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Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
Revised  using rubrics to facilitate self-assessment and self-reflection
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Revised using rubrics to facilitate self-assessment and self-reflection

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  • Specific points on the rubric that describe a proficient or excellent teacher as one the fosters self-assessment and self-reflection. I used to think that was to get TEACHERS to be self-reflective, but now I understand it is ALSO to get students to reflect or assess their OWN work.
  • Start at 41seconds
  • Purpose: A template (in place of a checklist) can be used with the rubric to simplify the reflection and revision process.Steps for Students: (Second Plan)Student uses information on the record card to complete the blank templateStudents are given an example of a well written template (strategy 2) to help with their understanding.Teacher or student evaluates the template using the rubric and the student makes revisions.Student finalizes the template, creates a clear SMART goal, and by the end of the year, reflects on their progress.Changes were made…To meet the needs of all studentsTo help with consistent assessment from teacher to teacherBecause this assessment/reflection piece, when used as a template, can easily be broken down and used in pieces.Ties in with our state standards, and helps to tie together our enduring understandings for the semester.
  • Transcript

    • 1. Using Rubrics for Student Self-Assessment and SelfReflection How to use Strategies 4 and 7
    • 2. Session Objectives By the end of this session, I will be able to:  Explain the importance and purpose of Strategies 4 & 7  Explain 4 Strategies for using Rubrics & Checklists to facilitate student self-assessment or self-reflection  Adjust a rubric, checklist, or rating scale to easily facilitate student self-assessment or self-reflection  Generate and share ideas for applying these 4 Strategies to my classroom
    • 3. Agenda I. Formative Assessment  It’s Place in the PLC Cycle  The 3 Questions & the 7 Strategies  Importance & Purpose of Strategies 4 & 7 II. 4 Strategies for Using Rubric to Facilitate SelfAssessment or Self –Reflection  Purpose  Steps involved  Instructional Example III. Apply & Share  Table Activity
    • 4. The PLC Cycle & Formative Assessment
    • 5. STRATEGY 4: Teach students to self-assess and set goals. THE COMPONENTS OF A VALID SELF-ASSESSMENT:  Self-assessment:   Students make judgments about what they know, have learned, or have mastered. The judgment should be tied to a learning target. Justification:   Students show evidence in their work as rationale for their judgments. Goal Setting:  Students make a plan for continued learning. Goals should be specific and challenging.
    • 6. STRATEGY 7: Engage students in self-reflection, and let them keep track of and share their learning THE COMPONENTS OF A SELF-REFLECTION:  Students track progress  Students reflect on their learning processes and growth  Students share observations about achievement or about themselves as learners
    • 7. Why use self-assessment or selfreflection? Research Says:  “Certain formative assessment practices increased the achievement of low-performing students to the point of approaching that of high-achieving students.” (Chappuis, p.2)  “If applied to performance on recent international assessments, [the gains] would move the United States' rank from the middle of the pack of 42 nations tested to the top five (Black & Wiliam, 1998b).”
    • 8. Also…The Danielson Rubric COMPONENT EXCELLENT 3c. Engaging Students, throughout the lesson, are Students in Learning highly intellectually engaged in significant leaning and make material contributions to the activities, student groupings and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. 3d. Using Assessment in Instruction Assessment is used in sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students, monitoring of progress by both students and teachers, and high
    • 9. 4 STRATEGIES for using rubrics & checklists to facilitate self-assessment or self-reflection Justifying Your Quality Level with Highlighting I. II. Matching Features of Your Work to Phrases in a Rubric III. Co-Create a Rubric– Part I Assign Your Work to a Quality Level- Part 2 Where does your work fit? How do you know? IV. Using a Rating Scale for Self-Assessment - Part I
    • 10. STRATEGY #1 – Justifying your quality level with highlighting
    • 11. STRATEGY #1 – Justifying Your Quality Level with Highlighting Steps for Students: 1. Choose a different colored pencil for each criterion and underline key words on the rubric. 2. Self-assess your draft one criterion at a time. For example, for the first criterion, “Ideas and Content,” students underline key phrases on the rubric in red, such as “clearly states an opinion.” 3. Turn to your draft and search for evidence of clearly stating an opinion. If students find the evidence, they underline it in red. If not, they make a note to themselves that will later guide revision.
    • 12. STRATEGY #2 – Matching features of your work to phrases in a rubric Purpose: Steps for Students: Encourages 1. Read rubric students to prove 2. Review your product/work specific 3. Locate the portion of your connections work that exemplifies a between rubric and specific phrase used in the the assignment rubric 4. Write down the quote (or evidence) from your work and the specific rubric phrase that it captures.
    • 13. # 2- Matching Features of Your Close Reading Rubric Work to Phrases in the Rubric The Scarlet Letter fall 2013 Argument—clear claim and focused arguments  Exceptional -Thoroughly address the tasks of the essay prompt -Thoroughly developed, intelligent ideas Successful -Complete the tasks of the topic well -Shows insight but usually with less precision and clarity than higher-scoring essays. -Demonstrates sufficient examination of the text -Explores the literary devices of the text but does not fully push the how/why that links them with the central idea. -Short quotes that are imbedded but could be clarified with more context. English Example: Evidence and Explanation -Strong evidence -Significant understanding of the passage, its intent, and the literary devices the author employs -Short quotes imbedded successfully. Style/structure -Well organized with strong transitions -demonstrates stylistic sophistication and control over the elements of effective writing. -Sound and logical organization -Articulate diction -Organization does not advance argument. Simple transitions. -There may be lapses in correct diction or sophisticated language, but the essay is generally well written. Developing -Complete the task, but without special insight -Lacks depth and merely states the obvious -Writing conveys the writer’s ideas, but they are presented simplistically -Uneven or insufficient understanding of how/why literary devices create the author’s point. -Often the writer seems to list observations without analyzing its effect – unsuccessfully embeds quotes. -Needs more transitions -Ideas are predictable and the paragraph’s development is weak. -Lapses in diction or syntax
