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Scoring Dimensions of the APA Rubric Complexity Module VIII 1 1 2014-2015 NJ APA Teacher Training - Module VIII. This PowerPoint in its entirety is for.

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Presentation on theme: "Scoring Dimensions of the APA Rubric Complexity Module VIII 1 1 2014-2015 NJ APA Teacher Training - Module VIII. This PowerPoint in its entirety is for."— Presentation transcript:

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2 Scoring Dimensions of the APA Rubric Complexity Module VIII NJ APA Teacher Training - Module VIII. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE.

3 APA Scoring Rubric There are three scoring dimensions in the APA Scoring Rubric: Complexity Performance Independence NJ APA Teacher Training - Module VIII

4 Scoring Dimensions Dimension01234 Complexity Evidence provided is unscorable; all dimensions will receive a score of zero CPI Link was assessed, but there are major flaws in the evidence CPI Link is a Far Link to the grade-level indicator CPI Link is a Near Link to the grade-level indicator CPI Link is a Matched Link to the grade-level indicator PerformanceEvidence is not clear or all items are not marked as correct/incorrect Accuracy of work is 0-39% based on the final activity OR Second activity includes more intrusive prompt Accuracy of work is 40-59% based on the final activity Accuracy of work is 60-80% based on the final activity Accuracy of work is % based on the final activity IndependenceEvidence is not clear or all items are not marked for Independence/ prompt level Student completed items/tasks independently 0-39% of the time based on the final activity Student completed items/tasks independently 40-59% of the time based on the final activity Student completed items/tasks independently 60-80% of the time based on the final activity Student completed items/tasks independently % of the time based on the final activity NJ APA Teacher Training - Module VIII

5 Scoring Rubric and APA Forms The APA Scoring Rubric found on the previous slide is also found in the APA Procedures Manual. Don’t forget to review the Procedures Manual, which includes the APA Scoring Rubric, scoring clarifications, and other topics NJ APA Teacher Training - Module VIII

6 Complexity evaluates the CPI Link assessed and how closely the complexity and difficulty (Matched, Near, Far) links to the New Jersey Core Curriculum Content Standards (NJ CCCS) and grade-level cumulative progress indicators (CPI) for science. 5 Using the APA Scoring Rubric Complexity Dimension NJ APA Teacher Training - Module VIII

7 Evidence provided is unscorable; all dimensions will receive a score of zero CPI Link was assessed, but there are major flaws in the evidence CPI Link is a Far Link to the grade-level indicator CPI Link is a Near Link to the grade-level indicator CPI Link is a Matched Link to the grade- level indicator Complexity Dimension NJ APA Teacher Training - Module VIII

8 Complexity Score of 2, 3, or 4 A score of 2, 3, or 4 is obtained if the CPI Link is assessed correctly and a different activity is used for the initial and final piece of evidence. A score of 2 is obtained when a Far Link is assessed correctly. A score of 3 is obtained when a Near Link is assessed correctly. A score of 4 is obtained when a Matched Link is assessed correctly NJ APA Teacher Training - Module VIII

9 Two activities are required when submitting evidence for an entry. Both of these activities must assess the same CPI Link. The two activities must be different activities in order to avoid a major flaw. An activity is considered to be different than another when the context of the instruction of the CPI Link is different. An activity is also considered to be different from another when the application of the skill in the CPI Link is different. 8 What Makes an Activity Different? NJ APA Teacher Training - Module VIII

10 While the skills assessed and the supports needed to perform the skills remain the same, an activity is considered different: With a different context in which the framework or events within which the student is demonstrating the skill changes and/or With a different application in which the types of questions used, or the way in which the student demonstrates the skill changes 9 What Makes an Activity Different? NJ APA Teacher Training - Module VIII

11 Examples of two activities with different contexts:  The student is working on using internal and external characteristics to compare and contrast two animals from different classes of the animal kingdom 1. by comparing and contrasting a bear and an alligator 2. by comparing and contrasting a salmon and an eagle.  The student is working on comparing the mass of substances before and after chemical reactions 1. by completing an experiment involving baking soda and vinegar 2. by completing an experiment involving heavy whipping cream and vinegar  The student is working on completing a Punnett square and identifying the results 1. by comparing eye color in parents 2. by comparing the height of pea plants 10 What Makes an Activity Different? NJ APA Teacher Training - Module VIII

12 Examples of two activities with different applications:  The student is working on classifying types of planets 1. by using a graphic organizer 2. by matching  The student is working on determining the mass of various substances 1. by using a balance to determine the mass of five substances then logging the mass of each item in a computer spreadsheet 2. by using a balance to determine the mass of five substances then writing the mass of each item in his/her science journal  The student is working on labeling the steps of the water cycle 1. the student is given worksheet with a diagram of the water cycle and pastes the name of each step onto the diagram using word strips 2. the student is given a diagram of the water cycle on the SMARTboard and drags each step’s name onto the diagram 11 What Makes an Activity Different? NJ APA Teacher Training - Module VIII

13 Example of 2 Different Activities (Different Context) NJ APA Teacher Training - Module VIII INITIAL ACTIVITY B2 Near Link: Classify positive and negative ways humans affect the environment* Activity Description: After discussing positive and negative ways humans affect the environment, the student reviewed the pictures and then classified each one as negative or positive by labeling.

