Formative Assessment Institute

Formative Assessment Institute

Barb RowenhorstJennifer Nehl

Jackie Jessop RisingPam Lange

http://fai.tie.wikispaces.net/

Credit OptionsRemember to sign in each day

• PTBS Credit

• Graduate Credit – University of Wyoming

Outcomes• To share successes and challenges of assessment

implementation.

• To create criteria for rubric development.

• To evaluate and develop rubrics.

• To use technology for rubric development.

Agenda

• Welcome• Homework sharing• Creating rubric criteria• Developing rubrics• Technology integration• Closure

NormsHonor Private Think Time • Allow time for individual reflection in order

to be concise with our comments• Allow for a variety of think time

Own Responsibility• Be punctual (Start on time, end on time) • Maintain focus (Minimize sidebar

conversation)

Share Air Time• Share information• Respect the signal to refocus

September Survey Results

Homework Presentations Share successes & challenges of

assessment implementation.

Pam

Review Homework Presentation

Review with team:• 5 minute discussion at your table

– Challenges

– Successes

– If you could make one suggestion, what would it be?

Structure for Discussion• Protocol “Save the Last Word for Me”

• Homework Discussion Guide– You will be given extra time to fill this portion out.

• Discuss time limits – important

Facilitator and Timekeeper

First Round

First Round Grouping• 4 to a group• Different schools per group

Three minutes to group

Discussion Guide

25 minutes

Five Minute ReflectionHomework Discussion Guide (bottom)Individually, take five minutes and reflect on the

information you have learned.

Ideas:– What might you like to report back to your

team?– Suggestions for your district– Ideas that you might use in your position

Second Round

First Round Grouping• 4 to a group• Different schools per group

Three minutes to group

25 minutes

Ten Minute Reflection/Break

Take a few minutes and reflect on the information you have learned.– Report back to your team– Suggestions for your district– Ideas that you might use

Chalk Talk– Write one assessment suggestion you think

that everyone needs to know.

Analyzing Student WorkTo Create Rubric Criteria

Barb

“Show us what good work looks like and what we have to do to get there.”

8-year-old student

Analyzing Student Work– Provide clear and understandable

expectations

– Provide examples of strong and weak student work

– Post strong student work on the classroom wall for students to use as a guide

• Independently, review each social studies student work. (A-O).

• Sort the work into piles of “Advanced,” “Proficient,” and “Basic/Below Basic.”

• As you sort, takes notes of your thinking to remind you how that rating was determined.

Analyzing Student WorkRound #1: Social Studies

Analyzing Student WorkRound #1: Social Studies

Analyzing Student WorkRound #2: Social Studies• As a team…

– Come to consensus on what constitutes “Advanced,” “Proficient,” and “Basic/Below Basic” student work on this assignment.

– Develop agreed-upon criteria for each rating.

Analyzing Student WorkRound #2: Social Studies

Analyzing Student WorkCharts: Social Studies

Advanced Proficient Basic/Below Basic

Let’s Do Another One!

• Independently, review each social studies student work. (A-O).

• Sort the work into piles of “Advanced,” “Proficient,” and “Basic/Below Basic.”

• As you sort, takes notes of your thinking to remind you how that rating was determined.

Analyzing Student WorkRound #1: Science

Analyzing Student WorkRound #1: Science

Analyzing Student WorkRound #2: Science

• As a team…– Come to consensus on what

constitutes “Advanced,” “Proficient,” and “Basic/Below Basic” student work on this assignment.

– Develop agreed-upon criteria for each rating.

Analyzing Student WorkRound #2: Science

Analyzing Student WorkCharts: Science

Advanced Proficient Basic/Below Basic

Analyzing Student Work

What might be some ways we can begin the process of ensuring there is consistency within: departments? grade levels? content areas? building? district?

Making clear decisions about your criteria before you begin to grade papers will help make the grading process quick, fair, and accurate. 

Using a version of your criteria as a cover sheet can help you score the paper and provide useful feedback to the student at the same time.

Emily’s Story Revisited

Assessment For LearningThe story of Emily emphasizes that if assessment is going to be a tool FOR learning, students need to know:

•Where they are going.•Where they are now.•How to close the gap

Rubrics

Jen

Steps in Rubric Development

with Past Student WorkStep 1: Establish a knowledge baseStep 2: Gather samples of student performanceStep 3: Sort student work by level of qualityStep 4: Cluster the reasons into traitsStep 5: Identify sample performance that illustrate each levelStep 6: Make it better!!

Stiggens, Arter, Chappius, Chappius

What makes a good rubric?•Performance Criteria•Qualities of a good rubric•Assessment for and of learning

Stiggens, Arter, Chappius,Chappius

Performance Criteria of a Good Rubric

• Defines quality for teachers• Describes quality for students• Judgments are more objective,

consistent, and accurate• Focus teaching • Use of the rubric influences the design• Track student learning (Formative

Assessment!!!)(Page 200, Doing it Right, Doing it Well)

Qualities of a Good Rubric• Available in student-friendly version• Define various levels of success• Aligns to standards• Consistent language• Contains descriptive detail• Not negative at the ‘low’ end• Include only those aspects of a performance

or product that are most valued.(Page 201, Doing it Right, Doing it Well)

The purpose of your rubric shapes

the design.

