Designing Assessments &Rubrics Aligned toOur Units of Study
Learning OutcomesConnections to previous PDCriteria for quality common assessments &effective scoring guidesCollaborative ...
Code of CooperationSuspend certaintyWhat happens in Vegas...Listen as an allySpeak from awarenessCelebrate diversityMind t...
Connections to Prior    Work•   Unwrapping the    Standards•   Designing    Curricular Units•   Levels of Bloom’s•   Artis...
http://www.hulu.com/watch/292079
Two Major Types of               Assessments Selected Response                            Constructed ResponseNote: Perfor...
Assessment Type           ActivityIn your groups, create a visual representation of thepros and cons of the type of assess...
Selected-Response Item                   GuidelinesAlign with ‘unwrapped’ standardsHigher-order objectivesApplication of k...
Constructed-Response Item         Guidelines   Items are open-ended   Require students to create a response   Students dem...
A Bucket of TroubleAn East Indian folk tale tells of two frogs on a farm that had themisfortune of jumping into a pail of ...
Creating QuestionsUse the Revised Bloom’s Taxonomy question stems togenerate questions that could be used on a commonasses...
Sample Selected-ResponseQuestion:  Level 4: DRAW (inferences, conclusions, generalizations)  This tale best illustrates wh...
Sample Constructed-ResponseQuestion: Level 5: SUPPORT (inferences, conclusions with text evidence)                  Extend...
Assessment Criteria                       of              he level                           Results are analyzed toMatc h...
Steps to Designing a UnitAssessment     Determine the                Reference the specific        Reference Bloom’s      ...
Key Elements of ScoringSpecific, measurable,observable, student-friendlylanguageSamples matched to criteria               ...
Steps to Designing a ScoringGuide                                                                     Create criteria by D...
Sample Constructed-ResponseQuestion: Level 5: SUPPORT (inferences, conclusions with text evidence)                  Extend...
A Bucket of Trouble           Sample Scoring Guide:Advanced: Meets all “Goal” criteria plus          Includes more than on...
A Bucket of Trouble               Sample Scoring Guide:                                                                Pro...
Developing LearningCriteria for developing learningexperiences to lead up to the commonassessment:  Engaging  Congruent  I...
Learning TaskRead GoldilocksAt your tables use Bloom’s Revised tocreate learning tasks (activities &products) for 4 of the...
Reflective PlanningCreate a common assessment based on an upcomingunit of study (use the ‘unwrapping’ organizer toguide que...
Tying It All TogetherArtisan ConnectionsShare OutRevised +/∆What’s Next
What’s Next?Gwen will plan to meet with each grade levelduring the month of March to discuss yourprogress and gain insight...
Assessments & Rubrics PD 2.22.13
Upcoming SlideShare
Loading in …5
×

Assessments & Rubrics PD 2.22.13

323 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
323
On SlideShare
0
From Embeds
0
Number of Embeds
42
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Assessments & Rubrics PD 2.22.13

