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Assessing Social Science Analysis
Presented by:
Leslie Phillips, Assessment Specialist
[email protected] x2317
Andrea Morgan, Curriculum Specialist
[email protected] x 2289
ODE-503-378-3600
Goals for Scoring Session
Understand that knowledge of the scoring guide is needed to elicit scorable student work
Discuss performance descriptors Score student work Have fun and learn from each other!
Session Materials
Implementation Schedule2005-2006-Frame and Conclude 2006-2007- add Research 2007-2008- add Examine
CIM and Benchmark 3 Scoring Guides
Benchmark 2 Instructional Guide
Initial Anchor Paper Score Sheets
What is the difference between a report and
analysis? If we know: “Measure 34 is (was) a proposed
Oregon initiative that requires balancing timber production and resource conservation/preservation in Tillamook and Clatsop forests.”
How does a student take a study of this issue from a simple report to analysis?
What type of question/thesis could be asked?
Possible Thesis Statements
Report: “just the facts”Measure 34 requires balancing timber production and resource conservation.
Analysis: “supports or rejects” “evaluates” “takes a stand”
Measure 34 should be supported because it will have a positive impact on the Oregon economy.
Social Science Analysis Instructional Tools
Q and A about Social Science AnalysisSocial Science Analysis embedded in
daily instructionProject design modelAnalysis Prompt Exampleshttp://www.ode.state.or.us/teachlearn/subjects/
socialscience/curriculum/bindercontents.pdf
How do we assess analysis?
One approach:
Fantastic! Good So-so Needs work Embarrassing
OR…
The Social Science Analysis Scoring Guide…
defines the important aspects of an analysis-oriented investigation,
provides clear assessment guidance,
and promotes uniformity of the assessment and feedback to students/teachers.
What are the scoring dimensions?
4 Dimensions: Frame the Event, Issue or Problem Research Examine Conclude
What key words define the score levels?
Score level Pattern…across the guide
Each score level has key words for consistency
2004 - 2005 Social Sciences Analysis Scoring Guide
Frame the Event, Issue or Problem
Defining and clarifying an issue so that its features are well-understood.
Research Using and evaluating researched
information to support analysis and conclusion(s)
6
6
5
5
4
4
Score level Pattern…across the guide
2004 - 2005 Social Sciences Analysis Scoring Guide
Frame the Event, Issue or Problem
Defining and clarifying an issue so that its features are well-understood.
Research Using and evaluating researched
information to support analysis and conclusion(s)
6
..convincing …thoroughly
...complex …in-depth
…fully
6
5
5
4
4
Can you find the others?
Score level key words
6=convincing, thoroughly, complex, in-depth, fully 5=credible, effective, relevant, clearly 4=reasonable, defines, appropriate, some detail 3=attempts, incompletely, general, partially 2=inaccurate, omitted, minimal, ineffectively 1=does not, not identified, insufficient, neglects
Social Science Analysis
Scoring Scale 6
5
4
thorough
effective
reasonable
3 incomplete
2 ineffective1 insufficient
Social Science Analysis Key Distinctions
Within the score level…what differentiates a 3 and a 4?
Performance Descriptors in each dimension
Key words define the score level and along with the
parallel structure of “skills" (up and down) create the Performance descriptors.
Performance Descriptors define how well the skills were completed and tell what the student knows and can do.
Performance descriptors -skills
2004 - 2005 Social Sciences Analysis Scoring Guide
Frame the Event, Issue or Problem
Research
…explanation of the significance
..information from primary and secondary sources
…critical components (who, what when, where, why)
…uses and connects information
reframing a question or
thesis…
…source credibility, biases, stereotyping, and misrepresentations.
Performance descriptors -skills
2004 - 2005 Social Sciences Analysis Scoring Guide
Examine
Conclude
…multiple points of view
…Communicates…a conclusion or resolution
…factors which influenced or caused…
…dismisses alternative interpretations…
…implications, effects,
and/or results …conclusion supported by data, research….
OK, OK Let’s do some scoring already!……But first, keep in mind
Evidence from throughout the work may be used to score each dimension
A preponderance of evidence determines the score level in each dimension
Did you know? Experienced teachers have reached scoring
consensus but we are still learning Your input on scores is very important Over time, we’ll settle on a single score, but for
now we have some 3+ or 4- scores, etc.
Scoring the Second Paper!
Two Generations Ago #0402M
(Benchmark 3 paper) Please read and score each
dimension Make notes about your reasons for the
scores
Preliminary Scores
Two Generations Ago #0402M
Frame 4
Research 4
Examine 4
Conclude 4
Scoring the First Paper!
Measure 34 #0403M (Benchmark 3 paper)
Please read and score each dimension Make notes about your reasons for the
scores and note student language Discuss with others and try to reach
consensus scores
Preliminary Scores
Measure 34- #0403M
Frame 4
Research 4-
Examine 4
Conclude 5-
Scoring the Third Paper!
Whisky Rebellion #0302M
(Benchmark 3 poster) Poster presentation Represents another type of student
work that can be scored Please read and score all 4 dimensions
Preliminary Scores
Whiskey Rebellion #0302M
Frame 4
Research 2
Examine 3
Conclude 3
Scoring the First CIM Paper!
Zimmermann Telegram #0346H
(CIM paper) Please read and score all dimensions Make notes about your reasons for the
scores and note student language Discuss with others and reach
consensus scores
Preliminary Scores
Zimmerman Telegram #0346H
Frame 4/5
Research 4
Examine 5
Conclude 4/5
Scoring the Second CIM Paper!
Aircraft and Air Power… #0340H (CIM Paper)
Please read and score all dimensions Make notes about your reasons for the
scores and note student language Discuss with others and reach
consensus scores
Preliminary Scores
Aircraft and Air Power… #0340H
Frame 4
Research 4-
Examine 3+
Conclude 4
Assessment is only truly successful when results are used to improve instruction for individual students.
-Johnson, 1987
Scoring to Improve Student Success:
Words of Wisdom
Please send us a copy
Please send us a copy of your scores with commentary!
ODE FAX number: 503-378-5156 attn. Leslie Phillips
Thank you!
For more information, contact
Leslie Phillips, 503-378-3600 Ext. 2317 or [email protected]
Andrea Morgan, 503-378-3600 Ext. 2289 or [email protected]
