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 writing 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 writing responses? For example, in the medium-level response set for science understanding, students’ conclusions only addressed attraction, not the types of metals.

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 levels to monitor and adjust instruction. 

What would you add to the teacher’s scoring guide based on your review of the student work? Add to your ideas in the descriptors/characteristics categories of the scoring guide you previously printed.

Time to Reflect

Read the chart to see how the teacher revised the ESRs in the following scoring guide. The revisions are in bold italics.

Grade 5 Scoring Guide for Formative Feedback
With Revised Expected Student Responses (ESRs)

Component
(Standard)

High

Medium

Low

Science Understanding

Metals must have Fe, Co or Ni to be magnetic

Metals must have iron

Lists most items attracted

Metals must have iron

Lists only a few that were attracted

Text Type Criteria

(W5.1, R5.1)

Stated claim; used evidence from experiment and reading including quote/citation; had a conclusion

Stated claim, use 1-2 pieces of evidence; general not specific citation of text; no or weak conclusion

Conclusion only about attraction not types of metals

Stated claim, use 1-2 pieces of evidence; no or weak conclusion

Incomplete

Use of Academic Language

Attract

Use attract and stick

Use attract and stick

Communicating Information

Links evidence—metals with Fe, Co or Ni; therefore paper clip must be one of those

List evidence but doesn’t link it

Summarizes either experiment and/or reading, but doesn’t link them

List evidence but doesn’t link it


Step 6: Rescore student work

Now that you have modified the ESRs, and you have seen the teacher’s modifications of the ESRs, rescore the student work. Place a sticky note on each piece of student work describing which writing response set the work falls into: high-, medium-, low-level response.