| Instructional Leadership Initiative
Module IV: Using Student Work to Set Performance Standards and Develop
a Scoring Guide
Module Outcome
Participants will determine what is "good enough" with a
set of student work, use the student work to set a performance
standard, and analyze the student work to identify gradations
of quality in order to develop a scoring guide.
The process of setting performance standards is one of the
most crucial components of a standards-based system. Standards-based
practice requires that teachers participate in this process
together to build a collective understanding and agreement
about what quality of work is good enough to meet standard(s).
Teachers can no longer make these vital decisions alone in
their own classrooms. As a result of the intense professional
discussion that takes place while setting performance standards,
teachers gain clarity about the quality, level, and specific
characteristics of work students must demonstrate to meet
the standard(s). This conversation also provides an opportunity
to inform, change, and improve instructional practice to assure
that all students meet the content standards (what students
should know) and the performance standards (the quality of
work every student is expected to do).
The process of setting performance standards involves teachers
analyzing a set of student work samples up against the standard
and the criteria for success to determine if the work is "to
standard" or "not yet to standard." Teachers sort the work
into the two separate stacks as they look for evidence to
support their view that the quality of student work is good
enough or not good enough to meet the content standard(s).
Teachers struggle with the question, "What quality of work
is necessary to meet the standard?" As the conversation progresses,
teachers begin to identify the specific characteristics of
work that are good enough to meet the standards. Through the
process teachers develop a commonly agreed upon understanding
of what quality work looks like.
Content Overview
- Setting Performance Standards by Deciding the Characteristics
of Work that are Good Enough to Meet Standards
- Steps for Designing a Scoring Guide
Materials
- Handout #22: Sorting Worksheet and/or Wall Chart
- Handout #23: Scoring Guide/Performance Standard Criteria
- Handout #24: Steps for Designing a Scoring Guide
- Handout #25A: Bowling Task Scoring Guide
- Handout #25B : Bowling Task Student Work Packet (15 pieces
of student work)
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Performance Standards and Develop a Scoring Guide, use the
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Develop a Scoring Guide
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