LDC TEACHING TASK SCORING GUIDE Category Work in Progress Good to Go Exemplary GQ1: Does the teaching task, along with texts, content and writing product, have a clear and coherent purpose and focus, allow for diverse responses, and require students to respond to texts? Task ("Good to Go" characteristics and...) Template type uses a writing mode that Template task uses a writing mode that Clarity & does not match the intended purpose of matches the intended purpose of the Task is worded precisely to give students Coherence the prompt. prompt. a clear and focused purpose for writing and unambiguous directions. Task purpose is overly broad or narrow. Task purpose is focused. Score: Prompt, texts, content, and writing Prompt wording is unclear. Prompt wording is clear. product are tightly aligned (are close to a Prompt wording, student background, or Prompt wording is unbiased, leaving room "perfect fit") to task purpose. overview of the task biases students for diverse responses. Task provides a pattern that can be used toward a particular response. Prompt wording, content, texts, and as a model to create other teaching tasks Task is answerable without using the writing product are aligned to task in the discipline. texts or instructional scaffolding in purpose (a "good fit"). module. Task is text dependent, requiring students Background statement may not frame to go beyond prior knowledge to use task for students. evidence from the texts in their responses. Background statement frames task for students. GQ2: Does the teaching task build students' content knowledge, enduring understandings, and complex, higher order thinking skills central to the discipline? Content ("Good to Go" characteristics and...) Has a weak connection to content central Addresses content central to the to the discipline. discipline and grade level CCSS reading Addresses big ideas or enduring standards, requiring students to build understandings central to the discipline. Score: Oversimplifies a topic, OR does not strong content knowledge. require students to engage in analytic Engages students in complex, higher- reading and thinking skills. Engages students in a range of analytic order thinking skills specific to the reading and thinking skills. discipline. Includes content or skill standards that are not relevant the task
LDC TEACHING TASK SCORING GUIDE Category Work in Progress Good to Go Exemplary GQ1: Does the teaching task, along with texts, content and writing product, have a clear and coherent purpose and focus, allow for diverse responses, and require students to respond to texts? Task Clarity & Coherence Score: Template type uses a writing mode that does not match the intended purpose of the prompt. Task purpose is overly broad or narrow. Prompt wording is unclear. Prompt wording, student background, or overview of the task biases students toward a particular response. Task is answerable without using the texts or instructional scaffolding in module. Background statement may not frame task for students. Template task uses a writing mode that matches the intended purpose of the prompt. Task purpose is focused. Prompt wording is clear. Prompt wording is unbiased, leaving room for diverse responses. Prompt wording, content, texts, and writing product are aligned to task purpose (a "good fit"). Task is text dependent, requiring students to go beyond prior knowledge to use evidence from the texts in their responses. Background statement frames task for students. ("Good to Go" characteristics and...) Task is worded precisely to give students a clear and focused purpose for writing and unambiguous directions. Prompt, texts, content, and writing product are tightly aligned (are close to a "perfect fit") to task purpose. Task provides a pattern that can be used as a model to create other teaching tasks in the discipline. GQ2: Does the teaching task build students' content knowledge, enduring understandings, and complex, higher order thinking skills central to the discipline? Content Score: Has a weak connection to content central to the discipline. Oversimplifies a topic, OR does not require students to engage in analytic reading and thinking skills. Includes content or skill standards that are not relevant the task Addresses content central to the discipline and grade level CCSS reading standards, requiring students to build strong content knowledge. Engages students in a range of analytic reading and thinking skills. ("Good to Go" characteristics and...) Addresses big ideas or enduring understandings central to the discipline. Engages students in complex, higher- order thinking skills specific to the discipline.