National Board Retake

National Board Retake

CERRA National Board Candidate Support

Workshop Toolkit

WS10

2012

CERRA National Board Toolkit 2

Essential Questions• As I reflect upon the process, what should I

include in a professional growth plan for this process?

• How will my entry be scored?• What does accomplished teaching look like?• What specific rules apply to retake entries?• How can I determine what entries to retake?• How can I use NB information to improve my

scores?


The Scoring Process Each entry is sent to a different scoring site. Having 20 scoring sites in the US insures

geographic representation among scoring staff. Candidate’s work is scored by trained scorers across the country.

Assessors are rigorously trained to score only one portfolio entry or assessment center exercise.

The Scoring Process (cont.)• All retake entries are double-scored to assure

validity and reliability.• If there is a score discrepancy of more than

1.25 points, a trainer re-scores the entry and provides the actual score. If there is not a score discrepancy, then the scores are averaged.



Scoring Facts Assessors complete bias training.

They are trained to suspend their own belief system.

Score weighting is different for some entries. 12-point constant is added to all scores.

This offsets possible subjectivity in scoring. Scoring is not either of the following:

a deficit model (scorers do not “count off” for errors)

based on a bell curve

Scoring Facts (cont.)• There are no “fatal flaws.”• Assessors look at the information submitted

by candidates and assess the level to which the candidates demonstrate clear, consistent, and convincing evidence according to the NB standards.

• Each entry is scored holistically.


Scoring Guide Part 1: Understanding / Interpreting Your

Scores (general information for all certificates) Part 2: Understanding and Applying the

Scoring Criteria—scoring rubrics based on standards for portfolio entries and assessment center exercises (certificate specific)

The scoring guide for each certificate can be found at http://www.nbpts.org/retake-candidates.


Certificate Specific Evaluation of Evidence Guides

Aspects of Teaching: These are listed first in the scoring guide. Each entry has unique aspects of teaching.

Additional Questions: These questions follow the aspects of teaching and are designed to help you locate evidence and links/connections between evidence. Each entry has unique questions.

Can be found at http://www.nbpts.org/retake-candidates.


Rubrics• Begin with the overarching statement.• The body of the rubric consists of statements

organized to match the order of the tasks or questions in the entry/exercise.

• Read across the rubric (not down the rubric).• Each entry is scored holistically to evaluate

the work as a whole.• Carefully review the rubric for your entry and

certificate.


EMC/LRLA Entry 2(Early and Middle Childhood—Literacy: Reading & Language Arts)

Constructing Meaning through Reading• THE LEVEL 4 performance provides clear, consistent, and convincing evidence

of the teacher’s ability to support diverse learners in their growth as readers, and to engage students in constructing meaning from texts that are developmentally appropriate for them.

• THE LEVEL 3 performance provides clear evidence of the teacher’s ability to support diverse learners in their growth as readers, and to engage students in constructing meaning from texts that are developmentally appropriate for them.

• THE LEVEL 2 performance provides limited evidence of the teacher’s ability to support diverse learners in their growth as readers, and to engage students in constructing meaning from texts that are developmentally appropriate for them.

• THE LEVEL 1 performance provides little or no evidence of the teacher’s ability to support diverse learners in their growth as readers, and to engage students in constructing meaning from texts that are developmentally appropriate for them.

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The Score Scale(12-Point Scale)

• 1 (+ or -) Little or no evidence that entry meets standards• 2 (+ or -) Limited evidence• 3 (+ or -) Clear evidence• 4 (+ or -) Clear, consistent, convincing evidence

4.25 (4+)=highest weighted score for any entry• (+ or -) means up to .25 points from rubric score

• 1.75• 2.25

• Scores may fall between rubric points• 2.75 (levels 3 and 4) is considered “accomplished.”

Reasons for Scores of “0”• Minimum requirements were not met.• Major piece of evidence was missing.• Teacher was not visible in the video.• Government-issued form of photo

identification was not submitted.• Video was not viewable or audible.• Submission is in another language and/or did

not contain sufficient translations.


