How do these annotated student samples inform your understanding of the expectations of the CR item described in the item-specific rubric?

What was surprising or challenging about the scored annotated responses?

What teaching and learning strategies can be used to help students develop the knowledge and skills needed to meaningfully engage with the CR items in the performance tasks?​ How do the annotated student responses and item-specific rubric inform those strategies?

The task rigorous and required focused attention. The material needed to be thoroughly read and analyzed.

Re-reading the question and the stimulus was helpful, as was taking notes.

Yes, the response to the CR was embedded in previous question. The graph was used for evidence for the CR.

Students would need practice in claim-evidence-reasoning. For this task, we needed the claim was provided, so we needed to call on evidence and reasoning portion. We need to make sure students have practice with Claim, Evidence and Reasoning (CER). Students should have practice with the accessibility tools embedded in the assessment. They also need to know what evidence looks like (e.g. graph, data table) and how to apply prior knowledge. Students need guided practice with graph analysis. Making a graph is a different skill than interpreting a graph. For CAST Interims, it may be helpful to have students work in a group, which would be a non-standardized assessment. In groups, students will be challenged to look at consider multiple perspectives and to build upon their ideas.

It provided different concrete examples of the different ways that students might express their answers.

The challenge was to read the examples and give credit students credit for what they did correctly and not overly penalize for errors in reasoning.

Practice Claim, Evidence, Reasoning and provide teacher supports in administering the interims in non-standardized ways (e.g. exit tickets). Give students practice in reading the rubric and clearly identifying the difference between a 2 and a 1 and a 1 and a zero. Also, it might be helpful to have students look at the exemplars and score them, so they will be better able to identify errors in their own work. Have students practice reading and annotating a rubric to prepare their own graphic organizer.

It also might be helpful to put students in groups to discuss and critique responses.

Very clear how to score. Sample student responses were very helpful. Didn't always understand the annotations.

Use as a bell-ringer or as part of a lesson. Helping students to think about how to respond clearly and concisely.

Having teachers score together to calibrate would be helpful. For example, if some teachers would mark down because a response isn't a complete sentence, it allows time to review the purpose (understanding versus complete sentences) of the task and what is actually being assessed.