Based on Dylan William's research, this presentation explores how teachers can support students to become owners of their own learning and learning resources for their peers through the use of samples of work.

1. samples
work
of
E L I Z A B E T H K I N G
E N G L I S H F A C U L T Y M E E T I N G
1 8 T H J U L Y 2 0 1 6

2. ACKNOWLEDGMENT
of
COUNTRY

3. RUBRICSFORMATIVE
ASSESSMENT
QUESTIONS FOR
STUDENTS
SAMPLES OF
WORK
1
OVERVIEW
2 3

4. WHERE AM I?
HOW DO I GET THERE?
WHERE AM I GOING?

5. "Learning how
to learn used to be
an optional extra in
education; today,
it’s a SURVIVAL
SKILL”
W I L I A M & L E A H Y ( 2 0 1 5 )
P . 1 6 9

6. RUBRICS

7. We will learn what needs to be
considered in a successful
recital of poetry.
I have identified the features of
an effective poetry recital. I feel
ready to start practicing my
poem.
LEARNING
INTENTIONS
SUCCESS
CRITERIA

8. L I M I T A T I O N S O F R U B R I C S

9. L I M I T A T I O N S O F R U B R I C S
Focused on Evaluation
WILIAM & LEAHY (2015)
WILIAM & LEAHY (2016)

10. L I M I T A T I O N S O F R U B R I C S
Focused on Evaluation
WILIAM & LEAHY (2015)
WILIAM & LEAHY (2016)
Rarely mean the same to students as they
do to teachers

11. LIMITATIONS OF RUBRICS
Andrade & Valtcheva (2009)
Andrade, Du, & Wang (2008)
Andrade, Wang, Du, & Akawi (2009)
Jonsson & Svingby (2007)
Ross (2006)

12. “The highest level of a
rubric for a piece of
persuasive writing might
require the essay make an
effective argument, but if
a student does not know
what constitutes an
effective argument, the
rubric is of limited use”
W I L I A M & L E A H Y ( 2 0 1 5 )
P . 4 1

13. SAMPLES
OF
WORK

14. "Rubrics should be
complemented with
‘anchors’, or examples, to
illustrate the various levels
of attainment. The
anchors may be written
descriptions or, even
better, actual work
samples”
J O N S S O N & S V I N G B Y
( 2 0 0 7 )
P . 1 3 2

15. We will learn about the
importance of using samples of
work to communicate quality.
I understand that samples of
work are key to activating my
students are learning resources
for one another and as owners
of their own learning.
I am going to start collecting
samples of work and make time
in my teaching for students to
critique samples of work.
LEARNING
INTENTIONS
SUCCESS
CRITERIA

16. "The language that students use to
describe their perceptions of the
differences in quality between the
pieces of work will then naturally
lend itself to the construction of
success criteria for the work. More
importantly, the success criteria
will be anchored in actual samples
of work rather than vague and
decontextualized statements that
can be interpreted in a number of
ways"
W I L I A M & L E A H Y ( 2 0 1 5 )
P . 4 2

18. TIPS

19. TIPS
Model 1st

20. TIPS
Model 1st
Model assessment language

21. TIPS
Model 1st
Model assessment language
Start with 2 pieces of work

22. TIPS
Model 1st
Model assessment language
Start with 2 pieces of work
Make deliberate choices

23. TIPS
Model 1st
Model assessment language
Start with 2 pieces of work
Make deliberate choices
Use anonymous work

24. “Assessing one’s work, as well as
assessing the work of one’s peers in
the classroom is emotionally
charged, and the emotional
resonances can often interfere with
engaging in the demands of the
task. However, assessing the work
of the anonymous other is
emotionally neutral, so students are
able to focus more effectively on
the task.”
W I L I A M & L E A H Y ( 2 0 1 5 )
P . 4 2

25. SUMMARY
Use samples of work to communicate quality.
Samples of work should be the starting point for
developing self and peer assessment skills.

26. We will learn about the
importance of using samples of
work to communicate quality.
I understand that samples of
work are key to activating my
students are learning resources
for one another and as owners
of their own learning.
I am going to start collecting
samples of work and make time
in my teaching for students to
critique samples of work.
LEARNING
INTENTIONS
SUCCESS
CRITERIA

27. “No one can make
anything work in
someone else’s
classroom. To make
things work in their
classrooms, teachers
have to make the ideas
their own”
W I L I A M & L E A H Y ( 2 0 1 6 )
P . 1 7 0

28. Questions
Comments

29. REFERENCES
Andrade, H. & Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-
Assessment. Theory Into Practice, 48(1), 12-19.
Andrade, H., Du, Y., & Wang, X. (2008). Putting Rubrics to the Test: The Effect of a
Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School
Students' Writing. Educational Measurement: Issues And Practice, 27(2), 3-13.
Andrade, H., Wang, X., Du, Y., & Akawi, R. (2009). Rubric-Referenced Self-Assessment
and Self-Efficacy for Writing. The Journal Of Educational Research, 102(4), 287-302.
Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading.
Alexandria, VA: ASCD.
Jonsson, A. & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and
educational consequences. Educational Research Review, 2(2), 130-144.
Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical
Assessment Research & Evaluation, 11(10), 1-13.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
Wiliam, D. (2016). Leadership for Teacher Learning: Creating a Culture Where All
Teachers Improve so That All Students Succeed. Moorabbin: Hawker Brownlow Education.
Wiliam, D. & Leahy, S. (2015). Embedding formative assessment. Victoria: Hawker
Brownlow Education.