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Calibration Protocol: Purpose

This document provides a protocol for calibrating the scoring of student work. It outlines the purpose, planning, process, roles, and norms for a group discussion to calibrate understanding and application of a rubric when assessing student work.

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jkclements
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20 views

Calibration Protocol: Purpose

This document provides a protocol for calibrating the scoring of student work. It outlines the purpose, planning, process, roles, and norms for a group discussion to calibrate understanding and application of a rubric when assessing student work.

Uploaded by

jkclements
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TOOL

www.qualityperformanceassessment.org

QP
A

Quality
Performance
Assessment

Calibration Protocol
Purpose
To calibrate our scoring of student work as we explore the instructional implications of the prompt/task, student work,
and rubric.

Planning
Time: 35-40 minutes
Group size: 48
Materials needed for each person:
o Sample work and prompt/task
o Task rubric
o Score sheet or task rubric can be used for scoring
o One extra score sheet is needed for the recorder, who will tally the scores for the whole group.
Roles: Choose a facilitator, timekeeper, and recorder. (1 minute)

Setting Norms
Honor our learning and be respectful of the work of the teacher and the student.
Keep the conversation constructive; avoid judgmental language.
Be appreciative of the facilitators role and follow the guidelines and time constraints.
Keep feedback crisp and to the point.
Dont skip the debrief process.

Process
1

Norms: The facilitator reviews the protocol process and norms with the group. (2 minutes)

E
 xamination: Group members silently examine the prompt, student work, the rubric, and the score sheet.
(3 minutes)

C
 larifying questions: The group asks any clarifying questions they have about the materials and process.
(2 minutes)

R
 ead and score: Using the rubric, group members independently and silently read and score the student work,
recording their scores on the score sheet and making notes to justify their scores. (10 minutes)

S
 core sharing: One at a time, team members share their scores for each of the rubric categorieswithout
explanationas the recorder completes the groups score sheet. (2 minutes)

D
 iscussion: Facilitator invites the group to consider where the differences in the scores occurred and why
people scored differently for each rubric areaparticularly the highest and lowest scores. (Approximately
2 minutes per criterion: 8 minutes)

D
 ebrief: Discuss the following questions (approximately 2 minutes per question: 8 minutes):
o What did we notice about scoring student work and the rubric?
o What would be the next steps for instructing this student?
o What revisions should be made to the task and instructions?
o What are the implications for our instructional practice?

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2012 Center for Collaborative Education. Permission to reproduce and use is given when authorship is fully cited.

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