In the last issue, we introduced our readers to the rubric, or score guide. The score guide is created for each question, or item, based on the standard being assessed. Its main focus is to make scoring more accurate and dependable. The previous released item (Country Inn), highlighted in our Fall 2004 newsletter, contained a basic and common type of math rubric known as “points for parts.” However, since every rubric is unique to its item and every item is different, we find a variety of types of score guides. The item names below are linked to the complete package for each item, and are followed by links to various parts of the same package.

In this issue, we will present you with a more holistic type of math rubric. This Grade four item, called “Invented Number System,” is another four-point, constructed-response (CR) item from Maine Learning Results Standard H-1: algebra concepts. In looking at the rubric (also called Training Notes), we can see that instead of accumulating points for each task and having the total points accrued reflect a score, the student must meet outlined criteria to receive a score. For example, to receive a score of four, the student must show three correct answers with accurate explanations of strategies for Part a and give a correct answer in Part b. This means that there is only one way to receive a four; the student must successfully complete each of the tasks. 

However, looking at the other scores and their corresponding requirements in the rubric, we can see that by completing various parts of the required tasks, a student has more than one way to receive a three, two, or one score. These are called options. As you read through the rubric, compare the student work labeled “Anchor”*, making sure to note the option under which each student response falls. In learning to use the rubric, it would be most helpful to first “score” each student response based on the rubric option that best fits that response, and then compare your score and reasoning for that score with the annotations provided. At the bottom of the score guide, additional training notes have been provided to show sample correct answers and offer additional training-note guidelines to scorers.    

In addition to four-point CR items, Measured Progress also uses two-point short-answer (SA) items. These items are similar to CR items in that they require the student to generate his/her own response, compared to multiple-choice items where the student must choose from a number of options. Generally, SA items require problem-solving strategies that are less complex than CR items, as reflected by the maximum allocated score of two points. Rubrics for SA items follow the same format as CR rubrics but are often more simplistic and straightforward. Often, students are required to give two answers or an answer with work or explanation. The nature of the SA item allows students to construct their responses more quickly while reducing the time required to score the item. 

The first SA item is a Grade four item called “Buying Plants.” It was created to assess Maine Learning Results Standard B-1: computation. On the rubric, note that for a two score, the student must correctly answer “both Parts a and b.” For a one score, “the student correctly answers either Part a or Part b.” The training notes for this item state that the student does not need to label the answer to receive credit. Additional notes that are verbally given during the training of this item would include the condition that credit should be given for a correct Part b, based on an incorrect Part a. This means that students can still get credit for Part b if they make an error in Part a but correctly carry through with the computation in Part b (based on the earlier error). 

As you score the SA responses for “Buying Plants,” remember that only two points are being allotted, so this can mean that credit for partially correct information may be limited, compared to the CR items. Note that the annotations page contains the score for each student response, along with notes on the reasoning behind each score given. 

Our last item for you in this issue is a Grade eight SA item called “Similar Figures.” It was created to assess Maine Learning Results Standard E-2: geometry. Follow the same pattern of familiarizing yourself with the item and the rubric. Please note that the sample solution provided is only one possible correct solution for this problem, and any complete, correct verbal and/or mathematical work or explanation can be accepted. Again, annotations are provided for the student response samples. 

Enjoy, and keep learning!

Copyright 2005 by Measured Progress. All rights reserved.