Table of Contents

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.

Time to Reflect

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
(Standard)

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.
Description not linked to specific liquid

Liquids are described.
Color, bubbly

Text Type Criteria
(W1.2)

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
Description not linked to specific liquid

Series of information, no introduction, no conclusion

Use of Academic Language (L1.6)

Takes shape of a container.
Uses academic vocabulary appropriately (e.g. viscous, transparent, translucent, has color)

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
Mostly liquids flow or move

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.