VGLAscoringguidelines

Scoring Guidelines: 

Scoring Guidelines Virginia Grade Level Alternative

Participation Criteria: 

Participation Criteria Does the student have a current IEP/504 plan? Does the student demonstrate his/her individual achievement of Standards of Learning content through means other than multiple-choice formats? As a result of a disability, the student is unable to demonstrate his/her individual achievement on the Standards of Learning test for the assigned course or grade level using available standard and/or non-standard accommodations and/or formats?

Affidavit of Student Performance: 

Affidavit of Student Performance Scoring teams must have a signed affidavit confirming student collection submissions prior to scoring. Affidavits should be signed by any and all individuals (teacher and/or paraprofessional) that were present when the student created any products contained within the collection.

Appeals: 

Appeals A school division, teacher, student, parent or other school personnel may initiate an appeal of a VGLA score or audit result. An appeal of a student's VGLA score must be filed with the appropriate DDOT within 30 days of the actual score being reported. An appeal of a state audit result must be received by the DDOT within 30 days of the audit report finding.

Audits: 

Audits Audits will be conducted in June and July of each assessment administration year. Random selection of 10 to 15% of submitted VGLA entries. Audited entries will be examined to confirm ratings, evidence submitted, signed affidavits of student performance, agreement between transmitted and official score reports, and demographic information.

Scoring Team Make-up: 

Scoring Team Make-up Division Director of Testing or designee(s) Director of Special Education or designee(s) School Division Authority(ies) on content area of submission 3-5 members Scoring teams may “score” VGLA entries and the DDOT or designee may enter ratings at a later time/date

Scoring Team Responsibilities: 

Scoring Team Responsibilities Under no circumstances may a single individual, parent, submitting student, or submitting teacher be a member, or act as, a scoring team for a specific VGLA. Scoring team members must not use membership on the VGLA Scoring Team to influence the collection of student submission materials.

Evidence: 

Evidence Evidence must demonstrate knowledge and/or skills articulated in the SOL being rated. Evidence submitted may prove more than one SOL. Evidence should demonstrate the full and complete individual achievement of the student on the SOL being rated.

Scoring System : 

Scoring System VGLA Rubric and Score Point Descriptors

VGLA Rubric: 

VGLA Rubric

Score Point “4”: 

Score Point “4” “There is ample evidence that the student has demonstrated the skills and knowledge stated in the Standard(s) of Learning being addressed and is proficient in all of the skills and knowledge stated in the standard(s).”

Example: Score Point “4”: 

Example: Score Point “4” Standard of Learning: United States History 11.4 The student will analyze the events and ideas of the Constitutional Era, with emphasis on b) issues and policies affecting relations among existing and future states, including the Northwest Ordinance.

Score Point “3” : 

Score Point “3” “There is adequate evidence that the student has demonstrated the skills and knowledge stated in the Standard(s) of Learning being addressed, and it is clear that the student is proficient in most of the skills and knowledge stated in the standard(s).”

Example: Score Point “3”: 

Example: Score Point “3” Standard of Learning: Geometry G.1 The student will construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. a) identifying the converse, inverse, and contrapositive of a conditional statement; b) translating a short verbal argument into symbolic form; c) using Venn diagrams to represent set relationships; and d) using deductive reasoning, including the law of syllogism.

Score Point “2” : 

Score Point “2” “There is some evidence that the student has demonstrated the skills and knowledge stated in the Standard(s) of Learning being addressed, but it is clear that the student is not proficient in many of the skills and knowledge stated in the standard(s).”

Example: Score Point “2”: 

Example: Score Point “2” Standard of Learning: United States History 11.12 The student will analyze and explain United States foreign policy since World War II, with emphasis on a) the origins and both foreign and domestic consequences of the Cold War; b) communist containment policies in Europe, Latin America, and Asia; c) the strategic and economic factors in Middle East policy; d) relations with South Africa and other African nations; e) the collapse of communism and the end of the Cold War; and f) new challenges to America's leadership role in the world.

Score Point “1”: 

Score Point “1” “There is little evidence that the student has demonstrated the skills and knowledge stated in the Standard(s) of Learning being addressed, but it is clear that the student is not proficient in many of the skills and knowledge stated in the standard(s).”

Example: Score Point “1”: 

Example: Score Point “1” Standard of Learning: Geometry G.11 The student will construct, using a compass and straightedge, a line segment congruent to a given line segment, the bisector of a line segment, a perpendicular to a given line from a point not on the line, a perpendicular to a given line at a point. On the line, the bisector of a given angle, and an angle congruent to a given angle.

Discussion: 

Discussion