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 writing 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 writing response set for science understanding, there was little mention of precipitate formation. 

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 taking note of trends in student skill levels so that you may monitor and adjust instruction to address student learning. 

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


Grade 8 Revised Scoring Guide for Formative Feedback

Component
(Standard)

High

Medium

Low

Science Understanding
PS 5a, c, d; 3b

Makes clear that physical change results in the same mater while a chemic change results indifferent matter because atoms and molecules are re-arranged.

List evidence for chemical changes (color, temperature, formation of precipitate, gas productions

States that in a physical change matter stays the same; in a chemical change the matter changes

Lists some evidence of chemical change

Precipitation least mentioned

Provides examples of physical and chemical change without explaining the change

May or may not list evidence of chemical change

Contains extraneous information about types of chemical reactions

Text Type
(WHST6-8.2)

3-5 paragraph essay that includes:

  • introduction of chemical and physical change
  • comparison of the two changes citing evidence from text and experiments WITH multiple examples
  • appropriate and varied transitions
  • concluding paragraph that follows from the evidence provided

3-5 paragraph essay that includes:

  • introduction of chemical and physical change
  • comparison of the two changes citing evidence from text OR experiments WITH some examples
  • appropriate transitions
  • concluding paragraph that provides a summary

Less than 3-5 paragraph essay with limited or no introduction of chemical and physical change

  • Weak if any comparison between the two types of changes
  • Weak transitions
  • Limited or no conclusions that is not supported by the evidence

First paragraph describes chemical but not physical change

Use of Academic Language (L8.6)

Uses the following academic appropriately:
Properties; precipitate; phase change; reactants; products; atoms and molecules

Mixes use of academic and common vocabulary such as:
Precipitate and solid
Product and new substance

Uses very little or no appropriate academic vocabulary

Includes endothermic and exothermic without explanation

Communicating Information

Links evidence to examples of chemical change and explains the production of new/different matter links evidence to examples of physical change in state, form or and explains why it is the same matter

Lists evidence but doesn’t link it to a clear comparison between chemical and physical change.

Comparison is not stated; very little or no evidence linked to comparison.

Not focused on chemical and physical change; includes many things studied


Step 6: Rescore student work

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