Evaluating Student Work

The TN Student Growth Portfolio is a process that involves teachers and peer reviewers scoring student work to determine teacher impact on student growth. After teachers submit their evidence collections, peer reviewers will begin reviewing and scoring the student work using standards-based student learning rubrics. Submissions are assigned according to grade level and subject area and anonymity is maintained so that peer reviewers are completely impartial.

What Teachers Are Expected to Do

Grade Level or Course Domains

Fine Arts

  • K-5 Music
  • General Music (6-8; 9-12)
  • Instrumental Music (6-8; 9-12)
  • Vocal Music (6-8; 9-12)
  • Dance (K-5; 6-8; 9-12)
  • Theatre (6-8; 9-12)
  • Visual Arts (K-5; 6-8; 9-12)
  • Perform
  • Create
  • Respond
  • Connect

Physical Education (K-5; 6-8)

  • Perform

Pre-Kindergarten

  • ELA:  Literature/Narrative
  • ELA:  Informational/Expository
  • Math: Counting and Cardinality
  • Math: Geometry or Measurement

Kindergarten

  • ELA:  Literature/Narrative
  • ELA:  Informational/Expository
  • Math: Counting and Cardinality
  • Math: Operations and Algebraic Thinking

Grade 1

  • ELA:  Literature/Narrative
  • ELA:  Informational/Expository
  • Math: Operations and Algebraic Thinking
  • Math: Number and Operations Base Ten

CTE – Work Based Learning

  • Early Assessment
  • Late Assessment

World Languages (pilot)

  • Interpersonal Communication
  • Interpretive Communication
  • Presentational Communication
  • Reflection

Student growth portfolios provide a holistic, meaningful picture of the value a teacher adds to his/her students’ learning using work already happening in the classroom.

A student growth portfolio consists of a purposeful collection of student work organized into evidence collections that demonstrate student growth within the state standards. The portfolio contains student work across two points of time for a differentiated sample of performance (emerging, proficient, and advanced).

Purposeful sampling is the process of choosing student work artifacts for inclusion in the portfolio collections as a formal part of the evaluation process.

What Teachers Are Expected to Submit

Prepare
The initial step in the process is for teachers to create a long term instructional plan for the school year, considering when standards will be introduced, pre-assessed, and monitored. Teachers should use the scoring guide for each domain to develop task-specific expectations.

Point A
Teachers will collect Point A work at the most appropriate time within the instructional plan. They should sort Point A work into differentiated groups of students (emerging, proficient, advanced) based on the scoring guide and task-specific expectations and select three student samples. They will also have to download and complete a Context Form for each student and then upload and score the work.

Differentiate
Using the results, teachers should then differentiate their instruction based on specific needs and strengths that were identified within the Point A student work artifacts.

Point B
Teachers will then Collect Point B work at the most appropriate time within the instructional plan and score it. Teachers should select the same students’ work samples for each differentiated group as the Point A. They will also download and complete the Context Form for each student and then upload and score the work.

Submit
Once the Point A and Point B are scored for all three students, teachers will submit each assessment for peer review. Teachers must submit both the Point A and Point B assessments by April 15, 2018.

Qualifications to Be a Peer Reviewer

Scoring the evidence collections is an opportunity for teachers to understand how their peers are assessing student performance and impacting student learning based on TN student learning rubrics, which were developed from the TN Student Learning Standards. Peer Reviewers must have a minimum of three years of teaching experience in a Pre-K through 12 setting for the specific grade level or subject area they are interested in assessing. To become a Peer Reviewer, you will need to meet grade level or subject area recruiting needs, participate in training and pass an online certification test. Teachers will be asked if they wish to serve as a potential peer reviewer as part of their registration and enrollment process. All others should click on the Apply to be a Peer Reviewer button.  

  • Minimum of 3 years teaching experience in the grade level or subject area
  • Rich understanding of the TN Learning Standards
  • Familiarity with scoring performance-based assessments and authentic work is desired
  • Comfort in using technology

Preparing Peer Reviewers to Score Evidence Collections

Potential peer reviewers will be provided with access to an online training module where they will learn about the rubrics and score exemplar student work to ensure accuracy. As part of the training, peer reviewers will be able to view learning content on the portfolio model, rubric definitions and criteria explanations.

Peer reviewers will also be required to pass a qualification assessment consisting of benchmark student work that they will have to score accurately to certify them as reviewers prior to putting them into a peer review pool. The qualification assessments will be grade level and subject specific.

Ensuring an Accurate Scoring Process

In the 2017-18 school year, the process of scoring will be monitored for cases where scoring is inconsistent (or discrepant) between teachers and peer reviewers. In the event that a peer review produces scores that are discrepant with teacher self-scores, the evidence collection will be sent to an expert reviewer who will review the work and score it. The expert reviewer’s scores will be used as the score for determining student growth on that particular evidence collection.

Expert reviewers are specifically recruited for this role and will receive additional training and will have to have more professional experience in the specific grade level or subject area and demonstrate higher threshold of accuracy in scoring across multiple benchmarks to qualify as an expert reviewer.

Peer Review Training and Scoring

Teachers are required to complete four evidence collections performance tasks by the following dates. After teachers submit their evidence collections, trained peer reviewers will evaluate the work and scores will be posted by June 30, 2018.

  • October 05, 2017
    Evidence Collection Submission Opens
  • April 19, 2018
    Training for Peer Reviewers
  • April 23, 2018
    Scoring Window begins for Peer Review
  • June 15, 2018
    Scoring Window ends for Peer Review

Become a Peer Reviewer

To become a Peer Reviewer you will be expected to do the following:

Participate in an Online Training Session. As part of the online training, you will have an opportunity to score sample submissions. Based on your scoring accuracy, you will be qualified as a potential Peer Reviewer.

Score Evidence Collections Online. All peer review scoring of evidence collections must be completed by June 15, 2018. The Scoring Window opens shortly after the evidence collection deadline by teachers and extends through the rest of April and into June. Peer reviewers are recruited during teacher enrollment and from district facilitators and are selected for work based on the number of submissions. Peer reviewers can work on their own schedules. Educopia carefully monitors the accuracy and productivity of all peer reviewers. Peer reviewers who are inaccurate or inefficient in their scoring will be removed from the process.