Performance assessment can be an integral part of a balanced assessment system. Performance assessments help educators observe how well students can use the information and ideas they have been taught. They also engage students more deeply in learning. However, educators may struggle to find high-quality performance assessments that accurately measure student learning.
The MAC works with educators in a variety of subject areas to develop and test new performance assessments and design professional learning opportunities that support their use of performance assessment.
Michigan Collaborative Scoring System (MI–CSS)
Lack of teacher training in collaborative scoring, and the cost of central scoring, can be major impediments to district use of performance assessments. Yet, teacher scoring of student work is among the most powerful of professional learning experiences. The Michigan Assessment Consortium (MAC) is addressing these challenges through an innovative collaborative scoring system that can greatly reduce the cost of obtaining objective scoring information from the performance assessments teachers use.
Informed by participant feedback and lessons learned from a 2017-18 collaborative scoring pilot, the MAC is working with a vendor in 2018-19 to develop the Michigan Collaborative Scoring System (MI–CSS), an online platform for arts teachers to collaboratively score student responses to performance assessments. A field test of MI-CSS will be conducted in January – June, 2019.
MI-CSS will enable arts teachers to view, score, and comment on their own student work and that of colleagues in their discipline elsewhere in Michigan. In this way, teachers can use and score robust performance assessments and validate the results with reliability achieved through peer review. In the future, this type of scoring system could benefit all disciplines: arts, sciences, social studies, mathematics, English language arts, health, and world languages.