The School Reform Longitudinal Study Research Team, Graduate School of Education, The University of Queensland

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SCHOOL REFORM LONGITUDINAL STUDY
STUDENT PERFORMANCE SCORING MANUAL
Not to be reproduced without permission from
The School Reform LongitudinaI Study Research Team
Graduate School of Education
The University of Queensland
and J~d\lcatiollQueensland
This Study has becnfunded by Educlltion Qneensland (1997-2001)
SCHOOL REFORM LONGITUDINAL STUDY
 
STUDENT PERFORMANCE SCORING MANUAL
 
Scoringins~uctions 
Consider the explanations given for each dimension, using the descriptions of the scores from 
1-4 on each to constitute the minimum criteria for each. Where difficulty is encountered in 
selecting between two scores, consider whether the minimum conditions of the higher score 
have been met. If these conditions have not been met, the lower score should be used. In 
determining scores for each dimension, the marker should only consider the evidence contained 
within the student work. 
Dimensions 
1.	 Problematic Knowledge P.2 
2.	 Cultural Knowledges P.3 
3.	 Higher Order Thinking P.4 
4.	 Depth of Understanding P.5 
5.	 Elaborate Written Communication P.6 
6.	 Responsible Citizenship P. 7 
7.	 Connectedness to the World Beyond the Classroom P.8 
8.	 Transformative Citizenship P.9 
NOTES ON SCORING 
A.	 Scores should be based only on evidence in the student's performance relevant to the 
criteria. Matters such as whether the student followed directions, neatness, correct 
spelling, etc. should not be considered unless they are relevant to the criteria. 
B.	 Scores may be limited by tasks which fail to demand some of the performance 
dimensions, buUhe scores must be based only upon the work shown. 
C.	 Scores should take into account what students can reasonably be expected to do at the 
grade level. However, scores should still be assigned only according to 'absolute' criteria 
in the performance dimensions, not relative to other papers that have been previously 
scored. 
D.	 When it is difficult to decide between two scores, give the higher score only when a 
persuasive case can be made that the paper meets the minimal criteria for the higher 
score. If the specific wording of the criteria are not helpful in making this judgment, base 
the score on the general intent or spirit bf the dimension described. 
The Research Team consists of: Joanne Ailwood, Mark Bahr, Jenny Gore, Deb Hayes, 
Jim ladwig, Bob lingard, Allan Luke, Martin Mills and Merle Warry 
2 
1. KNOWLEDGE IS PRESENTED AS PROBLEMATIC 
TO WHAT DEGREE IS KNOWLEDGE PRESENTED AS CONSTRUCTED? 
Presenting knowledge as problematic involves an understanding of knowledge not as a fixed 
body of information, but rather as being constructed, and hence subject to political, social 
and cultural influences and implications. 
Knowledge as given sees the subject content within the student performance represented 
as facts or as a body of truth. The transmission of the information may vary, but is based on 
the concept of knowledge as being static and able to be handled as property, perhaps in the 
form of tables, charts, handouts, texts, and comprehension activities. 
NOTE: For the purposes ofscoring this dimension, the focus ;s on the content 
of the student performance. and a Judgement as to the proportion of the 
presented knowledge that is problematic. 
KNOWLEDGE AS PROBLEMATIC
 
None 1 ... 2 ... 3 ... 4 Substantial
 
1 = Student performance treats no knowledge as problematic. AIL knowledge 
presente. .. ncritical fashion. 
2.= StUdentp . .. nee •• treats minirnalamountsof .knowledge .as·problematic.,.. 
interpretatiopsarelinked/reducedtq<:igivenbody of facts. 
3 = Studentperformanee treats moderate amounts of knowledge as pro~lernatic~ 
Different kno.wledges are often presented as having equal status,and are equally 
accommodated.and accepted. 
4 = Student performancelreats substantial amoun.ts of knowledge as problematic. 
Know/edgers seen as socially constructed, with conflictingimpUcations and social 
functions producing resolution and/orconftict. 
3 
2. KNOWLEDGE EXPLICITLY VALUES ALL CULTURES 
TO WHAT DEGREE ARE NON-DOMINANT CULTURAL KNOWLEDGES VALUED? 
Cultures are valued when there is explicit valuing of their identity represented in such things as 
beliefs, languages, practices, ways of knowing. Cultural groups are distinguished by social 
characteristics such as gender, ethnicity, race, religion, economic status, or youth. Thus, their 
valuing means legitimating these cultures, through the inclusion, recognition and transmission 
of this cultural knowledge. The valuing of all cultural knowledges requires more than one culture 
being present and given status within the student performance. 
Knowledge which is constructed and framed within a common set of cultural definitions, 
symbols, values, views and qualities, thus attributing some higher status to it, stands in contrast 
to this. 
Note: Linked closely with knowledgepresentectas.pr()blemati~this ciimension goes 
on to l:?oth recognise· the social construction and henFe conflicting nature of 
knowledge,.and explicitly values that knowledge/associated with sub-group cultures. 
KNOWLEDGE VALUES ALL CULTURES
 
