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Major impediments to district use of performance or constructed-response assessments include 1) the cost of external contractor scoring and 2) lack of trust in the validity of scores from teacher scoring. Yet, teacher scoring of student work is among the most powerful professional learning teachers can engage in. How can better scoring be provided locally in a more cost-effective manner as to encourage the use of performance or constructed-response assessments?
These challenges are addressed in the Michigan-Collaborative Scoring System (MI-CSS) project, developed from MZ Development software in collaboration with the MAC, as part of a statewide arts assessment (Michigan Arts Education Instruction and Assessment). While the project focuses on the arts, its implications include all curriculum areas.
MDE could provide model performance assessments using written, audio or video response with rubrics for local educator use, thus providing quality classroom assessments at substantially lower cost, thus making such assessments a feasible part of a state or district balanced approaches to assessment.