Rubrics for Strategies 4 & 7
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Rubrics for Strategies 4 & 7

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    Rubrics for Strategies 4 & 7 Rubrics for Strategies 4 & 7 Presentation Transcript

    • Using Rubrics for Student Self-Assessment and Self Reflection How to use Strategies 4 and 7
    • 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
    • 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
    • The PLC Cycle & Formative Assessment
    • 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.
    • 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
    • Why use self-assessment or self-reflection? 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).”
    • Also…The Danielson Rubric COMPONENT EXCELLENT 3c. Engaging Students in Learning Students, throughout the lesson, are 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 quality feedback to students from a variety of sources.
    • 4 STRATEGIES for using rubrics & checklists to facilitate self-assessment or self-reflection I. Justifying Your Quality Level with Highlighting 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 Use a Rubric to Set a Goal, Establish a Checklist of Criteria, and Reflect on your work – Part 2
    • STRATEGY #1 – Justifying your quality level with highlighting
    • 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.
    • STRATEGY #2 – Matching features of your work to phrases in a rubric Purpose: Steps for Students: Encourages students 1. Read rubric to prove specific 2. Review your product/work connections between 3. Locate the portion of your rubric and the work that exemplifies a assignment specific phrase used in the rubric 4. Write down the quote (or evidence) from your work and the specific rubric phrase that it captures.
    • # 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 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 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. -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
    • 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.
    • STRATEGY #3 – PART 1 Co-Create a Rubric Purpose: Some teachers cocreate a rubric with their students to increase student motivation, autonomy, and ownership of the learning process. Steps for Students: 1. Review samples of work that range in quality from poor to excellent; rank these samples according to quality level. 2. Collaborate with a small group to identify positive and negative 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 criterion), ensure there is parallel structure, and finalize the class rubric.
    • STRATEGY #3 – PART 2 Assign Your Work to a Quality Level Purpose: Some teachers cocreate a rubric with their students to increase student motivation, autonomy, and ownership of the learning process. Steps for Students: 4. After completing your product, determine which quality level your product exemplifies and justify your opinion with evidence.
    • 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 forming samples in order ofthe basis of the rubric. Each group ranks the quality level and names each of the 4 levels. • The teacher assists in  Ex: Excellent, Good, Ok, Poor finalizing the rubric by adding parallel structure.
    • 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. http://en.wikipedia.org/wiki/Rating_scale
    • Rating Scale Example
    • 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
    • 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 the • Ex: self-assessment • In PE students take a series of process. fitness tests. • Students complete the Fitness Self-Evaluation Record Card. • Students assign a rating to their fitness test scores according to national standards.
    • 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. -It can be used as a guide in regard to goal setting. -It can be turned into a checklist to ensure students are accounting for all criterion. 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. 4. Turn the characteristics in your desired quality level into a checklist, which will guide your work.
    • STRATEGY #4 –Part 2 Use a Rubric to Set a Goal, Establish a Checklist of Criteria, and Reflect Purpose: Steps for Students: A rubric clearly 5. Reflect on your journey communicates characteristics towards your ultimate associated with each performance. potential quality level. -The reflection can be part -It can be used as a guide of the project or an in regard to goal setting. additional component. -It can be turned into a checklist to ensure students are accounting for all criterion.
    • STRATEGY #4 –Part 2 PE Example I want to achieve proficiency.
    • 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
    • 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.
    • 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 self-assessment 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.
    • 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 self-reflection?  Generate and share ideas for applying these 4 Strategies to your classroom?
    • 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.