Developing RUBRICS for Writing Assessment<br />EDG 754<br />Julie Bastow<br />Meaghan Gauthier<br />Courtney Huff<br />
“When we focus our attention in one area, we can reach a state of purposeful action that yields powerful emotional, physic...
TWP—The Power of Focus2007-2011<br />
What is the problem?<br /><ul><li>Writing assessment across grades K-6 is vastly inconsistent</li></ul>Expectations vary f...
“Research indicates that the score a student receives on a test is more dependent on who scores the test and how they scor...
Evidence<br />
Local Examples<br />Evaluating Essays sample 1<br />Evaluating essays sample 2<br />____Introduction<br />____3 detail par...
Why is this a critical issue?<br />Autonomy  in grading can lead to individual biases <br />How do you convey to parents i...
Plan of Action - Timeline<br />Fall 2010 – TWP Assessment Training 1<br />Learning Targets:<br />Develop a solid understan...
Plan of Action – Timeline<br />Winter 2011- TWP Assessment Session (APS)<br />Learning Targets:<br />Connect how previous ...
Plan of Action - Timeline<br />Spring 2011 – TWP Assessment Training 2<br />Learning Targets: <br />Develop Levels 2 and 4...
Two Levels of Assessment<br />Teachers will use rubrics once they are developed. They will be adapted based on feedback.<b...
Developing Writing Assessment - Next Steps in TWP
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Developing Writing Assessment - Next Steps in TWP

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Developing Writing Assessment - Next Steps in TWP

  1. 1. Developing RUBRICS for Writing Assessment<br />EDG 754<br />Julie Bastow<br />Meaghan Gauthier<br />Courtney Huff<br />
  2. 2. “When we focus our attention in one area, we can reach a state of purposeful action that yields powerful emotional, physical, and professional results” (Gallagher, 2009).<br />As noted in Transforming Professional Development into Student Results by Douglas Reeves<br />
  3. 3. TWP—The Power of Focus2007-2011<br />
  4. 4. What is the problem?<br /><ul><li>Writing assessment across grades K-6 is vastly inconsistent</li></ul>Expectations vary from school to school.<br />Expectations vary across from teacher to teacher across a grade level.<br />Levels of student feedback is inconsistent.<br />Some teachers use formative, some only summative forms of assessment.<br />
  5. 5. “Research indicates that the score a student receives on a test is more dependent on who scores the test and how they score it than it ison what the student knows and understands”(30).<br />Classroom Assessment & Grading That Work <br />by Robert Marzano<br />
  6. 6. Evidence<br />
  7. 7.
  8. 8. Local Examples<br />Evaluating Essays sample 1<br />Evaluating essays sample 2<br />____Introduction<br />____3 detail paragraphs<br />____Conclusion<br />____Publishable quality<br /> Possible 4 points each<br />______ =______%=______<br />4 = Got it<br />3= Getting it<br />2= Trying<br />1= Little effort<br />0= No effort<br />
  9. 9. Why is this a critical issue?<br />Autonomy in grading can lead to individual biases <br />How do you convey to parents individual growth?<br />Many transient students—movement causes problems <br />Grade may reflect behavior vs. meeting the objective (proficiency)<br />Inconsistency in level of implementation of curriculum <br />There is no standard—everyone sets their own <br />How do we compare kids to kids if our grading practices are different?<br />Where is our target if we are all focusing on different pieces?<br />Student feedback is not clear enough<br />Source: Professional Development Session with APS Teachers K-6, January 21, 2011<br />
  10. 10. Plan of Action - Timeline<br />Fall 2010 – TWP Assessment Training 1<br />Learning Targets:<br />Develop a solid understanding of balanced writing assessment.<br />Develop practical assessment rubrics for “action research” in the classroom.<br />Collaborate with colleagues on research-based strategies<br />Results: Teachers narrowed their assessment lens for each unit. <br />
  11. 11. Plan of Action – Timeline<br />Winter 2011- TWP Assessment Session (APS)<br />Learning Targets:<br />Connect how previous work has led to today’s training<br />Understand the importance of writing rubrics which measure performance<br />Contribute ideas to the development of common writing rubrics <br />Results: Teachers were able to share their beliefs regarding grading practices and contribute ideas to the development of rubrics.<br />
  12. 12.
  13. 13. Plan of Action - Timeline<br />Spring 2011 – TWP Assessment Training 2<br />Learning Targets: <br />Develop Levels 2 and 4 on the common writing rubrics for units that align with CCSS<br />Horizontal and Vertical Alignment<br />Understand how to use rubrics with student samples<br />Create conversion table for grading<br />Implement rubrics in classrooms<br />
  14. 14. Two Levels of Assessment<br />Teachers will use rubrics once they are developed. They will be adapted based on feedback.<br />To determine the quality of the rubric, we will rate it for Content, Clarity, Practicality, and Technical Quality using the ETS Metarubric from the book entitled, Classroom Assessment for Student Learning.<br />

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