“ A score 4 is not supposed to be more work, so then what does exceeding look like?”
This points to some confusion around what a score 4 actually is. And as we all know, if one person has the question chances are many others do to. So let’s take a look at some important features of score 4 work. We will use the following example to work through three important features:
2. Exceeding Often Requires Learners To Apply Skills and Knowledge from Other Disciplines: Score 4 work is work that requires learners to explore ideas that are much bigger than the score 3 content. Often the only way to craft compelling score 4 work is to combine one content with another. In our example above the work becomes just as much about argument as it does about understanding rational and irrational numbers. Plus, it is, dare I say, interesting and amusing. This does not mean that the learner is necessarily doing score 4 work in the additional content, and it certainly could be used as evidence towards the score 3 in that content. So learners presenting the Dwight Shrute Pi Day argument could log more evidence towards proficiency in argument writing.
3. Exceeding Happens Now: Many times the score 4 task is an additional question, or set of questions, on a test. Other times it is “extra” work that learners have the option to do once they finish all the same score 3 work that everybody else does. Certainly there are times when either of these approaches could work; they shouldn’t be the norm, however. Instead, a learner should begin working on the score 4 as soon as there is evidence that they are proficient with the score 3. The score 4 work should be happening and available at the same time as all the other work related to the target. If a learner shows evidence of proficiency with the target right off the bat, put them to work on the score 4! Look at the example above again. Picture a pair, or group, of learners working on that task during math class then presenting their arguments to the class once they are polished.