Transcript Steps in Rubric Development - fai

Formative
Assessment Institute
Barb Rowenhorst
Jennifer Nehl
Jackie Jessop Rising
Pam Lange
http://fai.tie.wikispaces.net/
Credit Options
Remember to sign in each day
• PTBS Credit
• Graduate Credit – University of
Wyoming
Outcomes
• To share successes and challenges of assessment
implementation.
• To create criteria for rubric development.
• To evaluate and develop rubrics.
• To use technology for rubric development.
Agenda
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Welcome
Homework sharing
Creating rubric criteria
Developing rubrics
Technology integration
Closure
Norms
Honor Private Think Time
• Allow time for individual reflection in order to
be concise with our comments
• Allow for a variety of think time
Own Responsibility
• Be punctual (Start on time, end on time)
• Maintain focus (Minimize sidebar
conversation)
Share Air Time
• Share information
• Respect the signal to refocus
September Survey Results
Homework Presentations
Share successes & challenges of
assessment implementation.
Pam
Review Homework Presentation
Review with team:
• 5 minute discussion at your table
– Challenges
– Successes
– If you could make one suggestion, what
would it be?
Structure for Discussion
• Protocol “Save the Last Word for Me”
• Homework Discussion Guide
– You will be given extra time to fill this portion out.
• Discuss time limits – important
Facilitator and Timekeeper
First Round
First Round Grouping
• 4 to a group
• Different schools per group
Three minutes to group
Discussion Guide
25 minutes
Five Minute Reflection
Homework Discussion Guide (bottom)
Individually, take five minutes and reflect on the
information you have learned.
Ideas:
– What might you like to report back to your
team?
– Suggestions for your district
– Ideas that you might use in your position
Second Round
First Round Grouping
• 4 to a group
• Different schools per group
Three minutes to group
25 minutes
Ten Minute Reflection/Break
Take a few minutes and reflect on the
information you have learned.
– Report back to your team
– Suggestions for your district
– Ideas that you might use
Chalk Talk
– Write one assessment suggestion you think
that everyone needs to know.
Analyzing Student Work
To Create Rubric Criteria
Barb
“Show us
what good
work looks
like and what
we have to
do to get
there.”
8-year-old
student
Analyzing Student Work
– Provide clear and understandable
expectations
– Provide examples of strong and weak
student work
– Post strong student work on the
classroom wall for students to use as a
guide
Analyzing Student Work
Round #1: Social Studies
• Independently, review each social studies student
work. (A-O).
• Sort the work into piles of “Advanced,”
“Proficient,” and “Basic/Below Basic.”
• As you sort, takes notes of your thinking to
remind you how that rating was determined.
Analyzing Student Work
Round #1: Social Studies
Analyzing Student Work
Round #2: Social Studies
• As a team…
– Come to consensus on what constitutes
“Advanced,” “Proficient,” and “Basic/Below
Basic” student work on this assignment.
– Develop agreed-upon criteria for each
rating.
Analyzing Student Work
Round #2: Social Studies
Analyzing Student Work
Charts: Social Studies
Advanced
Proficient
Basic/Below
Basic
Let’s Do Another One!
Analyzing Student Work
Round #1: Science
• Independently, review each social studies
student work. (A-O).
• Sort the work into piles of “Advanced,”
“Proficient,” and “Basic/Below Basic.”
• As you sort, takes notes of your thinking to
remind you how that rating was determined.
Analyzing Student Work
Round #1: Science
Analyzing Student Work
Round #2: Science
• As a team…
– Come to consensus on what constitutes
“Advanced,” “Proficient,” and
“Basic/Below Basic” student work on this
assignment.
– Develop agreed-upon criteria for each
rating.
Analyzing Student Work
Round #2: Science
Analyzing Student Work
Charts: Science
Advanced
Proficient
Basic/Below
Basic
Analyzing Student Work
What might be some ways we can begin
the process of ensuring there is
consistency within:
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departments?
grade levels?
content areas?
building?
district?
Making clear decisions about your criteria
before you begin to grade papers will help
make the grading process quick, fair, and
accurate.
Using a version of your criteria as a cover
sheet can help you score the paper and
provide useful feedback to the student at
the same time.
Emily’s Story Revisited
Assessment For Learning
The story of Emily emphasizes that
if assessment is going to be a tool
FOR learning, students need to know:
•Where they are going.
•Where they are now.
•How to close the gap
Rubrics
Jen
Steps in Rubric Development
with Past Student Work
Step 1: Establish a knowledge base
Step 2: Gather samples of student performance
Step 3: Sort student work by level of quality
Step 4: Cluster the reasons into traits
Step 5: Identify sample performance that
illustrate each level
Step 6: Make it better!!
Stiggens, Arter, Chappius, Chappius
What makes a good rubric?
• Performance Criteria
• Qualities of a good rubric
• Assessment for and of learning
Stiggens, Arter, Chappius,Chappius
Performance Criteria of
a Good Rubric
• Defines quality for teachers
• Describes quality for students
• Judgments are more objective,
consistent, and accurate
• Focus teaching
• Use of the rubric influences the design
• Track student learning (Formative
Assessment!!!)
(Page 200, Doing it Right, Doing it Well)
Qualities of a Good Rubric
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Available in student-friendly version
Define various levels of success
Aligns to standards
Consistent language
Contains descriptive detail
Not negative at the ‘low’ end
Include only those aspects of a performance
or product that are most valued.
