3. Morning Agenda for Day 2
9.00 to 10.15
Feedback on the Feedback
Rubrics
The difference between achievement and
habits of learning
School-Division-Department-Assessment
10.15 to 10.30
Break
10.30 to 12.00
Working with Rubrics
4. Afternoon Agenda for Day 2
1.30-2.30
Professional Judgement
Triangulating the Evidence
2.30 - 3:30
Break and Work Time
6. Your questions re: monitoring
● How do you ensure all teachers follow the
same approach to grading?
● What does monitoring or the
policy/implementation look like?
● How do you apply some of these practices to
an evaluation process in a positive, non-
threatening way?
7. Response re monitoring
1. Have clear expectations and share verbally
and written down.
2. Use a Teacher Appraisal system
8. Your Wishes
“More concrete examples of what an
assessment policy would look like in reality.”
On the back table, there are several examples
to browse while you are here. With the ECIS
presenter materials, we will include electronic
copies.
9. Your Wishes
“Examples of how to report “grades” from
standards-based assessments”
Alison’s middle school grading standards
Shary’s rubric for learning behaviors and
academic achievement
10. Your Wishes
“How to help teachers with the process of
aligning assessments to objectives”
Tap collective expertise
Group share-out
Rubric workshop next
11. Your Wishes
“Can we get clarification on the rubric?
Does criteria = 5?”
→ Criteria are in the column beneath it: “The
standards are clearly stated.” “The standards are
aligned to the assessment.”
→ The 5, for example, is the score described by
the descriptor / qualifier (text in the row of the
given criteria)
12. Your Wishes
“Better definition of standards vs. benchmarks
and skills and benchmarks as they relate to
overall understandings of unit”
→ see following 3 slides
13. Definition: learning objectives
Learning objectives are statements about what
your students will come to know, understand and
be able to do following instruction.
Learning objectives come from your standards &
benchmarks, content, skills, enduring
understandings/big ideas and essential questions.
Learning objectives drive assessments,
providing sharp focus for the unit.
14. AERO Social Studies
By the end of Grade 8 » People, Places and
Environment {domain}
→ Students will understand the concepts of geography and
demography and how geography and demography influence
and are influenced by human history. {K-12 standard}
→ Evaluate conventional and alternative uses of land
and water resources in the community region and
beyond. {G8 Benchmark}
15. Common Core Math
Grade 6 » The Number System {domain}
→ Compute fluently with multi-digit numbers and find
common factors and multiples. {K-12 standard}
→ Fluently divide multi-digit numbers using the
standard algorithm. {G6 Benchmark}
16. Rubrics
Part 3:
Essential Questions:
1. How do I align rubrics?
2. How do I align assessments to
my standards rubrics?
Photo Credit: echerries via Compfight cc
17. Purposes of Rubrics:
1. Teachers are clear on
expectations
2. Students understand where to
go and how to get to the end
3. Parents know their student got
it
19. Achievement VS Approaches to Learning
Achievement:
● standards
● knowledge, skills,
understanding-content
● higher level thinking
skills
● application of knowledge
and skills
● communication
Habits/Behaviors
towards learning:
● perserverence
● deadlines
● work
● effort
● engagement
20. Break them Up and then Align!!
School Wide and/or Division General Rubric
Department or Grade Level Rubric
Assessment Rubric
21.
22.
23. Franconian International School
Humanities Department Summative Grade Levels G6-
12
Adopted 2013
Wiggins, Grant. "Intelligent vs. Thoughtless Use of Rubrics and Models (Part 1)." Granted, And....thoughts on
Education. N.p., 17 Jan. 2013. Web. 20 Nov. 2014. <http://grantwiggins.wordpress.com/2013/01/17/intelligent-vs-
thoughtless-use-of-rubrics-and-models-part-1/>.
(Part 2) http://grantwiggins.wordpress.com/2013/02/05/on-rubrics-and-models-part-2-a-dialogue/
24.
25. Department Aligned to Division Rubric
MS Achievement
Proficient (5)
Consistently:
● Understands and applies the knowledge, skills and concepts of the standards
in familiar situations.
● Provides evidence of analysis and synthesis where appropriate
MS Math: Knowledge and Understanding
Proficient (5)
● The student shows a broad knowledge and good understanding of the subject.
● Usually can adapt to most unfamiliar situations.
● Usually uses appropriate mathematical symbols, notation and terminology.
26.
