Formative Assessment Institute Barb Rowenhorst Jennifer Nehl Jackie Jessop Rising Pam Lange
Mar 13, 2016
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