(Page 201, Doing it Right, Doing it Well)
The purpose of your
rubric shapes the
design.
R4R (Rubric for Rubrics)
• Insert snapshot of R4R
Rubrics Samples
• Snap shot of sample number 1 rubric
Looking at Sample Rubrics
• Look at R4R.
• Based on what we’ve discussed, review
the sample rubrics.
• Determine which rubrics are effective
and which are weak.
• You will have 20-30 minutes.
• (approximately 10 minutes per rubric)
• Be prepared to discuss your findings.
Looking at Sample Rubrics
• As a group, determine a rubric rating for
each of the four traits listed on the R4R.
• Ready to Roll
• On its Way
• Not Ready
• As a group, agree upon an overall rating
for the whole rubric.
• Ready to Roll
• On its Way
• Not Ready
Looking at Sample Rubrics
• What did you find?
– Sample #3
– Sample #2
– Sample #1
Steps in Rubric Development
(Using past student work)
Step 1: Establish a knowledge base
Step 2: Gather samples of student
performance
Step 3: Sort student work by level of quality
Step 4: Cluster the reasons into traits
Step 5: Identify sample performance that
illustrate each level
Step 6: Make it better!!
Steps in Rubric Development
(Using past student work)
1. Look at your criteria from Social Studies assessments.
2. Review the qualities and criteria for good rubrics (200-201).
3. Identify the learning targets, qualities, standards,
benchmarks, etc. that will be assessed.
4. Choose the learning targets, qualities, standards,
benchmarks, etc. that will be assessed as your proficient.
This column gives the assessor a standard to work from.
1.
What would an advanced look like?
2.
What would basic look like?
5. Maintain consistent vocabulary, terminology, and criteria
throughout traits.
Social Studies Rubric Development
using Rubistar
http://rubistar.4teachers.org/index.php
Jackie Jessop Rising
Steps in Rubric Development
(Using past student work)
1. Take your proficient criteria from the Social Studies
assessment and write it in the Proficient column.
2. “Your description should include information about three
of the following areas: religion, individual rights, type of
government, climate, use of technology, geography.”
What is proficient?
3. These will be the working ‘baseline’. This should be
aligned directly to the state benchmarks, learning
targets, performance descriptors, etc.
4. We will write the advanced, basic and below basic
criteria from the proficient column.
5. What does the Basic criteria look like according to the
Proficient column? The Below Basic? The Advanced?
Steps in Rubric Development
(Using past student work)
You will have 25 minutes to
develop your
Social Studies Rubric
Peer
Rubric Feedback
Day Two
Technology
Jackie
http://rubistar.4teachers.org
Steps in Rubric Development
(Without past student work)
1.
Look at your unit, project or lesson for rubric development.
2. Review the qualities and criteria for good rubrics (200-201).
3. Identify the learning targets, qualities, standards, benchmarks, etc.
that will be assessed.
4. Choose the learning targets, qualities, standards, benchmarks, etc.
that will be assessed as your proficient. This column gives the
assessor a standard to work from.
1.
What would an advanced look like?
2.
What would basic look like?
5. Maintain consistent vocabulary, terminology, and criteria throughout
traits.
Wyoming Standards
Grade 4 Fine and Performing Arts
4.2 AESTHETIC PERCEPTION - Students
respond to, analyze, and make informed
judgments about works in the arts.
4.2.2 Students recognize and describe the
skills, techniques, processes, and technologies
relevant to artistic works of music.
Proficient
4.2.2 Student recognizes and describes
the skills, techniques, processes, and
technologies relevant to artistic works
of music.
Proficient
How many traits or characteristics
are we assessing? Four
4.2.2 Student recognizes and describes
the skills, techniques, processes, and
technologies relevant to artistic works
of music.
Wyoming Standards
Grade 11 Pysical Education
11.1 MOVEMENT -Students demonstrate competency in movement
forms and apply movement concepts and principles to the learning
and development of motor skills.
11.1.1 Students demonstrate movement skills as they would
be employed in:
A. rhythms or dance,
B. regulation or form team activities,
C. regulation or form individual or dual activities, and
D. lifetime activities.
Wyoming Standards
Proficient
11.1.1 Student demonstrates movement skills and forms and
applies movement concepts of motor skills as they would be
employed in:
A. rhythms or dance,
B. regulation or form team activities,
C. regulation or form individual or dual activities, and
D. lifetime activities.
Steps in Rubric Development
(Without past student work)
Snag rubric template
Steps in Rubric Development
(without past student work)
ALWAYS review, edit and improve!!!
Suggested Homework
• Differentiate your rubric use
– Take this process/dialogue to a team
– Fine-tune your rubric you developed today
and use the rubric with your students
– Evaluate existing rubrics you use
Technology Sites
• http://rubistar.4teacher.org
• www.rubrics4teachers.com
• http://landmark-project.com/rubric_builder/
• http://school.discoveryeducation.com/schro
ckguide/assess.html
Suggested Homework
• Differentiate your rubric use
– Take this process/dialogue to a team
– Fine-tune your rubric you developed today
and use the rubric with your students
– Evaluate existing rubrics you use
Safe Travels
• See you in February 11 and 12
• Remember, FAI training is: Wednesday
and Thursday