Collect sample student responses that represent a range of scores and different approaches students use to solve the problem.
Sort the student responses into 3-4 groups from low to high. Select representative student responses. Try to get about 10 responses at each score point.
Arrange the student responses from a possible score of zero to a possible maximum score. Number the student responses from 1 to __.
Copy the set of student responses so that each person participating in rangefinding has a set of the responses.
Training Process
Give each participant the rubric. Go over the meaning of each of the rubric criteria and the description of the quality of the student response at each score level.
Participants should discuss the Scoring Guide of a previously scored item. This item has already gone through the rangefinding process and has been used to score student responses. This will allow participants to see what student responses look like at each score level for this item.
Give each participant one of the following:
Item to be scored with "Sample Correct Response" (optional)
Participant Recording Sheet
Set of numbered student responses.
The facilitator needs a Consensus Recording Sheet to record each participant's scores and the consensus score.
Rangefinding Process
Each participant works the item and identifies the rubric criteria the item addresses.
The group discusses the possible solutions to the item.
As a group, start with the student responses at the high end and find a few responses that would receive the maximum score.
As a group, look at several student responses at the low end and the middle of the set to find student responses that would receive scores at the other score levels.
Round One:
Participants now score individually every even numbered or every 5th student response and record their score on their Participant Recording Sheet. It is important that participants work individually at this point to bring various perspectives to the process. It is also important that all student responses in the set are not scored in this round.
The facilitator records each participant's scores on the Consensus Recording Sheet. For the student responses that everyone scored the same, the facilitator records the consensus score. These student responses do not need to be discussed.
The group discusses the student responses for which the participants gave a variety of scores. This process usually results in a consensus score for those student responses which the facilitator records. If, after much discussion, a consensus is not reached for a particular student response, come back to that student response later in the process after score lines are better defined.
Round Two:
Participants now score individually all or a portion of the remaining student responses and record their scores on their Participant Recording Sheet. Participants should refer to the consensus scores from Round One to score the students responses in Round Two.
The facilitator records each participant's scores on the Consensus Recording Sheet. For the student responses that everyone scored the same, the facilitator records the consensus score.
The group discusses the student responses for which the participants gave a variety of scores. This process usually results in a consensus score for those student responses and records the consensus score.
Repeat Round Two until the participants have scored all the student responses and a consensus score has been reached for each student response.
Be sure to revisit any student responses that were not given a consensus score earlier in the process.
Summarize, as best as possible, the specific qualities of the student responses at each score level.
Creating a Scoring Guide and a Practice Set.
Scoring Guide:
Select 2-3 representative student responses at each score level. Using the language of the rubric describe why each student response received its score. Organize the student responses from high to low. Include the annotation with each student response.
Practice Set:
Select 2-3 different representative student responses at each score level. Organize the student responses in a random order. Attach the annotations at the end or in a separate set.
