Using rubrics to inform and assess student learning final 29 october 2010


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  • It is important for us to understand how the content of today’s session is reflected in the school division’s strategic plan.This graphic illustrates the interconnected approach of the strategic plan. As you can see, the students are at the center surrounded by supports of relationships, relevancy, rigor and resilience. The content of today’s session will mainly focus on the development of a Rigorous curriculum and the importance of creating authentic performance tasks that allow gifted students to meet curriculum goals while at the same time goals and benchmarks of the gifted program.
  • Provide participants with one of the student work samples and accompanying checklist (based on the subject they teach). Have participants answer the questions independently and then discuss as a group. Lead participants to realize that a checklist is not the best method for evaluating student work on performance based assessments
  • Due to the subjective nature of performance tasks, evaluation of student work is based on judgment guided by criteria.Clear criteria helps us to identify the degree of understanding that each student demonstrates, which keeps the judgment based process fair and consistentDon’t make the mistake of relying on criteria that is easy to see as opposed to important to the performance and its purpose. We do not want to give high scores to students simply because they included all components of a task rather than high quality work.Most importantly, remember that assessments and criteria should come directly from your established goals from Stage 1. We don’t want to include criteria that is not one of our KUD’s. For example, a common piece of criteria on rubrics is neatness or creativity. If these things are not part of the KUD’s established in stage 1, they should not be a part of the rubric.
  • Once you have established your criteria, you are ready to develop a rubric.You don’t need to use rubrics for yes/no or questions w/ right or wrong answers—checklists or a point system is fine for these types of assessments.Remember that rubrics are vital to tasks that can be subjective.Rubrics must be aligned with the units KUD’s!
  • Advantages of using Analytic rubrics is that they – provide more detailed feedbackAllow for more consistent scoring among all studentsEvaluate each criteria separately so students can see areas of strength and weaknessThe disadvantage of using analytic rubrics is that they are more time consuming to score.Advantages to using holistic rubrics are – They are quick scoringProvide an overview of student achievementAllow effective scoring of overlapping componentsThe disadvantages to holistic rubrics is that they – Do not provide detailed informationIt is sometimes difficult to provide one overall score because of multiple criteria
  • The rubric language is very important. If it isn’t clear to students they will not know what to do. If they can’t understand it, they won’t know what to do, if it doesn’t match the task and KUD’s they won’t know what to do!
  • While many teachers feel that the use of specific numbers within a rubric removes the subjectivity of grading, you need to consider that rubrics should encourage students to strive to achieve the highest possible level. Specific number for items can cause students to focus more on how many things they include rather than the quality of what they include.Your descriptors for each level need to be clear so that students understand the differences between each level – expert to noviceYou have to be extremely careful when assigning a letter/numeric grade to a task scored via a rubric. Simply dividing the points earned by possible points does not usually translate into a correct percentage score. Consider creating a range such as 17 – 20 pts = A; 14 – 16 = B; etc… Remember-the feedback provided by a rubric is more important than the grade itself!
  • Provide participants with the rubric on data analysis and have them respond to the slide questions. Discuss how a clear, well-written rubric should clearly identify what is important without knowing anything about the unit or the task.
  • Rubrics should be provided to students in advance of their work so students are clear of the expectations up front!
  • Provide participants with rubric that matches the student sample and checklist provided at beginning of training. Discuss the differences between the type of feedback provided by the checklist versus the rubric. Guide participants to understand that the rubric provides far better feedback!
  • Provide participants with Getting Started with Rubrics handout, Words and Phrases handout and Rubric for a Rubric handout.
  • Point out that stakeholders include teachers, students, and parents
  • Using rubrics to inform and assess student learning final 29 october 2010

    1. 1. Using Rubrics to Inform and Assess Student Learning Vanguard Training for Balanced Assessment
    2. 2. Module Goals  Define types of rubrics  Determine what constitutes quality feedback for students  Identify criteria and levels of proficiency and their importance  Analyze student work using a rubric and checklist
    3. 3. Enduring Understandings (participants will understand that…)  High quality rubrics are a vital part of the assessment process  Effective rubrics inform the teacher and student of criteria for judging student work  Well-written rubrics provide quality feedback essential to student growth
    4. 4. Essential Questions  In what ways might the use of rubrics improve the assessment process?  How are rubrics used to inform teachers and students of varying levels of understanding?  To what extent can rubrics provide valuable feedback necessary for improved student learning?  How should the different levels of quality, proficiency, or understanding be described and distinguished from one another?
