CAESL Assessment Framework: Quality Tools and Quality Use (continued)
Step 5: Revise Expected Student Responses (ESRs)
Review the trends you wrote on sticky notes for each response set. Are there trends in the student work for each response set that would help you to identify modifications you might need to make to the current descriptors/characteristics for the high-, medium- or low-level responses? For example, in the low-response set for science understanding, students mentioned only the color of the liquid.
If so, you will want to modify the scoring guide to include these descriptors of the student work. By modifying the scoring guide, you are noting trends in student skill to monitor and adjust instruction.
What would you add to the teacher’s scoring guide based on your review of the student work? Add your ideas in the descriptors/characteristics categories of the Scoring Guide you previously printed.

Read the following chart to see how the teacher revised the ESRs in the scoring guide. The revisions are in bold italics.
Grade 1 Revised Scoring Guide for Formative Feedback
With Expected Student Responses (ESRs)
Component |
High |
Medium |
Low |
Science Understanding |
Liquids can be described by shared properties (flow and take the shape of the container). Individual liquids have different properties (e.g., transparent, translucent, viscous, etc.) |
Liquids can be described by more than one property. |
Liquids are described. |
Text Type Criteria |
Introduces topic; provides details from experiment and reading; provides a conclusion about topic |
Introduces topic, use 1-2 details about the topic; weak conclusion or no conclusion |
Series of information, no introduction, no conclusion |
Use of Academic Language (L1.6) |
Takes shape of a container. |
Mixes common language with academic language (e.g., slow for viscous) |
Uses mostly common language |
Communicating Information |
Selects at least one property that all liquids share |
Describes individual properties |
Random properties |
Step 6: Rescore student work
Now that you have modified the ESRs, and you have seen how the teacher modified the ESRs, rescore the sample student work. Place a sticky note on each piece of student work describing which set the response falls into: high-, medium-, low-level response.