. Louis Regional
• Instructional Facilitator
• Paula Young--Science
• [phone]
• mapscrif_at_umsl.edu

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Goals

• To provide participants with an overview of the
  online scoring process
• To give educators the experience of scoring
  standardized assessment items
• To think about consensus in the scoring process

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An Overview of Scoring

• EOC Scoring Process
• Online

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Online Teacher Interface
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Whats behind the tabs?

• TOP THREE SECTIONS
• How-tos for
• software,
• scoring,
• rubrics

• BOTTOM THREE SECTIONS
• Training
• Practice
• Generating Reports

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Benchmark Software Overview

• How standards are measured with performance
  assessments
• Scoring criteria and rubrics that evaluate
  student performance on assessment tasks
• Expectations for student performance

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Holistic ScoringBiology Procedure

• Evaluates a students response to performance
  tasks.
• Method of evaluation used in many state
  assessments.
• Judging a student response for its total effect.
• Overall evaluation, taking several factors into
  consideration.
• No single factor is weighted to the exclusion of
  any other.

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Scoring RubricBiology PE

• Except for the procedure, the remainder of the
  Biology Performance Event is scored with a
  standard, points-based rubric
• The scorer is looking for specific information,
  not the item as a whole

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Background Information

• Prompts
• Rubrics
• Interpretations
• Annotations
• Overlays
• Anchor Papers

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Anchor Trainingstudent papers

• You can review anchor papers and an annotation
  for each paper.
• Remember, there are two samples for each score
  point - Paper 1 and Paper 2.
• You may navigate through the student papers in
  any order you wish by clicking on a score point.

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Anchor Training.

• To get the most out of this section you can
• read a student paper
• read the annotation that accompanies the paper
• think about the student response, reflecting on
  its strengths and weaknesses
• if necessary, refer to the rubric and compare the
  characteristics of the student response to the
  criteria found in the rubric.

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Overlay

• Click on the "Overlay" button to highlight those
  portions of the anchor papers that are quoted in
  the accompanying annotation.
• You may deactivate this feature again by clicking
  on the "Overlay" button.

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Interpretations Button

• To view the allowable interpretations of the
  prompt, click on the "Interpretations" button.
• Note that you can also view the prompt, rubric,
  or annotations by clicking the button.

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Scoring Guide

• scoring rubric,
• condition codes
• course level expectations (CLE),
• scoring notes
• common errors

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Scoring Rubric1 Point

• Maximum Points 1
• 1
• The student correctly provides any
• Reasonable question or statement of a problem
  that
• identifies what will be tested or measured
• will generate quantifiable data
• has a control or comparison inherent in the
  question

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Scoring RubricO Points

• 0
• The student does not correctly provide a
  reasonable question or statement of a problem
  that meets the criteria listed above.
• Correct Answers
• What is the effect of various colors of light on
  the growth rate of pea plants?

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Condition Codes

• Blank
• Insufficient to score
• Off task
• Illegible
• Predominantly in another language

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Course Level Expectation

• Strand
• Scientific inquiry
• Big Idea
• Science understanding is developed through the
  use of science process skills, scientific
  knowledge, scientific investigation, reasoning,
  and critical thinking
• Concept
• Scientific inquiry includes the ability of
  students to formulate a testable question and
  explanation, and to select appropriate
  investigative methods to obtain evidence relevant
  to the explanation
• CLE
• Formulate testable questions and hypotheses

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Scoring Notes

• The response does not have to be a question, but
  may be a statement of a problem.

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Common Errors

• Response does not identify what is to be tested
  or measured
• Response does not identify what quantifiable data
  will be collected.
• Suggests a vague change instead of a specific,
  measurable change in the dependent variable.

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More Common Errors

• Response does not suggest a comparison between
  the control and experimental group(s).
• Response does not suggest a problem (instead may
  be a predication).
• Problem is vague due to use of pronouns (it,
  they) instead of using specific nouns to identify
  the independent variable and dependent variable.
• Response is unrelated to the prompt.

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Reader Reports

• Click on the set that you want to report on
• When the set has been selected, a report will be
  generated that shows how your scores compare to
  those of experienced scorers.
• You can print the report by clicking the "Print"
  button.

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Reader Reportskeeps track of progress
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Scoring Students Responses
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Scoring Web Sites

• http//dese.mo.gov/divimprove/curriculum/science/e
  rrorsexemplresp.html Common Errors and Exemplary
  Responsesmore anchor paper practice available
  here
• http//dese.mo.gov/divimprove/curriculum/science/s
  ciPEdocs.html PE Template
• http//dese.mo.gov/divimprove/assess/eoc/documents
  /EOCReleasedItems.html EOC released items

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Score these1 point each

• To find out how many bubbles per minute are
  produced. _____
• I think that the more light intensity the more
  bubbles per minute there will be. _____

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Common ErrorsTestable Question

• Response does not
• identify what is to be tested or measured (IV/DV)
• identify what quantifiable data will be measured
• suggest a change in the measurable dependent
  variable
• suggest a comparison between control and
  experimental groups
• Suggest a problem
• Use specific nouns to identify IV DV

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Common Errors--Hypothesis

• Response does not
• Identify how the DV will be affected by the IV
• Suggest a specific, quantifiable change in the DV
• Relate to the problem or question asked
• Provide a prediction (may give question or
  conclusion instead)
• Use specific nouns (may be vague due to pronouns)

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Answers

• This does not relate the IV to the DV. Zero
  points
• Even though this hypothesis is not in an
  ifthen format, it does predict an effect of
  the independent variable on the dependent
  variable. One point

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Questions 3 4
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Score these.

