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How are Performance Assessment Tasks Scored?

According to the Maryland School Performance Assessment Program, students' responses to performance assessment tasks are considered “open-ended”, that is, students generate their own responses. In almost all instances, a wide range of responses to tasks is acceptable. The amount of credit awarded to a response depends upon the outcomes being measured by that particular activity. One of three kinds of scoring tools can be used to assign scores to student responses to performance assessment tasks:

Rubrics: A score scale (the number of points that can be given) and a description of response characteristics for each score point. A scoring rubric is generic -- that is, the scale and descriptors do not change to fit a particular activity.
Rule: A narrower score scale with fewer score points and a brief description of the response characteristics for each score point. A rule is a bit like a condensed rubric. Like a rubric, a rule does not change to fit a particular activity.
Scoring Key: An activity-specific score point scale and descriptions of the response characteristics at each score point. A scoring key is designed specifically for a particular activity.

Sample Scoring Rubric: Writing to Persuade

3 Points

Development: The writer identifies a clear position and fully supports or refutes that position with relevant personal and/or factual information.
Organization: The writer presents an organizational plan that is logical and consistently maintained.
Attention to Audience: The writer effectively addresses the needs and characteristics of the identified audience.
Language: The writer consistently uses language choices to enhance the text.

2 Points

Development: The writer identifies a clear position and fully supports or refutes that position with relevant personal and/or factual information.
Organization: The writer presents an organizational plan that is logical and maintained, but with minor flaws.
Attention to Audience: The writer adequately addresses the needs and characteristics of the identified audience.
Language: The writer frequently uses language choices to enhance the text.

1 Point

Development: The writer identifies a position, yet that position lacks clarity. The writer tries to support or refute that position with relevant personal and/or factual information.
Organization: The writer presents an organizational plan that is only generally maintained.
Attention to Audience: The writer minimally addresses the needs and characteristics of the identified audience.
Language: The writer sometimes uses language choices to enhance the text.

0 Points

Development: The writer identifies an ambiguous position with little or no relevant personal and/or factual information to support that position; or, the writer fails to identify a position.
Organization: The writer presents an argument that is illogical and/or minimally maintained.
Attention to Audience: The writer effectively addresses the needs and characteristics of the identified audience.
Language: The writer seldom, if ever, uses language choices to enhance the text.

Sample Language in Use Rule

2 Points

Consistently uses word and sentence order and language choices to express meaning with style and tone. Text conveys uniform impression of correctness* and errors that are present represent risk-taking.

1 Point

Sometimes uses word and sentence order and language choices to express meaning with style and tone. Text generally conveys impression of correctness* and errors may or may not represent risk-taking.

0 Points

Rarely or never uses word and sentence order and language choices to express meaning with style and tone. Text appears error-ridden.

* correct usage, punctuation, spelling, and capitalization

Sample Scoring Key

The following activities were part of a fifth-grade MSPAP mathematics task, which involved planning seating arrangements for a special luncheon.

There will be 19 guests plus the principal at the luncheon. There are a total of 36 small square tables you may use. Each small square table seats one person on a side. You do not have to use all of the small tables. On the graph paper draw all possible rectangular arrangements that can be made to seat exactly 20 people.

(Note: Graph paper included in student response book.)

Scoring Tool

The response demonstrates the use of problem solving approaches to investigate geometric shapes, patterns and functions.

2 Points

All 5 patterns are correctly drawn on graph paper.

1 Point

3-4 patterns are correctly drawn on graph paper.

0 Points

Other

Answer Cue