    • 14. Goal Setting  Goal setting engages the students in the learning process.  Self-assessment: end with an opportunity for students to set a goal for future learning.  Self-reflection: reflect on previous goals and determine whether or not the goals have been met.
    • 15. STRATEGY #3 – PART 1 Co-Create a Rubric Purpose: Steps for Students: Some teachers co- 1. Review samples of work that create a rubric with range in quality from poor to their students to excellent; rank these samples increase student according to quality level. motivation, 2. Collaborate with a small group autonomy, and to ownership of the identify positive and negative learning process. traits or features of each quality level. 3. Share these features with the entire class, agree upon a common set of characteristics for each quality level (and each
    • 16. STRATEGY #3 – PART 2 Assign Your Work to a Quality Level Purpose: Steps for Students: Some teachers cocreate a rubric with their students to increase student motivation, autonomy, and ownership of the learning process. 4. After completing your product, determine which quality level your product exemplifies and justify your opinion with evidence.
    • 17. STRATEGY #3 – PART 1 Co-Create a Rubric  All groups of students receive the following four work samples. • Groups identify the positive and negative features of each work sample. • The lists are then shared and collated  Each group ranks the samples in order forming the basis of the of quality level and names each of the 4 rubric. levels. • The teacher assists in finalizing  Ex: Excellent, Good, Ok, Poor the rubric by adding parallel
    • 18. TIMEOUT! What about Rating Scales? • “A rating scale is a set of categories designed to elicit information about a quantitative or a qualitative attribute.” • “A person selects the number which is considered to reflect the perceived quality of a product.” • Students can self-assess their performance by justifying their rating with evidence.
    • 19. Rating Scale Example
    • 20. TIMEOUT! What about Checklists? • “A checklist is a type of informational job aid used to reduce failure by compensating for potential limits of human memory and attention. “ • “It helps to ensure consistency and completeness in carrying out a task.” • A more advanced checklist lays out tasks to be done according specific factors. http://en.wikipedia.org/wiki/Checklist
    • 21. STRATEGY #4 –Part 1 Using a Rating Scale for Self-assessment Purpose: Steps for Students: Rating Scales are an 1. Students rate their own easy, quick way to performance using a scale. engage students in • Ex: the self-assessment • In PE students take a process. series of fitness tests. • Students complete the Fitness Self-Evaluation Record Card. • Students assign a rating to their fitness test scores according to national standards.
    • 22. STRATEGY #4 –Part 2 Use a Rubric to Set a Goal, Establish a Checklist of Criteria, and Reflect Purpose: A rubric clearly communicates characteristics associated with each potential quality level. Steps for Students: 2. Align your initial performance to the quality levels depicted in the rubric. 3. Determine which quality level you would like to ultimately achieve and set a goal. -It can be used as a guide in regard to goal setting. 4. Turn the characteristics in -It can be turned into a your desired quality level checklist to ensure into a checklist, which will students are accounting guide your work. for all criterion.
    • 23. STRATEGY #4 –Part 2 Use a Rubric to Set a Goal, Establish a Checklist of Criteria, and Reflect Purpose: A rubric clearly communicates characteristics associated with each potential quality level. Steps for Students: 5. Reflect on your journey towards your ultimate performance. -The reflection can be part -It can be used as a of the project or an guide additional component. in regard to goal setting. -It can be turned into a checklist to ensure students are accounting for all criterion.
    • 24. STRATEGY #4 –Part 2 PE Example I want to achieve proficiency .
    • 25. STRATEGY #4 –Part 2 PE Example  The Criterion & Characteristics of the Desired Quality Level are used to: ◦ 1) set a goal ◦ 2) develop a checklist of what must be done to achieve the goal
    • 26. MODIFYING STRATEGY #4 –Part 2 PE Example  Instead of asking the student to write the checklist, the teacher created a template.  To ensure quality, a model was provided.
    • 27. Your turn… 1. 2. 3. 4. 5. Review the example packet. Review your rubric. Decide which of the 4 strategies you could with your students to facilitate selfassessment or self-reflection. Determine how your will use this strategy with your rubric. Share with your implementation idea with your table group. • Review the Examples in your folder. • There are 4 strategies modeled. • For each strategy, the PURPOSE, STEPS FOR IMPLEMENTATION, and CLASS EXAMPLES have been provided.
    • 28. Reviewing the Session Objectives Can you…  Explain the importance and purpose of Strategies 4 & 7?  Explain 4 Strategies for using Rubrics & Checklists to facilitate student self-assessment or self-reflection?  Adjust a rubric, checklist, or rating scale to easily facilitate student self-assessment or selfreflection?  Generate and share ideas for applying these 4 Strategies to your classroom?
    • 29. References Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. Retrieved from: http://academic.sun.ac.za/mathed/174/formassess.pdf Brook, G. and Andrade, H. (2013) Students at the Center: Teaching and Learning in the Era of the Common Core. Retrieved from: http://www.studentsatthecenter.org/Self-assessment Brookhart, Susan (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, VA Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston: Pearson Education, Inc. 2009. Checklist. (n.d). In Wikipedia. Retried http://en.wikipedia.org/wiki/Checklist. Rating Scale. (n.d.) In Wikipedia. Retrieved http://en.wikipedia.org/wiki/Rating_scale.

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