Aligning Achievement Indicators I Learn 2012
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  • Partner/group activity – compare your results with another group What did you find out?
  • Using UbD planning to help us align indicators
  • Only using anchors from higher levels can have the opposite effect on motivation.
  • Blooms sheet and


  • 1. Using the Sun West Rubric to Align Achievement IndicatorsJade BallekSun West Learning ConsultantI Learn 2012August 27, 28, 2012
  • 2. Session GoalsExplore the purpose of assessmentClarify the 5 levels of the Sun WestRubric to achieve alignmentProvide some techniques for makingassessments more consistent andmore accurateAnalyze measurement tools
  • 3. Ground RulesHonour the time – 1 hourCommunicate effectivelyRespect the learning
  • 4. Personal Learning FocusUse a sticky to write a question youhave about the Sun West Rubric.Or, write a sentence that describeswhat you hope to learn during thishour.Please post it on the board.
  • 5. Why Assess?What is the purpose ofassessment?What is your biggest concernabout the Sun West Rubric? Think/Pair/Share
  • 6. Assessment Should BeConsistentAccurateMeaningful Ken O’Connor – A Repair Kit for Grading: 15 Fixes for Broken Grades
  • 7. Fix 8Don’t assign grades usinginappropriate or unclearperformance standards; provideclear descriptions ofachievement expectations.This is what is meant by aligningachievement indicators.
  • 8. Sun West RubricHow many “points”? … 6? … 5?…4?Why 5?Provincial assessment: where arewe now?
  • 9. Knowing, Understanding, Doing?What is the difference? Know: Understand: Do:Think/Pair/Share
  • 10. “Understanding”"Non satis scire — "To know is notenough.” Motto of Hampshire CollegeWiggins and McTighe – Facets ofUnderstanding
  • 11. 6 Facets of UnderstandingWhen someone truly understands, they:  Canexplain concepts, principles, and processes  Can interpret  Can apply  Can demonstrate perspective  Can display empathy  Have self-knowledge
  • 12. Performance Tasks – Applying LearningThe performance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understanding.UbD FAQ - McTighe
  • 14. Technique #1 – Know, Understand, Do (KUDs)Know – nounsDo – verbsUnderstand – big idea, enduringunderstanding, essential questionHealth 7.6
  • 15. Technique # 2 – Level of ThinkingUsing Bloom’s Taxonomy, choosethe level that applies to eachindicator for Science LT 1.1
  • 16. Technique #3 – Levels of Importance
  • 17. Technique #4 – Co- Constructing CriteriaBring students into the processWhat does quality “look like”?Build the assessment with yourstudents.Cleaning the bathroom
  • 18. Technique #5 – Use AnchorsAnchors show students whatquality looks likeUse samples of different levels
  • 19. Technique #5 – Collegial DiscussionsHow are you using the rubric withyour students? e.g. Davidson SchoolProvincial – ELA Expressive StrandsProject; Math Pre- and Post-Assessments Grades 1-9; Sun WestRubrics – Reading AssessmentDivide and conquer!
  • 21. Analyzing Measurement ToolsChoosing the right tool is important ifthe assessment is to be accurate.Math Summative Assessments –levelling by questionAnalyzing Current Assessments – e.g.Bio 20/30
  • 22. Clear targets for AssessmentClarify curriculum outcomes - unpackingHigh quality assessment tasks - analyzingRubrics to describe what quality looks like -creatingAnchors to show what quality looks like - creatingChecklists to enable students to monitor their ownprogress - listing Damian Cooper, 2010
  • 23. FeedbackMore questions about the SunWest Rubric?