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"I was like, 'Yeah, I have a degree, I can do that,'" she recalls.
On Indovino's first day, she drove out to Questar Assessment in Apple Valley, a beige warehouse, and followed the signs that said "Scoring Center" in bright red letters. During her brief interview, she'd been asked repeatedly if she was able to follow a "rubric"—a set of guidelines to assess the essays in as uniform a way as possible.
"I guess they've had bad experiences with English teachers," she says.
Inside Questar, Indovino took a seat in a room that looked like a classroom, crammed with as many computers and desks as could fit. It was here that the team leaders unveiled the scoring rubric, which was like a secret decoder ring for the job.
The rubrics are most often developed in conjunction with the state's department of education and its testing contractor. Currently, Minnesota contracts both its test writing and scoring to Pearson. Local teachers are included in the rubric-writing process, as well as test-writing academics called "psychometricians."
At first blush, the rubric seemed simple enough to Indovino. It was a chart with one- or two-sentence explanations of each number grade. Scorers are forbidden from taking the rubrics out of the Questar building or talking about them, but they generally look something like this:
6. An excellent response, the essay includes
• excellent focus and development
• excellent organization
• excellent language skills and word choice
• excellent grammar, usage, and mechanics
5. A good response, the essay includes
• good focus and development
• good organization
• good language skills and word choice
• good grammar, usage, and mechanics
4. An adequate response ...
On down to 1s, which were reserved for barely decipherable language.
As part of their training, Indovino and her co-workers read through pre-graded examples out loud, then discussed why each had been scored the way it was. The process quickly divided the room into two camps—the young, unemployed kids who were just there for a paycheck, and the retired teachers.
"The retired teachers would argue everything," says Indovino.
After two days of going through example papers, each scorer had to pass a qualifying exam. Indovino scored three sets of ten pre-scored papers. In order to be approved to work on the project, she had to pass two of the sets with at least an 80 percent "agreement rate" with the rubric. She did so with relative ease; most of the rest of the room passed on their second try.
Her first project was from Arkansas, an essay written by eighth-graders on the topic, "A fun thing to do in my town."
And that's where the troubles began.
Suddenly, she was being asked to crank through 200 real essays in a day. The scanned papers popped up on the screen and her eyes flitted as fast as they could down the lines. The difference between "excellent" and "good" and "adequate" was decided in a matter of seconds, to say nothing of the responses that were simply off the reservation. How do you score a kid who rails that his town sucks? What about an exceptionally well-written essay on why the student was refusing to answer the question?
All over the room, the teachers were raising their hands and disputing the rubric. Indovino preferred to keep her head down and just score the way she was told to.
"I was good at the bad system," she says.
Over the next several months, Indovino got to know her co-workers better. The young people were mostly laid off or in foreclosure. They came straight from paper routes and went off to waitressing jobs afterward.
They also made for a very dedicated workforce. Indovino says she saw her co-workers hung-over, extremely ill, and even fresh from surgery.
"I scored a full day without glasses on," Indovino says with a shrug. "I sat with my nose up to the glass all day. I couldn't read it."
When she eventually got a full-time job, Indovino quit scoring. Although she'd done well by the company's standards, following the rubric provided little sense of accomplishment.
"Nobody is saying, 'I'm doing good work, I'm helping society,'" she says. "Everyone is saying, 'This isn't right.'"
DAVID PUTHOFF WAS an experienced reader with Questar when he started getting the warnings that his job performance wasn't up to snuff.
"Your numbers are down a little bit," his supervisor said at the end of one day. "Make sure you bring those back up."
Most essays, depending on the criteria established in the state, are scored by two readers. As Puthoff and his fellow scorers whipped through their essays, their supervisor had their own eyes glued to a screen, keeping them apprised of whether Reader #1 agreed with Reader #2. If so, both got a 100 percent agreement score for that essay. If one differed by a point or so, the essay would be counted as "adjacent" agreement.
Puthoff had thus far been an agreement-rate superstar. He was consistently in the high 80s.
Then came the question from hell out of Louisiana: "What are the qualities of a good leader?"