A question has come up regarding assigning percentages of independence and accuracy to student’s verifying evidence.
May teachers develop their own rubric for assigning percentages of accuracy and independence or for “weighting” student work/responses on pieces of verifying evidence?
Thank you
Nanette
Hi Nanette – Thank you for your email. We hope the information below summarizing our conversation with Tom Roeder yesterday and clarifies the concerns shared from your group. Please feel free to call us directly if needed.
Teachers should refer to the guidelines provided in the NYSAA Administration Manual (Page 22) to understand the process for determining levels of accuracy and independence. Anytime a teacher rates a response in a manner other than the obvious correct/incorrect (i.e. they give partial credit for parts of the answer) then they should include a notation to explain the percentage calculation to an outside reviewer. If a teacher is “weighting” responses based on their instructional program, best practice would be to include the rubric with the work to clearly demonstrate how the task/item was scored..
This also applies to determining level of independence. If the method of determining the level of independence is not clear from the evidence presented (i.e. there are 4 problems but a level of independence of is documented as 60% instead of the obvious 25%, 50%, 75% or 100%) then a notation should be included to explain this calculation.
Happy Holidays!
~Alicia
Measured Progress
Program Manager II
603/749-9102 x2233
