Assessing Social Science
Analysis
Presented by:
Leslie Phillips, Assessment Specialist
leslie.phillips@state.or.us x2317
Andrea Morgan, Curriculum Specialist
andrea.morgan@state.or.us x 2289
ODE-503-378-3600
Goals for Scoring Session
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Understand that knowledge of the
scoring guide is needed to elicit
scorable student work
Discuss performance descriptors
Score student work
Have fun and learn from each other!
Session Materials
Implementation Schedule
2005-2006-Frame and Conclude
 2006-2007- add Research
 2007-2008- add Examine

CIM and Benchmark 3 Scoring
Guides
Benchmark 2 Instructional Guide
Initial Anchor Paper Score Sheets
What is the difference between
a report and analysis?
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If we know: “Measure 34 is (was) a proposed
Oregon initiative that requires balancing
timber production and resource
conservation/preservation in Tillamook and
Clatsop forests.”
How does a student take a study of this issue
from a simple report to analysis?
What type of question/thesis could be asked?
Possible Thesis Statements
Report: “just the facts”
Measure 34 requires balancing timber
production and resource conservation.
Analysis: “supports or rejects”
“evaluates”
“takes a stand”
Measure 34 should be supported
because it will have a positive impact on
the Oregon economy.
Social Science Analysis
Instructional Tools
Q and A about Social Science Analysis
 Social Science Analysis embedded in
daily instruction
 Project design model
 Analysis Prompt Examples

http://www.ode.state.or.us/teachlearn/subjects/
socialscience/curriculum/bindercontents.pdf
How do we assess analysis?
One approach:
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Fantastic!
Good
So-so
Needs work
Embarrassing
OR…
The Social Science Analysis
Scoring Guide…
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defines the important aspects of
an analysis-oriented investigation,
provides clear assessment
guidance,
and promotes uniformity of the
assessment and feedback to
students/teachers.
What are the scoring dimensions?
4 Dimensions:
 Frame the Event, Issue or Problem
 Research
 Examine
 Conclude

What key words define the score
levels?
Score level Pattern…across the
guide
2004 - 2005 Social Sciences Analysis Scoring Guide
Frame the Event, Issue or
Problem
Defining and clarifying an issue so that its
features are well-understood.
Research
Using and evaluating researched
information to support analysis and
conclusion(s)
6
6
5
5
4
4
Each score level has key words for consistency
Score level Pattern…across the
guide
2004 - 2005 Social Sciences Analysis Scoring Guide
Frame the Event, Issue or
Problem
Defining and clarifying an issue so that its
features are well-understood.
Research
Using and evaluating researched
information to support analysis and
conclusion(s)
6
6
..convincing
…thoroughly
...complex
…in-depth
…fully
5
5
4
4
Can you find the others?
Score level key words
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6=convincing, thoroughly, complex, in-depth, fully
5=credible, effective, relevant, clearly
4=reasonable, defines, appropriate, some detail
3=attempts, incompletely, general, partially
2=inaccurate, omitted, minimal, ineffectively
1=does not, not identified, insufficient, neglects
Social Science Analysis
Scoring Scale
thorough
effective
reasonable
5
4
3 incomplete
2 ineffective
1 insufficient
6
Social Science Analysis
Key Distinctions

Within the score level…what
differentiates a 3 and a 4?
Performance Descriptors in
each dimension
Key words define the score level and
along with the
 parallel structure of “skills" (up and
down) create the Performance
descriptors.

Performance Descriptors define how well the
skills were completed and tell what the
student knows and can do.
Performance descriptors -skills
2004 - 2005 Social Sciences Analysis Scoring Guide
Frame the Event,
Issue or Problem

…explanation of the
significance
…critical components
 (who, what when, where,
why)
 reframing a question or
thesis…
Research
from
primary and secondary
sources
..information
…uses and connects
information
…source credibility,
biases, stereotyping,
and
misrepresentations.
Performance descriptors -skills
2004 - 2005 Social Sciences Analysis Scoring Guide
Examine

…multiple points of
view
Conclude
…Communicates…a
conclusion or resolution
…factors which
 influenced or caused…
…dismisses alternative
interpretations…
 …implications, effects,
…conclusion supported
by data, research….
and/or results
OK, OK Let’s do some scoring
already!……But first, keep in mind
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Evidence from throughout the work may be used to
score each dimension
A preponderance of evidence determines the score
level in each dimension
Did you know?
 Experienced
teachers have reached scoring
consensus but we are still learning
 Your input on scores is very important
 Over time, we’ll settle on a single score, but for
now we have some 3+ or 4- scores, etc.
Scoring the Second
Paper!
Two Generations Ago #0402M
(Benchmark 3 paper)
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Please read and score each
dimension
Make notes about your reasons for the
scores
Preliminary Scores
Two Generations Ago #0402M
Frame 4
Research 4
Examine 4
Conclude 4
Scoring the First
Paper!
Measure 34 #0403M
(Benchmark 3 paper)
 Please read and score each dimension
 Make notes about your reasons for the
scores and note student language
 Discuss with others and try to reach
consensus scores
Preliminary Scores
Measure 34- #0403M
Frame 4
Research 4Examine 4
Conclude 5-
Scoring the Third
Paper!
Whisky Rebellion #0302M
(Benchmark 3 poster)
 Poster presentation
 Represents another type of student
work that can be scored
 Please read and score all 4 dimensions
Preliminary Scores
Whiskey Rebellion #0302M
Frame 4
Research 2
Examine 3
Conclude 3
Scoring the First
CIM Paper!
Zimmermann Telegram #0346H
(CIM paper)
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Please read and score all dimensions
Make notes about your reasons for the
scores and note student language
Discuss with others and reach
consensus scores
Preliminary Scores
Zimmerman Telegram #0346H
Frame 4/5
Research 4
Examine 5
Conclude 4/5
Scoring the Second
CIM Paper!
Aircraft and Air Power… #0340H
(CIM Paper)
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Please read and score all dimensions
Make notes about your reasons for the
scores and note student language
Discuss with others and reach
consensus scores
Preliminary Scores
Aircraft and Air Power… #0340H
Frame 4
Research 4Examine 3+
Conclude 4
Scoring to Improve Student Success:
Words of Wisdom
Assessment is only truly successful
when results are used to improve
instruction for individual students.
-Johnson, 1987
Please send us a copy 
Please send us a copy of your scores
with commentary!
ODE FAX number: 503-378-5156
attn. Leslie Phillips
Thank you!
For more information, contact
Leslie Phillips, 503-378-3600 Ext. 2317
or leslie.phillips@state.or.us
Andrea Morgan, 503-378-3600 Ext. 2289
or andrea.morgan@state.or.us