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Using the Sun
                       West Rubric to
                       Align
                       Achievement
                       Indicators
Jade Ballek
Sun West Learning Consultant
I Learn 2012
August 27, 28, 2012
Session Goals
Explore the purpose of assessment
Clarify the 5 levels of the Sun West
Rubric to achieve alignment
Provide some techniques for making
assessments more consistent and
more accurate
Analyze measurement tools
Ground Rules

Honour the time – 1 hour
Communicate effectively
Respect the learning
Personal Learning
   Focus
Use a sticky to write a question you
have about the Sun West Rubric.
Or, write a sentence that describes
what you hope to learn during this
hour.
Please post it on the board.
Why Assess?

What is the purpose of
assessment?
What is your biggest concern
about the Sun West Rubric?
 Think/Pair/Share
Assessment Should Be

Consistent
Accurate
Meaningful

    Ken O’Connor – A Repair Kit for
    Grading: 15 Fixes for Broken Grades
Fix 8

Don’t assign grades using
inappropriate or unclear
performance standards; provide
clear descriptions of
achievement expectations.
This is what is meant by aligning
achievement indicators.
Sun West Rubric

How many “points”? … 6? … 5?
…4?
Why 5?

Provincial assessment: where are
we now?
Aligning Achievement Indicators I Learn 2012
Knowing,
 Understanding, Doing?
What is the difference?
 Know:
 Understand:
 Do:
Think/Pair/Share
“Understanding”

"Non satis scire — "To know is not
enough.”
    Motto of Hampshire College
Wiggins and McTighe – Facets of
Understanding
6 Facets of
    Understanding
When someone truly understands, they:
   Canexplain concepts, principles, and
   processes
   Can   interpret
   Can   apply
   Can   demonstrate perspective
   Can   display empathy
   Have   self-knowledge
Performance Tasks –
    Applying Learning
The performance tasks ask
 students to apply their learning to
 a new and authentic situation as
 means of assessing their
 understanding.
UbD FAQ - McTighe
Aligning Achievement Indicators I Learn 2012
TECHNIQUES FOR
 YOUR CLASSROOM
Technique #1 – Know,
  Understand, Do (KUDs)
Know – nouns
Do – verbs
Understand – big idea, enduring
understanding, essential question
Health 7.6
Technique # 2 – Level
  of Thinking
Using Bloom’s Taxonomy, choose
the level that applies to each
indicator for Science LT 1.1
Technique #3 – Levels
 of Importance
Aligning Achievement Indicators I Learn 2012
Technique #4 – Co-
   Constructing Criteria
Bring students into the process
What does quality “look like”?
Build the assessment with your
students.
Cleaning the bathroom
Technique #5 – Use
   Anchors
Anchors show students what
quality looks like
Use samples of different levels
Technique #5 –
   Collegial Discussions
How are you using the rubric with
your students? e.g. Davidson School
Provincial – ELA Expressive Strands
Project; Math Pre- and Post-
Assessments Grades 1-9; Sun West
Rubrics – Reading Assessment
Divide and conquer!
ANALYZING
MEASUREMENT
TOOLS
Analyzing Measurement
  Tools
Choosing the right tool is important if
the assessment is to be accurate.
Math Summative Assessments –
levelling by question
Analyzing Current Assessments – e.g.
Bio 20/30
Aligning Achievement Indicators I Learn 2012
Aligning Achievement Indicators I Learn 2012
Aligning Achievement Indicators I Learn 2012
Aligning Achievement Indicators I Learn 2012
Aligning Achievement Indicators I Learn 2012
Clear targets for
   Assessment
Clarify curriculum outcomes - unpacking
High quality assessment tasks - analyzing
Rubrics to describe what quality looks like -
creating
Anchors to show what quality looks like - creating
Checklists to enable students to monitor their own
progress - listing
        Damian Cooper, 2010
Feedback

More questions about the Sun
West Rubric?

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Aligning Achievement Indicators I Learn 2012

  • 1. Using the Sun West Rubric to Align Achievement Indicators Jade Ballek Sun West Learning Consultant I Learn 2012 August 27, 28, 2012
  • 2. Session Goals Explore the purpose of assessment Clarify the 5 levels of the Sun West Rubric to achieve alignment Provide some techniques for making assessments more consistent and more accurate Analyze measurement tools
  • 3. Ground Rules Honour the time – 1 hour Communicate effectively Respect the learning
  • 4. Personal Learning Focus Use a sticky to write a question you have about the Sun West Rubric. Or, write a sentence that describes what you hope to learn during this hour. Please post it on the board.
  • 5. Why Assess? What is the purpose of assessment? What is your biggest concern about the Sun West Rubric? Think/Pair/Share
  • 6. Assessment Should Be Consistent Accurate Meaningful Ken O’Connor – A Repair Kit for Grading: 15 Fixes for Broken Grades
  • 7. Fix 8 Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations. This is what is meant by aligning achievement indicators.
  • 8. Sun West Rubric How many “points”? … 6? … 5? …4? Why 5? Provincial assessment: where are we now?
  • 10. Knowing, Understanding, Doing? What is the difference? Know: Understand: Do: Think/Pair/Share
  • 11. “Understanding” "Non satis scire — "To know is not enough.” Motto of Hampshire College Wiggins and McTighe – Facets of Understanding
  • 12. 6 Facets of Understanding When someone truly understands, they:  Canexplain concepts, principles, and processes  Can interpret  Can apply  Can demonstrate perspective  Can display empathy  Have self-knowledge
  • 13. Performance Tasks – Applying Learning The performance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understanding. UbD FAQ - McTighe
  • 15. TECHNIQUES FOR YOUR CLASSROOM
  • 16. Technique #1 – Know, Understand, Do (KUDs) Know – nouns Do – verbs Understand – big idea, enduring understanding, essential question Health 7.6
  • 17. Technique # 2 – Level of Thinking Using Bloom’s Taxonomy, choose the level that applies to each indicator for Science LT 1.1
  • 18. Technique #3 – Levels of Importance
  • 20. Technique #4 – Co- Constructing Criteria Bring students into the process What does quality “look like”? Build the assessment with your students. Cleaning the bathroom
  • 21. Technique #5 – Use Anchors Anchors show students what quality looks like Use samples of different levels
  • 22. Technique #5 – Collegial Discussions How are you using the rubric with your students? e.g. Davidson School Provincial – ELA Expressive Strands Project; Math Pre- and Post- Assessments Grades 1-9; Sun West Rubrics – Reading Assessment Divide and conquer!
  • 24. Analyzing Measurement Tools Choosing the right tool is important if the assessment is to be accurate. Math Summative Assessments – levelling by question Analyzing Current Assessments – e.g. Bio 20/30
  • 30. Clear targets for Assessment Clarify curriculum outcomes - unpacking High quality assessment tasks - analyzing Rubrics to describe what quality looks like - creating Anchors to show what quality looks like - creating Checklists to enable students to monitor their own progress - listing Damian Cooper, 2010
  • 31. Feedback More questions about the Sun West Rubric?

Editor's Notes

  1. Partner/group activity – compare your results with another group What did you find out?
  2. Using UbD planning to help us align indicators
  3. Only using anchors from higher levels can have the opposite effect on motivation.
  4. Blooms sheet and