Calibration of RubricsDescription
The validity of your graduation portfolio system depends in part on the validation of the entries that are included in a graduation portfolio. Calibration is therefore an essential process. Intensive calibration training for a group of teachers who can then lead calibration exercises at your school is critical.
Things to Consider
The process for calibration will be determined by each school and may involve paired scoring or open table scoring. Task scores are determined by consensus and part of the calibration expert's role is to resolve discrepancies in scoring.
Tools
Protocol for Calibrating and Scoring ELA Tasks
The Rhode Island Skills Commission and its network schools developed this document. It represents one approach; your school may choose to adopt it or may prefer to explore other approaches to assessing common tasks.
This protocol is used to familiarize all scorers with the elements required to judge the quality of a student's work on a given common task. It entails examination of the standards addressed in the task, the clarity of teacher and student directions, the prompt, and the rubric. Examination and discussion of at least two different samples of student work is recommended.
Process for Validating Common Task Scores
The Rhode Island Skills Commission and its network schools developed this document. It represents one approach; you may choose to adopt it or may prefer to explore other approaches.
It is used to validate CIM or common tasks that have been scored twice at the district or school level, but need a validation to serve as CIM or anchor task entries in a student's portfolio and for departmental end-of-course exams.
On-Site Calibration and Scoring Protocol
The Rhode Island Skills Commission and its network schools developed this document. It represents one particular approach; you may choose to adopt it or may prefer to explore other approaches. It is used to facilitate calibration and scoring of CIM or common tasks at the local level. It requires facilitation by a task specialist. Tasks that are scored at the local level may require further validation if they are to serve as CIM or anchor tasks for portfolio entries.
Protocol for Resolving Scoring Discrepancies
The Rhode Island Skills Commission and its network schools developed this document. It is used to facilitate discussion and understanding of the quality of work expected for a student to meet or exceed standard on a common standards-based task. The task coordinator may use it to resolve score discrepancies. It represents one approach; you may choose to adopt it or may prefer to explore other approaches to assessing common tasks.