    5. 5. Strategic Goal: Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goals is that by 2015, 95% or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21st century learners, workers and citizens. Compass to 2015
    6. 6. Strategic Objectives 1. All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self-directed and inquisitive learners. 2. VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.
    7. 7. VBCPS Outcomes for Student Success: Our primary focus is on teaching and assessing those skills our students need to thrive as 21st century learners, workers and citizens. All VBCPS students will be:  Academically proficient;  Effective communicators and collaborators;  Globally aware, independent, responsible learners and citizens; and  Critical and creative thinkers, innovators and problems solvers.
    8. 8. PLCs STUDENTS Resilience 8
    9. 9. Opening •Review the piece of student work and checklist provided •How does the checklist inform the teacher of the student’s progress? •How does the checklist inform the student of his/her progress? •How does the checklist inform the parent of their child’s progress? •How will the teacher justify the grade to the student and parents?
    10. 10. Paragraph/Essay Writing Rubric Content (20) _________ Paragraphing (10) _________ Sentence Structure (10) _________ Topic Sentence/Paragraph (10) _________ Details/Body Paragraph (10) _________ Concluding (10) _________ Transitions (10) _________ Word Choice (10) _________ Spelling (10) _________ Total (100) _________
    11. 11. Identifying Clear Criteria for Student Understanding Why do we need clear criteria? — Addresses the fact that understanding within open- ended prompts and performance tasks is subjective — Allows students to demonstrate varying degrees of understanding — Allows for consistency in grading — Highlights most revealing and important aspects of the work--not just those easy to see or score — Lets students know up front what is required to be successful — Derives criteria from established goals (i.e. EU & EQs)
    12. 12. Using Criteria to Develop Rubrics Rubrics are a way to communicate to students what is considered important and how a product/task will be evaluated as well as their degree of understanding /level of performance.
    13. 13. Types of Rubrics Analytic - divides a product or performance into essential traits or domains so that each can be judged separately. Holistic - gives a single score of the entire product or performance based on an overall impression.
    14. 14. A quality rubric has language that is… ◦ specific ◦ measurable ◦ observable ◦ understandable ◦ matched to task and KUD’s ◦ provides directions ◦ positive
    15. 15. Guidelines for Writing Rubrics  Do not include numbers in your levels of understanding (3 examples; 2 examples; 1 example; 0 examples)  Ensure that the language that separates the levels of performance/understanding allows for clear understanding of the differences between the levels  Avoid negative language  Be careful translating rubric score into a grade  Involve students in the process  Criteria should be based on KUD’s of the unit-neatness and creativity should not be included unless they are a KUD
    16. 16. What does this rubric tell you?  Analyze the rubric  Identify what the student should know, understand, and be able to do  What does this rubric tell you the teacher values in this task?
    17. 17. The Benefits of Using Rubrics  Provides clear goals for the learner  Grade assigned to student work is defensible to stakeholders  Allows for fair and consistent grading  Provides opportunities for learners to self-assess  Allows for varying degrees of understanding to emerge  Supports self-directed learning
    18. 18. Revisit Student Sample and Rubric  Review the piece of student work and rubric provided  How does the rubric inform the teacher of the student’s progress?  How does the rubric inform the student of his/her progress?  How does the rubric inform the parent of their child’s progress?  How will the teacher justify the grade to the student and parents?
    19. 19. Designing a Rubric  Review the performance task that you brought to the training.  Identify one piece of criteria that your task will measure  Complete the Getting Started With Rubrics activity
    20. 20. Quality Feedback…  Informs stakeholders of a student’s level of proficiency  Supports learning because it reduces the uncertainty  Provides students with the opportunity to improve performance  Supports goal setting and individual reflection
    21. 21. References  Understanding by Design; Grant Wiggins and Jay McTighe  Assessment Strategies for Self- Directed Learning; Arthur L. Costa and Bena Kallick  Scoring Rubrics in the Classroom; Judith Arthur and Jay McTighe
    22. 22. 22 Evaluative Criteria/Rubrics Ticket-Out-of-the-Room Name: _____________________ Questions Comments, Suggestions, Ideas, & Questions In what ways did the content and activities of today’s workshop enhance your understanding of performance assessments? What questions do you have as a result of today’s workshop?