So what does this have to do with scoring the listening benchmark? There seems to be some concern for using the six trait rubric on the writing that is a result of the listening prompt. The problem is that this prompt is very different than the others; it's crafted to mimic the NYS tests and therefore is much more scripted than the others. When teachers try to score the writing using the Six Trait rubric, they have difficulty because much of the information is already provided for the students via the listening prompt and the prompt itself is very specific as to what information the students are to provide in their answer. It is difficult for the student to score maximum credit on the rubric for dimensions of Ideas and Voice. The problem is, that the rubric provided for the state is a holistic rubric (i.e. it results in a single score) and doesn's provide diagnostic/instructional feedback to the teacher or student regarding areas for continued growth. It would also be impossible to monitor and track growth, as in Level 1 above.
So what do you think? Should we use the same rubric? If so, should we change the listening prompts to be more "open ended" so that they lend themselves to be scored with the Six Trait rubric? Is there a way to score the passage on only a few of the dimensions, thereby accomplishing both tasks (practicing for NYS ELA and monitoring growth?) What do you think? Let you ELA rep know, or share your comments here.