Only high status culture 1 ... 2 ... 3 ... 4 Multiple cultural knowledges
 
1 = Student performance demonstrates no explicit recognition or valuing of other than 
the dominant culture. 
2 = Student performance demonstrates lTlinimallnclusion of Othel'S' cultures, \?lith we~k 
valuing, through simple reference to a particular feature(~).· of them or their 
existence; 
3 = Student performance demonstrates moderatejpdusion ofOthers'cl..Htures. Different 
cultures are explicitly valued through equal inclusion and use of the knowledgel 
perspective of the group,alongsidethedominantculture. 
4 = Student performance demonstrates substantial iinclusion of Others' cultures. 
Different cultures are equally valued such that the concept of a dominant culture is 
excluded in both its content and form. 
4 
3. HIGHER ORDER THINKING 
TO WHAT EXTENT DO STUDENTS USE HIGHER ORDER THINKING? 
Higher Order Thinking requires students to manipulate information and ideas in ways which 
transform their meaning and implications. This transformation occurs when students combine 
facts and ideas in order to synthesise, generalise, explain, hypothesise or arrive at some 
conclusion or interpretation. Manipulating information and ideas through these processes 
allows students to solve problems and discover new (for them) meanings and understandings. 
This dimension is thus concerned with the extent to which students use higher order thinking 
in their assignment work. 
This dimension is only concerned with the extent to which students use analysis in 
relation to the subject area being examined. Hence, in a science assignment, only 
scientific analysis is to be considered. In instances where subject boundaries are 
unclear the student should be given the benefit of the doubt. 
N e reciting of factual! inlform 
routines is not higher nrrlor'thirlltirln 
HIGHER ORDER THINKING
 
No higher order thinking 1 ... 2 ... 3 ... 4 Substantial higher order thinking
 
1 = Student performance does not use any high~r order thinking; Le., the studenteith~r 
recites or participates in routine practice. 
2 = Student performance demonstrates minimal amounts of higher order thinking as a 
minor diversion within the assessment performance. 
3 = Student performance demonstrates moderate amounts of higher order thinking to 
hypothesise, argue, formulate or construct answers to the prob!em(s) set in the 
assessment item. 
4 = Student performance demonstrates substantial amounts of higher order thinking in 
order to hypothesise, argue, formulate or construct answers to the problem(s) set in 
the assessment item. 
5 
4. DEPTH OF UNDERSTANDING 
TO WHAT EXTENT DO STUDENTS DEMONSTRATE A DEPTH OF UNDERSTANDING OF 
IMPORTANT DISCIPLINARY CONCEPTS? 
Student performance demonstrates an understanding of important disciplinary concepts when 
it uses concepts, ideas, theories or principles from the discipline to make connections with other 
disciplinary concepts or other disciplines, or when it uses concepts, ideas, theories or principles 
to interpret and explain specific, concrete information or events. Instead of being able to recite 
only fragmented pieces of information, students develop relatively systematic, integrated or 
holistic understandings. Mastery is demonstrated by their success in producing new knowledge 
by discovering relationships, solving problems, constructing explanations, and drawing 
conclusions. 
This dimension seeks to measure the extent to which students demonstrate use and 
understanding of important concepts within the discipline. A useful first step in marking this 
criteria would be to determine what disciplinary concepts a student needs to use or demonstrate 
to complete the set task. Some students may score lowly on this dimension because the task 
does not require the students to understand or use disciplinary concepts. 
DEPTH OF UNDERSTANDING 
Minimal depth of understanding Substantial depth of understanding 
of concepts ' 1....2....3 ....4 of concepts 
1= Student performance does not demonstrate an understanding. of .any impqrtant 
disciplinary concepts. SOll1ek~y concepts and ideas maybe menf!pned or covered 
by the student, but the student only demonstrates a superficIal acquaintance or 
trivialized understanding of these complex ideas. 
2= Student perfqrmance demonstratesamil1imal understanding of important disciplinary 
concepts. 
3= Student performance 
disciplinary concepts. 
demonstrates a moderate understanding of important 
4 = Student performance 
disciplinary concepts. 
demonstrates a substantial understanding of important 
6 
5. ELABORATE WRIITEN COMMUNICATION 
TO WHAT EXTENT IS ELABORATE WRIITEN COMMUNICATION PRESENT? 
Elaborate written communication is present in a student's performance when the response 
to the assessment item demonstrates a coherent communication of ideas, concepts, 
arguments and/or explanations through the process of writing. This form of communication 
is rich in detail, qualifications and argument. 
ELABORATE WRITTEN COMMUNICATION
 
