Assignment 8 Äì 2
Sort Student Work
This assessment
is focusing more on the process, rather than the product. However, having the
right answer is important and therefore I chose to have the student meet the
standard if both the process AND the answer are correct. If the basic math
facts (addition and subtraction) are faulty at third grade, then the process is
still not fully understood. I chose to have the process listed first in my
development of a scoring guide to place the emphasis on the problem solving
part of this assessment.
I also had to
use another category for Student Response 5. There is not enough evidence to
score this student. Therefore, I would put this into a No Evidence category.
The student would need to demonstrate understanding in some other way (orally,
or through another assessment of some kind.) The student could have easily
guessed at the answer and gotten it right. There is no evidence that the
student understands the material.
Overarching
Goal: To assess creative problem solving in mathematics.
Teacher Scoring
Guidelines
|
No Evidence
|
Below Standard
|
Developing
|
Meets Standard
|
|
No
process is shown.
|
Process
is incorrect regardless of answer.
|
Process is
partially right regardless of answer.
|
Process and
product are correct.
|
Student Scoring
Guidelines
|
No Evidence
|
Below Standard
|
Developing
|
Meets Standard
|
|
I
did not show how I got my answer.
|
How
I got my answer was not correct.
|
I showed only
part of how I got my answer, or part of it was not correct.
|
Both my answer
and how I got that answer are correct.
|
Stiggins states
that, "In holistic scoring we consider all aspects of the written piece
together and base our judgments on overall impression, assigning one overall
score." (Stiggins, p. 48) Just obtaining the correct answer can be guesswork,
and therefore we need to look at the overarching goal in a performance
assessment. "By developing a pre-defined scheme for
the evaluation process, the subjectivity involved in evaluating an essay
becomes more objective." (Moskal, 2000) Providing objective means of grading a
performance assessment is imperative.
I
sorted the Math Assignments into the following categories:
|
Student
|
Achievement
Category
|
|
Student 1
|
Below Standard
|
|
Student 2
|
Developing
|
|
Student 3
|
Developing
|
|
Student 4
|
Below Standard
|
|
Student 5
|
No Evidence
|
|
Student 6
|
Below Standard
|
|
Student 7
|
Below Standard
|
References:
Moskal, Barbara M. (2000).
Scoring rubrics: what, when and how?. Practical Assessment, Research &
Evaluation, 7(3). Retrieved July 24, 2007 from http://PAREonline.net/getvn.asp?v=7&n=3
.
Stiggins, Richard J (2005).
Student-involved assessment for learning. Upper Saddle River, NJ: Pearson
Education, Inc..
