Originally posted on September 15, 2014 for the Center for Assessment’s Reidy Interactive Lecture Series.
During the first week of August, thirteen educators from five states gathered for a three-day scoring institute as part of the Innovation Lab Network’s Performance Assessment project. The goals of the institute included attaining reliable scoring on the performance assessment the teachers had field tested in spring 2014 and informing the design of the emerging national task bank and accompanying resources to support implementation of tasks.
I had the privilege of co-facilitating the English Language Arts group. As we discussed the rubric and the annotated anchor work samples, and practiced scoring student work, the group gained a common understanding of the elements of the rubric and a level of confidence about how to apply them to student work. In the course of the three days several themes emerged that underscore some guiding principles for implementing performance assessment.