Norming process guides teachers as they evaluate student work
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It is important to revisit the norming process frequently. Norming brings teachers’ scoring into calibration, but the passage of time can gradually bring teachers out of calibration. To ensure calibration, insert scored anchor papers into the pile of work to be scored. Teachers rate these papers without knowing that they are there. By comparing teachers’ scores to the expert scores, it is possible check for ongoing calibration to assure reliability (C. McClellan, 2010, personal communication, February 23, 2011).
For more information on Writing Matters, visit www.teachingmatters.org.
Datnow, A., Park, V., & Kennedy-Lewis, B. (2012). High school teachers’ use of data to inform instruction. Journal of Education for Students Placed At Risk, 17(4), 247-265.
McClellan, C. (2010, February). Constructed-response scoring — doing it right. R&D Connections, 13, 1-7.
Swain, S. & LeMahieu, P. (2012). Assessment in a culture of inquiry: The story of the National Writing Project’s Analytic Writing Continuum. In N. Elliot & L. Perelman (Eds.), Writing assessment in the 21st century: Essays in honor of Edward M. White (pp. 45-66). New York, NY: Hampton Press.
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