27. Assessment aligned to department rubric
FIS Humanities Department achievement rubric
Level 6
● The relationships among ideas are consistently clear, due to organizational and developmental
principles
● Ideas are organised and prioritised according to significance and conveyed to the reader
showing signs of moving beyond the concrete to the abstract
FIS Grade 9 History assessment rubric
Scale Level 2
● The relationships between ideas are structured allowing convincing argument to be constructed
though not all factors explicitly developed
● Mainly relevant analysis/explanation leading to prioritisation of analysis into a conclusion, though
areas of imbalance are present
28. Does your assessment match your
department standards rubric?
Using a rubric from your own practice, review
and reflect on how it aligns to the department
and/or division/school rubric
• is the scale the same
• vocabulary
• level of proficiency
• student language or teacher language
• would a parent understand it
29. General Division Rubrics and
Departmental Standards Rubrics
1. Does your school have general description rubrics?
2. Do the departmental standards rubrics align to the
general division rubrics?
If yes--how do you ensure that they remain
aligned and are being used
If not--what is your plan to move the process of
alignment forward?
33. Essential Questions
1. What is Professional
Judgement?
2. How do I use it?
3. Where and what is the
evidence?
34. Professional Judgement is:
“Decisions made by educators, in light of
experiences, and with reference to shared
public standards and established policies and
guidelines.”
Cooper, D. 2011. Redefining Fair. Solution Tree, Bloomington, IN.
35. Subjectivity
● the test questions
we select
● the assignments we
give
● the way we grade
● the evidence we
collect
Objectivity
● standards
● clear learning
targets
○ detailed knowledge
skills, understandings
● clear assessment
and grading
procedures
36. Objectivity and Professional Judgement
“Even a score on a math quiz isn't "objective": It reflects the teacher's
choices about how many and what type of questions to include, how
difficult they should be, how much each answer will count, and so on.
Ditto for standardized tests, except the people making those choices
are distant and invisible.”
Kohn, A. 2012. “Schooling Beyond Measure.” Education Week Online. Sept. 18th
37. How to make professional
judgement reliable
Practice!!!
● Moderate student work with your colleagues
● Construct criteria about quality as a team
● Score the work together and check for inter-rater
reliability
● Gather evidence
41. Moderation protocol
● Individually read through the rubric
● Look at the assessment
○ does the assessment align to the rubric?
● Individually score the student work for each criteria
● Discuss as a full group why you scored the way you
did
● Come to an agreement as to the score and the
expectations in that level
42. Objectivity and Professional Judgement
“All scoring by human judges, including assigning points and taking
them off math homework is subjective. The question is not whether it is
subjective, but whether it is defensible and credible. The AP and IB
programs (are) credible and defensible, yet subjective. I wish we could
stop using that word as a pejorative! So-called objective scoring is still
subjective test writing.”
Grant Wiggins, January 19, 2000 answering a question on chatserver.ascd.org
43. What do YOU think?
● In what ways are you objective?
● In what ways do you use your Professional
Judgement?
● When you score or grade--do you have the
evidence to use both?
10/2--take 2 minutes to talk to your elbow
partner and explain OR reflect on your own
44. And what about EVIDENCE?
Triangulate
TriangulateTriangulate
45. Data Triangulation
A process of combining methodologies to strengthen the
reliability of a design approach; when applied to alternative assessment
● Triangulation refers to the collection and comparison of data or
information from three different sources or perspectives. (COP for
example conversations, observations and products)
Anne Davies COP Assessment Triangulation
47. Evidence is gathered everywhere
Formative Assessments and feedback
Summative Assessments
Observations and Discussions
Products
Process
Standardized Tests
Anecdotal notes
Running Records
48. So how much is enough?
Has the spirit of the standard been met with
at least 3 pieces of evidence? 4? 5?
● what are the pieces of evidence?
● grading and assessment policies and
practices
Think, Turn, Talk
What is your practice?
49. Consultative Protocol
6 people sit in a circle
One question is read
The 6 people in the circle talk about it
If you are sitting at a table, you can tap someone on the shoulder who
has already spoken and take their place
We will rotate through your questions
50. Consultative Protocol
1. How can we make this a priority when we have many
other ‘weeds’ to focus on equally?
2. How does the organization of school leadership help or
hinder the process of adopting grading policies?
3. How do I, as a teacher, spark discussions on
assessment when the director of learning doesn’t?
4. How do I change a grading policy that is broken?
5. How do we facilitate support of re-takes, etc.?
