i. Sample Scoring Implementation Logistics (UCSD)
This early implementation example from UC San Diego notes key concerns in planning Scoring
and evaluating its logistical success.
PACT Implementation at UCSD
Secondary Level
2005-2006
32 intern teacher credential candidates
Secondary Team: 3 lecturer/supervisors/1 DTIR
Introduced PACT in mid-fall quarter (2005)
Timeframe: Late October—Early April
PACT scoring session: April 27 & 28
Compensation for Participation in PACT scoring
Payment for substitute at school (two days)
Two (2) units of university credit to apply to units on the pay scale
Three (3) days of professional development hours to apply to the 5-year credential
renewal
Parking pass for each day
Free lunch each day
How Successful Was the Recruitment?
20 recent graduates invited this year
Most had completed PACT themselves within last few years
5 signed up (3 math, 2 science, 1 English)
Reasons for declining appear to be due to lack of availability rather than lack of
willingness
Dispersing Scorers: How do we get scores back?
Some scorers need to finish up partially scored pieces on their own
Agree to complete within a week
The scoring leader pursues the results by e-mail
Electronic scoring enables scoring leader to keep track of scorer progress
Source: UC San Diego
Created: 2006
Finding Rooms for Subject-Specific Training/Scoring
Three content areas to address (math, science, English)
Only three small rooms needed
Most classes held in late afternoon/evening
Scoring sessions held from 9:00-4:00 Thurs. & Fri.
Timing of Scoring: Last Year/This Year
Moved from mid-May to third week in April
Earlier completion due in part to EdD research of faculty member—needed to
complete data collection
Need to attract scorers after standardized testing but before summer plans develop
“Why drag it out?”
Impact of Earlier Implementation and Scoring
Revised seminar course to focus on PACT in winter quarter and on the ESA portfolio
in fall and spring
Conflicts with standardized testing schedules may have affected availability of
scorers (ELA especially)
Conflicting demands on supervisors: scoring vs. observations of apprentice
teachers—electronic scoring helps greatly
Any impact on performance caused by earlier deadline still to be determined
Source: UC San Diego
Created: 2006