CSU California Academic Partnership Program

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

  1. Setting Performance Standards by Deciding the Characteristics of Work that are Good Enough to Meet Standards

  2. 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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Download

  • Module 4
    ( 2.4MB or 3.9MB) Using Student Work to Set Performance Standards and Develop a Scoring Guide

 


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Last Updated: January 11, 2005