Scoring Guide Elementary School – What’s the Big Idea? CBA Scoring Guide for the Elementary School What’s the Big Idea? CBA (Recommended for 5th Grade) The following document outlines only some of the many ways students could reach proficiency in responding to this particular CBA. It is meant to provide abbreviated examples* of how the rubric works. It is recommended that for each criterion, you begin with Score Point 3 (“Meeting Standard): it is highlighted because the purpose of the task is to see if students can meet standard (i.e., reach proficiency). Criterion A – Position
Score Rubric Language Sample Response
States a position on how an idea or 4 – Excellent The idea that “all men are created equal” led the Colonists to (Exceeding fight the British for their independence. It shows that if an technology affected people’s lives Standard) idea is powerful enough, people will be willing to fight and die for it. AND Makes a general statement about how technology or ideas affect our lives. States a position on how an idea or technology affected people’s lives. 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) States a position on how an idea or technology affected people’s lives that is unclear. The idea that “all men are created equal” led the Colonists to fight the British for their independence. The idea that “all men are created equal” was important to the Colonists. Criterion B – Reasons & Evidence
Rubric Language Sample Credited Change in People’s Actions Provides reason(s) for the position Thomas Jefferson wrote that “all men are created equal” in supported by evidence. the Declaration of Independence in 1776. When colonists read this declaration, they began to believe they were equal to the British living in England and they decided to fight in The evidence includes: An explanation of how the technology or the Revolution. As a result, people joined the Continental Army because they believe in this idea (Marshall, 2003). idea led to three or more changes in people’s actions. (Note: This only explains one change. To reach proficiency, a response would need to explain TWO changes.) Provides reason(s) for the position Score 4 – Excellent (Exceeding Standard) 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) *
supported by evidence. The evidence includes: An explanation of how the technology or idea led to two changes in people’s actions. Provides reason(s) for the position supported by evidence. The evidence includes: An explanation of how the technology or Note: The source references and citations used in the sample credited responses are only meant to serve as illustrations of how the rubric works. They are not actual sources. 1 Scoring Guide Elementary School – What’s the Big Idea? CBA idea led to one change in people’s actions. Score 4 – Excellent (Exceeding Standard) 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) Criterion C – Reasons & Evidence
Rubric Language Sample Credited Change in People’s Beliefs Provides reason(s) for the position Jefferson’s belief in equality also led some colonists to supported by evidence. question the use of slavery. As a result of this idea, some considered trying to abolish slavery in the new United States of America when writing the Constitution,. They were The evidence includes: An explanation of how the technology or unsuccessful in the 1700s but the idea that all men, including slaves, were equal would continue to grow and Americans idea led to two changes in the values would have to think about it again in the 1800s. and/or beliefs of the people. Provides reason(s) for the position supported by evidence. (Note: This only explains one change. To reach “excellent,” a response would need to explain TWO changes.) The evidence includes: An explanation of how the technology or idea led to one change in the values and/or beliefs of the people. Provides reason(s) for the position supported by evidence. The evidence includes: An explanation of how the technology or idea led to changes in the values and/or beliefs of the people without any specific examples. Score 4 – Excellent (Exceeding Standard) 3 – Proficient (Meeting Standard) 2 (and below) Partial (Not Meeting Standard) Criterion D – Listing Sources
Rubric Language Sample Credited Source
• Lists three sources including the title, Marshall, G. (2003). The Declaration of Independence: A Living Document. Waterfront Press, Chicago. author, type of source, and date of each source. (Note: This only lists one source. To reach proficiency, a • Lists two sources including the title, response needs to list TWO sources. In addition, it is author, type of source, and date of recommended that teachers have a designated format for each source. listing sources.) • Lists one source including the title, author, type of source, and date of the source. 2 Scoring Guide Elementary School – What’s the Big Idea? CBA Scored Student Samples: TO BE ADDED* Note: If you are interested in sharing samples of student responses to this CBA, please email Caleb Perkins (Caleb.Perkins@k12.wa.us). We are particularly interested in posting proficient responses in a variety of formats (e.g., essays, videotaped presentations, etc.). Your help is greatly appreciated. *
If you are interested in seeing sample responses to this CBA, please click on the link for the “Archived Anchor Sets.” However, please note that the “Archived Anchor Sets” are scored using a previous version of the CBA rubric. They are meant only to provide a basic sense of what the CBA is asking and how students could respond to this assessment. 3