14 13 Example of 2 Different Activities (Different Context) NJ APA Teacher Training - Module VIII FINAL ACTIVITY B2 Near Link: Classify positive and negative ways humans affect the environment* Activity Description: After researching ways humans affect the environment, the student classified the pictures as “Positive” or “Negative” by labeling.

15 14 Example of 2 Different Activities (Different Application) 5.9.8B1 Near Link: Classify planets and other objects in our solar system as terrestrial (rocky) or gaseous* INITIAL ACTIVITY NJ APA Teacher Training - Module VIII

16 Example of 2 Different Activities (Different Application) B1 Near Link: Classify planets and other objects in our solar system as terrestrial (rocky) or gaseous* FINAL ACTIVITY NJ APA Teacher Training - Module VIII

17 You Must Think about the Two Activities in Conjunction As you plan for instruction, you should not think about the initial and final activity in isolation. Things to think about: What type of activities might be easier and harder for the student? Do not use the easier activity as the final activity. What type of prompting, if any, might the student need on the final activity? Do not use a more intrusive prompt level on the final activity than was used on the initial activity. How can I keep the student engaged in the various activities? How will the initial activity be different than the final activity and still engage the student? NJ APA Teacher Training - Module VIII

18 17 Complexity: Major Flaws An entry that demonstrates work in a CPI Link but has a major flaw will score a 1 in Complexity. A major flaw includes 1. Assessing the same activity for both pieces of evidence 2. Assessing only part of the CPI Link –This may be found in the work sample, and both pieces of evidence must be assessing the same part of the link NJ APA Teacher Training - Module VIII

19 18 Complexity Major Flaw Example (Same Activity) NJ APA Teacher Training - Module VIII 5.5.8B1 Matched Link: Using internal and external characteristics compare and contrast two animals from different classes of the animal kingdom*

20 NJ APA Teacher Training - Module VIII 5.8.4B3 Far Link: Identify tools and their purposes for measuring weather* Complexity Major Flaw Example (Activity assesses only part of a link)

21 NJ APA Teacher Training - Module VIII 5.8.4B3 Far Link: Identify tools and their purposes for measuring weather* Complexity Major Flaw Example (Activity assesses only part of a link)

22 Score of Zero for Complexity When the Universal Scoring Rules are not adhered to, the entry will receive a score of zero for Complexity, Performance, and Independence. Please review Module VII: Universal Scoring Rules for more information NJ APA Teacher Training - Module VIII

23 Information to answer these questions is found throughout Module VIII of the training. You may go back to any part of the training or to your 2014–2015 Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly.Review NJ APA Teacher Training - Module VIII

24 1. What are two ways activities can be different while assessing the same CPI Link skill(s)? 2. What are the two “Major Flaws” that would cause an entry to receive a score of 1 for Complexity? 3. For a link that contains two skills, is it acceptable to assess one skill in the first piece of evidence and the other skill in the final piece of evidence? Review NJ APA Teacher Training - Module VIII

25 1. Activities are different when they have different contexts and/or different applications. 2. The two Major Flaws are: 1) assessing the same activity for both pieces of evidence and 2) assessing only part of the link. 3. No. The full link must be assessed in both pieces of evidence. If only part of the link is assessed, and that SAME part is assessed in both pieces of evidence, the entry will score a 1 in Complexity as a Major Flaw. If one part of the link is assessed in the first piece of evidence and another part of the link is assessed in the final piece of evidence, the entry will score a 0 since different skills were assessed from one piece of evidence to the other. Review – Module VIII Answers NJ APA Teacher Training - Module VIII

26 Scoring Dimensions 25 Dimension01234 Complexity Evidence provided is unscorable; all dimensions will receive a score of zero CPI Link was assessed, but there are major flaws in the evidence CPI Link is a Far Link to the grade-level indicator CPI Link is a Near Link to the grade-level indicator CPI Link is a Matched Link to the grade- level indicator PerformanceEvidence is not clear or all items are not marked as correct/incorrect Accuracy of work is 0-39% based on the final activity OR Second activity includes more intrusive prompt Accuracy of work is 40-59% based on the final activity Accuracy of work is 60-80% based on the final activity Accuracy of work is % based on the final activity IndependenceEvidence is not clear or all items are not marked for Independence/ prompt level Student completed items/tasks independently 0-39% of the time based on the final activity Student completed items/tasks independently % of the time based on the final activity Student completed items/tasks independently 60-80% of the time based on the final activity Student completed items/tasks independently % of the time based on the final activity NJ APA Teacher Training - Module VIII


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