Criterion Performance Scoring. Each criterion shall be rated based on the components in that criterion using a preponderance of the evidence collected throughout the year. If the evaluator and the employee disagree regarding the rating, the parties shall have a discussion and opportunity to submit additional evidence.
Criterion Performance Scoring. Scoring of each criterion shall be based on the components in that criteria using a preponderance of the evidence collected throughout the year. When a preponderance of evidence does not indicate a definitive score, more recent evidence may be weighted. If there is a dispute between the evaluator and the employee regarding the rating, the parties shall have a shared reflective discussion and opportunity to submit additional evidence. If consensus cannot be reached, evaluator ratings stand.
Criterion Performance Scoring. Evaluator and teacher shall discuss rationale for the final criterion score. If agreement is not reached the following shall be usedto establish an overall score.
1. When there is more than one (1) component, if a 4-Distinguished is scored, the overall criterion score cannot be lower than 2-Basic.
2. Each rating shall be assigned in the following numeric values: Unsatisfactory = 1 Basic = 2 Proficient = 3 Distinguished = 4
3. When there are two (2) components to a criterion, the average of the two scores shall be the final criterion score.
4. When there are three (3), five (5), or seven (7) components to a criteria, the average score shall be the final criterion score.
5. When there are four (4) or six (6) components to a criterion, the average of the two (2) scores will be the final criterion score.
6. When a final criterion score includes a fractional number, (for example 2.3) scores will be rounded up.
Criterion Performance Scoring. If the evaluator and teacher cannot agree on a final criterion score, the following principles will apply:
A. When there is more than one (1) component, if a 4 – Distinguished is scored, the overall criterion score cannot be lower than 2 – Basic.
B. Each rating will be assigned the following numeric values: Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
C. When there are two (2) or more components to a criterion, the average of the scores will be the final criterion score.
D. When a final criterion score includes a fractional number (for example 2.3), all scores will be rounded up, for example, a score of 2.4 and lower becomes a 2 and a 2.5 and higher becomes a 3.
Criterion Performance Scoring. 20 21 If the evaluator and teacher cannot agree on a final criterion score, the following will apply:
23 a. Component Scores: Evidence will be gathered over the year to inform the component scores, 24 using a growth philosophy. If growth is made over the year, the higher score (later score) 25 will be used.
27 b. Criterion Scores: Component scores will be averaged, and rounded to reach a final score. 28 When a final criterion score includes a fractional number (for example 2.3), all scores with 29 fractional below .5 will be rounded down and all fractional .5 or above will be rounded up, 30 for example, a score of 2.33 would receive a final criterion score of 2 and a score of 2.5 31 would receive a final criterion score of 3. 32
Criterion Performance Scoring. 1. Criterion scores, including instructional and student growth rubrics must be determined by an analysis of the evidence. General rules for utilizing a scoring matrix are as follows:
2. Gather formative evidence from observed practice, e.g. coded script, answers to wonderings, trends, student work, notes from formative conversations with teachers, and teacher's self-assessment.
3. Make a determination of each indicator based upon the preponderance of evidence and its probable truth/accuracy, not the amount of the evidence.
4. Enter the score for each indicator in the matrix
5. If the criterion score is not clear, use guiding questions to reflect on the evidence in order to determine an informed professional judgment about what the criterion level score should be.
Criterion Performance Scoring. A. A four-level rating system shall be used. The summative performance ratings shall be as follows:
1. Level 1 – Unsatisfactory;
2. Level 2 – Basic;
3. Level 3 – Proficient; and
4. Level 4 – Distinguished.
B. The final criterion score shall be determined by the Overall Rating Range as set forth in the Evaluation Report Form (Appendix B-9).
Criterion Performance Scoring. If the evaluator and teacher cannot agree on a final criterion score, the parties agree that an outside evaluator may be used to review the data and additional data not previously used may be brought forward.
Criterion Performance Scoring. Each rating will be assigned the following numeric values: Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
Criterion Performance Scoring. 1. When there is more than one (1) component, if a 4 – Distinguished is scored, the overall criterion score cannot be lower than 2 – Basic.
2. Each rating will be assigned the following numeric values:
a. Unsatisfactory – 1
b. Basic – 2
c. Proficient – 3
d. Distinguished – 4
3. The final criterion score shall be determined by the Overall Rating Range as set forth in Appendix C-7.