• The number of bubbles would be the independent
  variable.
• The rate of photosynthesis is the dependent
  variable.

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The Answers.

• The student does not correctly identify the
  independent variable. Remember, I choose is
  independent. I can vary the light intensity, but
  I have no control over what the plant does or
  produces. Zero points
• The rate of photosynthesis or number of bubbles
  would be correct responses for dependent
  variable. One point

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Questions 5 6
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Score These..

• 5
• Temperature
• Wavelength of light
• 6
• You want to know if the temperature or wavelength
  of light were the real cause of the results you
  got. You must keep other things constant, or you
  dont know if thats really why you got your
  results.

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The Answers.

• 5 both temperature and wavelength are
  acceptable independent variables
• Two points
• 6 You often find answers in kid speak rather
  than in the exact descriptions given in the key
  or rubric. This would be an acceptable response.
  
• One point

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Questions 7 8
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Score These.

• 7
• Light intensity
• Bubbles per Minute
• 8
• Safety Goggles
• Data table
• Pencil

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The Answers.

• 7
• These variables were given in the original prompt
  Zero points
• 8
• One piece of safety equipment is acceptable.
  Data table and pencil are not needed for the
  laboratory experiment.
• One point

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Score This

• Light vs. Rate

0 4 8 12 16 20 24 28 32 36 40
Hundreds
Light Intensity (Cd)
Rate (Bubbles per Minute)
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The AnswersTOTAL 0 point

• TITLE Too vaguedoes not show what is being
  tested or relationship between the IV DV 0
  points
• AXES Both axes are labeled with units, but IV
  DV are on the wrong axes. 0 pts
• SCALE Scale on Y axis is appropriate, but X
  axis is not scaled. 0 points
• PLOT The last three data points are not
  correctly plotted points are not connected by
  lines or best fit 0 points

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A helpful mnemonic
Dependent Variable
Independent Variable
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10 11
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Generic Scoring Guide for Writing an EXPERIMENTAL
PROCEDURE, Grade 11 Three Total Points One point
for each of the following Point 1 Procedure
provides a qualitative outline that includes 3 or
more steps that are logical and appropriate for
answering the question. Point 2 Procedure
provides enough specific, quantitative, and
appropriate information that a knowledgeable
person could conduct the experiment and obtain
the same results. Point 3 Procedure indicates an
understanding that the independent variable
changed, the effect on the dependent variable is
observed, and the need to hold all other factors
constant
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Common Errors

• Response does not state how data will be
  collected or measured
• Procedure does not match what the prompt is
  asking
• The response does not indicate the student is
  controlling all variables except the one being
  tested
• The procedure is vague or does not follow a
  logical sequence

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Score These

• 10
• Gather all materials
• Record data in notebook
• Place a light source 25 cm from each plant
• Start with plants all the same length
• 11
• 6

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The Answers

• 10
• 1 2 do not add any information about answering
  the question, variables, or keeping factors
  constant 0 points
• No mention of how the student will obtain results
  0 points
• The student mentioned a constant (starting with
  plants all the same length), but no IV or DV 0
  points
• 11 If graphed correctly, the prediction should
  be easy. 1 point

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Another Procedure to Score

• Set up two plants of the same type and 25 cm in
  height , where both soil type and the amount of
  sunlight each plant receives daily are the same.
• Provide 100 mL of water to one of the plants
  daily and do not water the other plant. Continue
  this for 10 days.
• Measure the starting height of each plant and
  continue to measure their heights each day. Set
  up a table to record the data.

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The Answers.. 3 points

• This contains 3 logical steps
• The student is measuring quantifiable data (the
  height of each plant daily)
• The IV (watering the plants) and DV (growth
  measured in height) are present, and holding
  other variables constant (type of plant, soil
  type, and amount of sunlight) is indicated.
• Set up a table to record data adds nothing to
  the experimental procedure.

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Meaning of the Scores Achievement Level
Descriptors

• 4 Achievement Levels Below Basic, Basic,
  Proficient, Advanced
• Desirable to have students in Proficient or
  Advanced
• A proficient student demonstrates an
  understanding of the course-level expectations
  for Biology
• A proficient student also can do the expectations
  in Basic and Below Basic levels

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What do we do with the scores?

• Suggestions for converting Raw Cut Score to a
  percent for teachers to usesee handouts!

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Access Information

• www.benchmarkscoresmart.com
• Site ID 1068_1
• User name mapscrif
• Password biorif201
• Available until June 1, 2009

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For More Information

• Rasch Item Response Theory References
• Item Response Theory for Psychologists by
  Embertson and Reise
• Psychological Testing A Practical Approach to
  Design and Evaluation Chapt. 6 by Theresa Kline

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And More.

• Standards Based Grading
• Classroom Assessment and Grading That Work
  Robert Marzano
• Transforming Classroom Grading
• Robert Marzano

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One More Resource

• Interesting article about curving grades
• http//divisbyzero.com/2008/12/22/how-to-curve-an-
  exam-and-assign-grades/

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What questions do you have?