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    Reading, Writing, and Rubrics

    Norming process guides teachers as they evaluate student work

    By Learning Forward
    August 2013
    Common Core State Standards are raising expectations nationwide about what teachers impart to their students and the depth of knowledge those students attain. The goal is for students to receive instruction that enables them to synthesize and creatively use what they have learned, thus equipping them for post-secondary school challenges. Quality curriculum and teaching are essential elements in this equation. Meaningful assessment is another critical component. Well-designed and implemented assessments don’t just verify success — they help achieve it. Common Core-aligned assessments are anticipated to go deeper than before, from tests that predominantly rely on short-answer “bubble” items to performance tasks that measure higher-order thinking. Beyond that, the best assessments are a feedback tool for teachers, supplying information needed for modifying instruction to more closely

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    Authors

    Libby Baker, Naomi Cooperman, and Barbara Storandt

    Libby Baker (lbaker@teachingmatters.org) is a senior educational consultant and Naomi Cooperman (ncooperman@teachingmatters.org) is director of program design and evaluation at Teaching Matters in New York, N.Y. Barbara Storandt (barb@altasolutionsgroup.com) is an independent evaluator at ALTA Solutions Group in Plattsburgh, N.Y.

    Norming Tip

    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.

    References

    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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    Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


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