Reasons for Scores of “NS”• Teacher did not attend the assessment center

appointment.• Teacher did not open the assessment center exercise

(did not view the prompts).• Entry envelope did not contain any of the critical

components.• Students didn’t fall within the defined age parameters.• Submission features content outside of the scope of

teacher’s certificate.• Teacher is suspected of plagiarism.



Scoring: A Weighty Matter 3 CBE (classroom-based entry) X 16 = 48% 1 DAE (documented accomp.) X 12 = 12% 6 ACE (assessment entry) X 6.67 = 40%10 portfolio entries =100%

Accomplished entry = 2.75 2.75 X 100% = 275

275 = minimum score required to earn National Board Certification

Standardized FeedbackIf you receive less than a 3.75 on an entry, you

will receive feedback. This feedback:• reflects the Five Core Propositions.• should serve as a guide for general areas of

possible improvement.• are entry specific.• are score-point specific.


How to Use Feedback Statements

Assessors assign feedback statements to highlight points of weakness in an entry so that you can target areas for improvement.

• Read the statements.• Examine your entry.• Reread the Five Core Propositions, the standards, and the

scoring rubric. • Ask others to review your entry as compared to the scoring

rubrics and the “Evaluation of Evidence Guide.”• How could the original entry have been strengthened?


Evaluating your own Assessment Center Performance• Read the scoring rubrics in “Part 2: Understanding

and Applying the Scoring Criteria” of the scoring guide. Pay attention to information corresponding to your scores.

• Review the description of each assessment center exercise in the “Assessment at a Glance.”

• Think back to the exercise you completed.• Read the rubric for level 3 (each exercise). What

evidence would have demonstrated that you met the standards for this exercise?


Retake Considerations• Your highest numeric score (initial or retake)

will be used to compute your total weighted scaled score.

• Score report will show your highest score.• Not Scorable (NS) – previous score DOES

NOT carry forward.

Policy changed for candidates scored in 2010 and beyond.


More Considerations• Scores are banked for 24 consecutive months

following the initial score release.• Retake any combination of entries with a score less

than 2.75.• Retake entries will be scored during the summer, and

scores will be posted by December 31, 2014.• Deadline to apply for retake and to pay fees is

January 31, 2014.• There is a $15 non-refundable processing charge. • The cost for retake is $350 per entry.


Which Entries Should I Retake?

There are two major questions to consider:

1) How likely is it that my score will improve on any given entry or exercise?

2) How much will any individual improved score(s) affect my Total Weighted Scaled Score?


Which Entries Should I Retake? (cont.)

Selecting Retake Entries:

Step 1: Determine how many additional points are needed. (275 – current score = points needed)

Step 2: Determine which entries can be retaken (based on raw exercise score).

Step 3: Estimate possible score increase and the result on the Total Weighted Scaled Score.

Step 4: Assess personal strengths and weaknesses related to each entry. Consider personal factors.

Step 5: Ask for feedback from colleagues.


Things to Remember when Completing Retake Entries

Retake portfolio submissions ARE compared to previous submissions.

Classroom Based Entries:• Contextual Information Sheet• Descriptive Aspects of Teaching• Analysis and Reflection• Student Work Samples and Videos


Things to Remember when Completing Retake Entries (cont.)

Documented Accomplishments:• Contextual Information Sheet• Description and Analysis - Work as a

Learner/Leader/Collaborator• Description and Analysis – Work with Families and the

Community• Documentation - Work as

Learner/Leader/Collaborator• Documentation - Work with Families and Community• Reflective Summary


More Things to Remember• Retakes must be submitted by May 31, 2014!• Submissions will be uploaded and sent via e-

Portfolio, as instructed on the NB website.• NB does have an appeals process accessible

at “Policy on Reconsideration of Certification or Scoring Decisions,” but it is a costly process, and most candidates do not establish “a good cause.”


More InformationNational Board for Professional Teaching Standards www.nbpts.org

1-800-22-TEACH

CERRA- [email protected]

Virginia Bartels (NB Program Facilitator)

[email protected]

www.cerra.org

1-800-476-2387

nbsupport.blogspot.com

(Jenna Hallman’s NB blog on the CERRA website)

National Board Retake

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