In the past few issues of Open Response, we have learned the basics about rubrics and how helpful they are in accurately scoring student work to a dependable standard. We are now going to look at two Grade 11 items, so I encourage those who are new to this column, as well as those who want a review of scoring with rubrics, to refer to the Grade 4 and Grade 8 items presented in our last two issues. 

In this issue, we have a 2-Point Short-Answer (SA) Item called “Triangle ABC Transformations,” and a 4-Point Constructed-Response (CR) Item called “Guitar Models.” We suggest that you print out both item packages and look at the material as we refer to the page numbers throughout this article.

The first item, “Triangle ABC Transformations,” is a geometry item from Maine Learning Results standard E-1. As our standard first step, it is best to familiarize yourself with the item graphic and the task parts (page 1). This item requests an answer only in each of Parts a and b, with 1 point being given for each correct response, totaling the maximum two points.

The Rubric (page 2) reflects this item’s straightforward scoring procedure, with 1 total point giving the student a 1 score and 2 total points receiving a 2 score. Please note that under Correct Answers for this item, it is stated that no credit will be given if the student reflects the answer to Part a, rather than the original triangle; this means that both answers are scored separately, not based on previous answers.

As you will also note while reviewing the student responses (pages 3 through 10), parentheses around the coordinate pairs were not necessary for credit in this item. You may also note that most of the difficulty that comes with scoring this type of item revolves around the determination of which part the student is trying to answer when no labels (Part a, Part b) are given by the student. Final scores with point allocations are summarized on the Student Response Scores and Annotations (pages 11 and 12) chart.

The second item we have for your review in this issue is a constructed-response item from Maine Learning Results standard H-3. This algebraic item, titled “Guitar Models,” presents the student with three tasks based on the information provided in the prompt regarding two guitar models produced by Fatsound Guitar Company. Note that explanation and/or work are not requested in Parts a and b and therefore are not required for full credit in those parts.

The Rubric (page 2) is a “points-for-parts” rubric; the student needs to accrue 5 total points to get a full 4 score on this item (a perfect score). There are half-point allocations to student work on this item, therefore 4 to 4 1/2 points receives a 3 score, 2 to 3 1/2 points receive a 2 score, and 1/2 to 1 point receives a 1 score. You may note that the 2 score has the largest range of score point values associated with it. When dealing with large numbers of points and/or 1/2 point allocations this is often the case. The 2 score corresponds to partial understanding of the item, noted as “some understanding of algebraic models” on the Rubric and often encompasses a large range of possible answers, all of which reflect the same or partial understanding of the concepts being evaluated.

Review the Rubric, then read through the Training Notes (page 3). The Sample Solution provides a correct answer to use as a reference in scoring; it is not indicative of the student responses that are seen, and not used as a standard for judging student work. Note that in Part b, although an equation is requested in the item, expressions are given partial (1/2 point) credit. Also, answers may be correct based on incorrect previous answers, and can be given credit.

In preparation to score this item, it is now helpful to compare each anchor paper * (pages 4 through 8) with the Training Notes and its corresponding score value in the item-specific rubric, becoming comfortable with why each part was assigned its point value through review of the annotations written at the bottom of each student response.

Scoring the practice pack (pages 9 through 14) is the next step in preparation for scoring this item; these responses do not have annotations at the bottom of the page and therefore it is good “practice” to score them blindly. It is helpful to keep a piece of scrap paper handy to write down the point allocation for each part, as well as a total point value and score for each response. Once you have finished scoring the practice responses, review the scores given, as well as the annotations, in the Response Scores and Annotations chart (pages 24 and 25).

At this stage, our trained scorers would see live student responses. The student response section (pages 15 through 23) gives you more responses to score and/or use in your classroom as a teaching tool! Again, if you disagreed with any of the scores, it may be helpful to review the corresponding annotations (pages 25 and 26)  and review the response again. Most often, it becomes readily apparent how helpful a rubric can be to provide consistency and accuracy between scorers. 

Items and rubrics, along with released student responses, can be a great teaching tool for teachers in the classroom. In grading their own work with a rubric, students can better understand item questions and further develop and improve their own test responses. 

This can be a great tool for engaging discussion and learning within the classroom. 

Enjoy!

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