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
  • Aligning Achievement Indicators I Learn 2012

    1. 1. Using the Sun West Rubric to Align Achievement IndicatorsJade BallekSun West Learning ConsultantI Learn 2012August 27, 28, 2012
    2. 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. 3. Ground RulesHonour the time – 1 hourCommunicate effectivelyRespect the learning
    4. 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. 5. Why Assess?What is the purpose ofassessment?What is your biggest concernabout the Sun West Rubric? Think/Pair/Share
    6. 6. Assessment Should BeConsistentAccurateMeaningful Ken O’Connor – A Repair Kit for Grading: 15 Fixes for Broken Grades
    7. 7. Fix 8Don’t assign grades usinginappropriate or unclearperformance standards; provideclear descriptions ofachievement expectations.This is what is meant by aligningachievement indicators.
    8. 8. Sun West RubricHow many “points”? … 6? … 5?…4?Why 5?Provincial assessment: where arewe now?
    9. 9. Knowing, Understanding, Doing?What is the difference? Know: Understand: Do:Think/Pair/Share
    10. 10. “Understanding”"Non satis scire — "To know is notenough.” Motto of Hampshire CollegeWiggins and McTighe – Facets ofUnderstanding
    11. 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. 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
    13. 13. TECHNIQUES FOR YOUR CLASSROOM
    14. 14. Technique #1 – Know, Understand, Do (KUDs)Know – nounsDo – verbsUnderstand – big idea, enduringunderstanding, essential questionHealth 7.6
    15. 15. Technique # 2 – Level of ThinkingUsing Bloom’s Taxonomy, choosethe level that applies to eachindicator for Science LT 1.1
    16. 16. Technique #3 – Levels of Importance
    17. 17. Technique #4 – Co- Constructing CriteriaBring students into the processWhat does quality “look like”?Build the assessment with yourstudents.Cleaning the bathroom
    18. 18. Technique #5 – Use AnchorsAnchors show students whatquality looks likeUse samples of different levels
    19. 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!
    20. 20. ANALYZINGMEASUREMENTTOOLS
    21. 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. 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. 23. FeedbackMore questions about the SunWest Rubric?

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