R4R (Rubric for Rubrics)

• Insert snapshot of R4R

Rubrics Samples• Snap shot of sample number 1 rubric

Looking at Sample Rubrics• Look at R4R.• Based on what we’ve discussed,

review the sample rubrics.• Determine which rubrics are effective

and which are weak.• You will have 20-30 minutes.

• (approximately 10 minutes per rubric)

• Be prepared to discuss your findings.

Looking at Sample Rubrics• As a group, determine a rubric rating for

each of the four traits listed on the R4R.• Ready to Roll • On its Way• Not Ready

• As a group, agree upon an overall rating for the whole rubric.

• Ready to Roll • On its Way• Not Ready

Looking at Sample Rubrics

•What did you find?–Sample #3–Sample #2–Sample #1

Steps in Rubric Development

(Using past student work)Step 1: Establish a knowledge baseStep 2: Gather samples of student

performanceStep 3: Sort student work by level of qualityStep 4: Cluster the reasons into traitsStep 5: Identify sample performance that

illustrate each levelStep 6: Make it better!!

Steps in Rubric Development

(Using past student work)1. Look at your criteria from Social Studies assessments.2. Review the qualities and criteria for good rubrics (200-201).3. Identify the learning targets, qualities, standards, benchmarks,

etc. that will be assessed.4. Choose the learning targets, qualities, standards, benchmarks,

etc. that will be assessed as your proficient. This column gives the assessor a standard to work from.

1. What would an advanced look like?2. What would basic look like?

5. Maintain consistent vocabulary, terminology, and criteria throughout traits.

Social Studies Rubric Development using Rubistar

http://rubistar.4teachers.org/index.php

Jackie Jessop Rising

Steps in Rubric Development(Using past student work)

1. Take your proficient criteria from the Social Studies assessment and write it in the Proficient column.

2. “Your description should include information about three of the following areas: religion, individual rights, type of government, climate, use of technology, geography.” What is proficient?

3. These will be the working ‘baseline’. This should be aligned directly to the state benchmarks, learning targets, performance descriptors, etc.

4. We will write the advanced, basic and below basic criteria from the proficient column.

5. What does the Basic criteria look like according to the Proficient column? The Below Basic? The Advanced?

Steps in Rubric Development

(Using past student work) You will have 25 minutes to

develop your Social Studies Rubric

Peer Rubric Feedback

Day Two

TechnologyJackie

http://rubistar.4teachers.org

Steps in Rubric Development(Without past student work)

1. Look at your unit, project or lesson for rubric development.2. Review the qualities and criteria for good rubrics (200-201).3. Identify the learning targets, qualities, standards, benchmarks,

etc. that will be assessed.4. Choose the learning targets, qualities, standards, benchmarks,

etc. that will be assessed as your proficient. This column gives the assessor a standard to work from.

1. What would an advanced look like?2. What would basic look like?

5. Maintain consistent vocabulary, terminology, and criteria throughout traits.

Wyoming StandardsGrade 4 Fine and Performing Arts

4.2 AESTHETIC PERCEPTION - Students respond to, analyze, and make informed judgments about works in the arts.

4.2.2 Students recognize and describe the skills, techniques, processes, and technologies relevant to artistic works of music.

Proficient 4.2.2 Student recognizes and

describes the skills, techniques, processes, and technologies relevant to artistic works of music.

ProficientHow many traits or characteristics

are we assessing? Four

4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.

Wyoming StandardsGrade 11 Pysical Education

11.1 MOVEMENT -Students demonstrate competency in movement forms and apply movement concepts and principles to the learning and development of motor skills.

11.1.1 Students demonstrate movement skills as they would be employed in:

A. rhythms or dance,

B. regulation or form team activities,

C. regulation or form individual or dual activities, and

D. lifetime activities.

Wyoming Standards

Proficient 11.1.1 Student demonstrates movement skills and

forms and applies movement concepts of motor skills as they would be employed in:

A. rhythms or dance,

B. regulation or form team activities,

C. regulation or form individual or dual activities, and

D. lifetime activities.

Steps in Rubric Development(Without past student work)

Snag rubric template

Steps in Rubric Development

(without past student work)

ALWAYS review, edit and improve!!!

Suggested Homework• Differentiate your rubric use

– Take this process/dialogue to a team– Fine-tune your rubric you developed

today and use the rubric with your students

– Evaluate existing rubrics you use

Technology Sites• http://rubistar.4teacher.org

• www.rubrics4teachers.com

• http://landmark-project.com/rubric_builder/

• http://school.discoveryeducation.com/schrockguide/assess.html

Suggested Homework• Differentiate your rubric use

– Take this process/dialogue to a team– Fine-tune your rubric you developed

today and use the rubric with your students

– Evaluate existing rubrics you use

Safe Travels• See you in February 11 and 12

• Remember, FAI training is: Wednesday and Thursday