  1. 1. Designing Assessments &Rubrics Aligned toOur Units of Study
  2. 2. Learning OutcomesConnections to previous PDCriteria for quality common assessments &effective scoring guidesCollaborative planning session to: Create a quality common assessment (with a scoring guide) to accurately infer student needs & curricular next steps Plan appropriately matched learning tasks that will lead up to the developed assessment
  3. 3. Code of CooperationSuspend certaintyWhat happens in Vegas...Listen as an allySpeak from awarenessCelebrate diversityMind the schedule_________________________
  4. 4. Connections to Prior Work• Unwrapping the Standards• Designing Curricular Units• Levels of Bloom’s• Artisan Teacher
  5. 5. http://www.hulu.com/watch/292079
  6. 6. Two Major Types of Assessments Selected Response Constructed ResponseNote: Performance-based assessments can be used to enable students to physically demonstrate their understanding.
  7. 7. Assessment Type ActivityIn your groups, create a visual representation of thepros and cons of the type of assessment titled on yourchart paper. When your group is finished post thechart paper on an accessible wall.When all groups are finished, we will conduct agallery walk. Discuss with your group anyinteresting findings or the similarities/differencesbetween the group work.Share out with the whole group.
  8. 8. Selected-Response Item GuidelinesAlign with ‘unwrapped’ standardsHigher-order objectivesApplication of knowledge vs. recallInclude new material - a true test of transferBe brief and clearUse language that asks for the ‘best’ answer as opposed to the ‘correct’answerUse distractors which are all plausible
  9. 9. Constructed-Response Item Guidelines Items are open-ended Require students to create a response Students demonstrate an integrated understanding Items match the level of rigor Scoring guide requiredNote: Constructed-response items provide for more valid inferences concerning student level of mastery.
  10. 10. A Bucket of TroubleAn East Indian folk tale tells of two frogs on a farm that had themisfortune of jumping into a pail of fresh milk left by a carelessson of the farmer. The frogs were unable to jump out of the pail andhad no recourse but to paddle continuously around in the milk inorder to stay afloat. The larger of the two finally gave up and sankbeneath the white waves, while the other frog kept on, determined tokeep on paddling as long as he had breath in his little body. At last,thoroughly exhausted and unable to swim another stroke, he beganto sink to his demise, only to find himself resting upon somethingsolid beneath him. With one final exertion, he jumped from the largepad of butter that he had churched by his incessant paddling out ofthe milk pail to freedom.
  11. 11. Creating QuestionsUse the Revised Bloom’s Taxonomy question stems togenerate questions that could be used on a commonassessment with a focus on the following standard: CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson
  12. 12. Sample Selected-ResponseQuestion: Level 4: DRAW (inferences, conclusions, generalizations) This tale best illustrates which one of the following generalizations: a. Danger can show up in the most ordinary places. b. Events sometimes take a surprising turn if you refuse to quit. c. Everyone fails some of the time.
  13. 13. Sample Constructed-ResponseQuestion: Level 5: SUPPORT (inferences, conclusions with text evidence) Extended Response Write one paragraph defending your answer choice for the above multiple-choice question. State your choice and three examples to support it from the tale. Write a concluding sentence that summarizes and supports your answer choice.
  14. 14. Assessment Criteria of he level Results are analyzed toMatc hed to t rigor guide instruction Objec tive sc Blended assessments const oring gui ructed d provide more -respo es for nse comprehensive data
  15. 15. Steps to Designing a UnitAssessment Determine the Reference the specific Reference Bloom’s For selected-response assessment format to ‘unwrapped’ priority upon Taxonomy and begin questions, make all of the achieve the purpose which to base the assessment writing items distractors plausible Develop learning experiences which are Limit the total number of Create a scoring guideBe sure to include correct congruent to the questions so that student for constructed-response standard terminology priority standard and work can be scored quickly items lead up to the unite.g., identify, not label; Grades K-1, five or six assessment rotation, not turn Grades 2-3, eight to ten Grades 4-5, ten to twelve
  16. 16. Key Elements of ScoringSpecific, measurable,observable, student-friendlylanguageSamples matched to criteria Scoring guides help ALL studentsCriteria provided before task succeed!Student access during taskCriteria used to evaluatestudent work after task
  17. 17. Steps to Designing a ScoringGuide Create criteria by Determine performance Begin with criteria for the Write the elements as referring to details of the levels (4-5) “goal” level verb phrases assessment task e.g. “identifies the attributes of one main character in the story” T Obje he result Apply the same criteria ctive :Create the criteria for the Create the criteria for the quic rubr for the final or “not yet” k&a ics f top level progressing level c or level scori curate ng! e.g. “identifies the e.g. Include only one e.g. Include only oneattributes of two main criterion that reads, criterion that reads,characters in the story, “meets ______ of the Goal “meets fewer than ______ of noting similarities & criteria” (quantity based the Goal criteria”; and differences between on the number of criteria “task to be repeated after them” for the goal level reteaching”
  18. 18. Sample Constructed-ResponseQuestion: Level 5: SUPPORT (inferences, conclusions with text evidence) Extended Response Write one paragraph defending your answer choice for the above multiple-choice question. State your choice and three examples to support it from the tale. Write a concluding sentence that summarizes or supports your answer choice.
  19. 19. A Bucket of Trouble Sample Scoring Guide:Advanced: Meets all “Goal” criteria plus Includes more than one reason for why the selected choice is better than other two choices Includes real-life connections or experiences in support of selected choiceGoal States answer choice Supports answer choice with reason why selected choice is better than other two choices Writes one paragraphs Writes concluding sentence that summarizes or supports answer choiceProgressing Meets 2-3 of the Goal criteriaBeginning Meets fewer than 2 of the Goal criteria
  20. 20. A Bucket of Trouble Sample Scoring Guide: Progressing Beginning Criteria Advanced (4) Proficient (3) (2) (1) Drawing Selects the correct Conclusions answer Provides more than 3 Supporting examples to support Provides 3 examples Provides 2 examples Provides 1-2 examples answer choice; from the text to from the text to that may not support Evidence Includes real-life support answer choice support answer choice evidence from the text connections to text Writes 1 or more Writes 1 paragraph Writes less than a Writes less than a Concluding paragraphs with a with a concluding paragraph that includes paragraph that does not concluding sentence sentence to a concluding sentence to include a concludingSummarization to summarize/support summarize/support summarize/support sentence to summarize/ answer choice answer choice answer choice support answer choice
  21. 21. Developing LearningCriteria for developing learningexperiences to lead up to the commonassessment: Engaging Congruent Increasing in thinking, skill, and rigor
  22. 22. Learning TaskRead GoldilocksAt your tables use Bloom’s Revised tocreate learning tasks (activities &products) for 4 of the 6 levels on theprovided chart paperDiscuss whole group
  23. 23. Reflective PlanningCreate a common assessment based on an upcomingunit of study (use the ‘unwrapping’ organizer toguide questions)Develop a scoring guide for constructed-responsequestions (rubistar/4teachers.org)Plan 3-4 engaging learning experiences which arecongruent with the created assessment and steadilyincrease in thinking, skill, and rigor
  24. 24. Tying It All TogetherArtisan ConnectionsShare OutRevised +/∆What’s Next
  25. 25. What’s Next?Gwen will plan to meet with each grade levelduring the month of March to discuss yourprogress and gain insight into the process. It isexpected that each grade level will have taughtthe designed learning experiences,administered the common assessment, utilizedthe developed rubrics to score the assessment,and collaboratively analyzed the data toinform instructional next steps.

×