No elaborate written communication 1 . 2 ..3 . .4 Substantial elaborate written communication
 
: 
1 = Student performance demonstrates no elaborate written communication. 
2 = Student performance demonstrates minimal amounts of elaborate written 
communication. 
3 = Student performance demonstrates moderate amounts of elaborate written 
communication. 
4 = Student performance demonstrates substantial amounts of elaborate written 
communication. 
7 
6. RESPONSIBLE CITIZENSHIP
 
TO WHAT DEGREE DO STUDENTS DEMONSTRATE RESPONSIBLE CITIZENSHIP?
 
Students demonstrate responsible citizenship when they display an awareness of the 
importance of creating positive human relationships and of respecting individuals. 
Responsible citizenship may also involve recognising the impact of individuals on their 
community and environment. It involves students accepting that a harmonious and "good" 
society relies on its members respecting and exercising individual rights and responsibilities. 
RESPONSIBLE CITIZENSHIP
 
No responsible citizenship 1 ... 2 ... 3 ... 4 Substantial responsible citizenship
 
1= Student performance demonstrates no concern for responsible citizenship. 
2= Student performance demonstrates minimal concern for responsible 
citizenship. 
3= Studentperformance demonstrates rnoderatecohcern for responsible 
citizenship. 
4= Student performance demonstrates substantial concern for responsible 
cItizenship. 
8 
7. CONNECTEDNESS TO THE WORLD BEYOND THE CLASSROOM 
TO WHAT EXTENT DOES THE STUDENT MAKE CONNECTIONS BETWEEN THE TASK 
AND THE WORLD BEYOND THE CLASSROOM? 
This scale measures the extent to which there are suggestions that the student treats the 
assessment as having value and meaning beyond the assessment context. Two areas in which 
student work can exhibit some degree of connectedness are: (a) a real world public problem; 
i.e., students confront an actual contemporary issue or problem, such as applying statistical 
analysis in preparing a report to the City Council on the homeless. (b) students' personal 
experiences; i.e., the student performance focuses directly or builds upon students' actual 
experiences or situations. 
CONNECTEDNESS TO THE WORLD BEYOND THE CLASSROOM
 
No connection 1 ... 2 ... 3 ... 4 Connected
 
1= Student performance makes no clear connection between performance in the task 
and anything beyond the classroom. 
2= Student performance makes minimal· connections between their response to an 
assessment item and the world beyond the classroom. For example, a student 
suggests that understanding Middle East history is impo for politicians trying 
to bring peace to the region; however, the connection is w 
3= Student •. performance. makes moderate connections between their. response to an 
assessment item and the world beyond the classroom. They explore these 
connections in ways which create personal meaning and significance for the 
knowledge. 
4= Student performance makes substantial connection between classroom knowledge 
and situations outside the classroom. They explore these connections In ways that 
create personal meaning and significance for the knowledge. This meaning and 
significance is strong enough to lead students to become involved in an effort to 
affect or influence a larger audience beyond their classroom in one of the following 
ways: by communicating knowledge to others (lncluding within the school), 
advocatlng solutions to social problems, providing assistance to people, creating 
performances or products with utilitarian or aesthetic value. 
9 
8. TRANSFORMATIVE CITIZENSHIP 
TO WHAT DEGREE IS THE PRACTICE OF TRANSFORMATIVE CITIZENSHIP 
EVIDENT? 
Transformative citizenship acknowledges that in a democratic society all individuals and 
groups: have the right to participate in all of the democratic practices and institutions within 
that society; have the right to engage in the creation and transformation of that democratic 
society; have the responsibility to ensure that no groups or individuals are excluded from 
these practices and institutions; have the responsibility to ensure a broad definition of the 
political includes all relationships and structures throughout the social arrangement. 
Transformative citizenship is present in any assessment item in any subject domain when 
the student elaborates upon the meaning of such citizenship. 
TRANSFORMATIVE CITIZENSH IP 
No transformative citizenship 1 ... 2 ... 3 ... 4 Substantial transformative citizenship 
1 =	 Student performance makes no mention. ofJhe praytice of transformative 
citizenship. 
2 =	 Student performance makes minil11aLreference to 
citizenship. 
3 =	 Studeptperformance makes mod~rate retE~rel'ce 
transformative citizenship. 
4 =	 Student performance makes substantial reference to the practice of 
transformative citizenship. 


School Reform Longitudinal Study : Student performance scoring manual

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School Reform Longitudinal Study : Student performance scoring manual

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