1. Standards-based Assessment
Vallorie Schlecht
Technology Integration Specialist
Tucson Unified School District

2. Focus for Today Federal Legislation
Traditional and standards assessment
Explore use of rubrics
Practical ideas for recording assessment
Reporting to Parents

3. The Clapping Institute

4. Volunteers
5 Clappers
3 Judges
1 Recorder
1 Escort

5. Clapping Institute
Volume
Appropriateness
Creativity

6. Clapping Rubrics Volume
5 – Clapper carefully controls the volume of his/her clapping, taking all or many relevant factors into consideration
4 – Clapper does a good job of controlling his/her clapping volume, taking a few relevant factors into consideration
3 – Clapper does an average job of controlling his/her volume, taking at least o ne relevant factor into consideration
2 – Clapper appears to minimally control his/her volume, taking no relevant factors into consideration
1 - Clapper appears to be completely oblivious to the importance of his/her volume

7. Clapping Rubrics Appropriateness
5 – Clapper’s style is excellent and completely appropriate, based on the described setting.
4 – Clapper’s style is mostly appropriate, based on the described setting.
3 – Clapper’s style is moderately appropriate, based on the described setting.
2 – Clapper’s style is inappropriate for the described setting.
1 - Clapper’s style is completely inappropriate for any setting.

8. Clapping Rubrics Creativity
5 – Clapper demonstrates a style that, based on the described setting, is so creative it influences or engages other observers in some way.
4 – Clapper demonstrates a style that, based on the described setting, is fairly creative, but make no visible impact on the observers.
3 – Clapper demonstrates some creativity in his/her clapping style, though it is not based on the described setting.
2 – Clapper demonstrates very little creativity in his/her clapping style.
1 - Clapper demonstrates absolutely no creativity in his/her clapping style.

9. Why Standards-based Evaluation???

10. Standards in Arizona State Standards Initiative No Child Left Behind
Arizona LEARNS
All instruction should be based on the CORE Standards curriculum
Assessment alignment critical to standards implementation
Standards are here to stay. Required by state.
New Federal legislation passed in January requires schools to report to parents on standards. (Discussed Later)
AZ Learns is the state plan for implementing No Child Left Behind. The Progress report supports both pieces of legislation.
All instruction is being aligned to the CORE, which is in alignment with the state and federal standards.
Assessment within the classroom should now also be directly aligned with the standards. The Progress report becomes the tool used to report progress toward the standards to parents in response to NCLB.

11. No Child Left Behind Set academic standards High expectations
Measure Student Progress
Test Students
Tests aligned to the State Standards
Gather test data
Measure adequate yearly progress
Instruction based on gathered data
Report Student progress to Parents/Guardian
Federal Legislation
Requires we set academic standards – done by the state. TUSD’s CORE aligns with the state standards.
Requires we set high academic standards for all students.
Must measure student progress with tests aligned to standards. Next, data is gathered to determine progress and instruction should be based on the gathered data.
The progress is then reported to parents.

12. Traditional Grading

13. Traditional Grading Uses A, B, C, D, F or E, S, N
Directions are given for each assignment
Each assignment is given a numerical evaluation by the teacher
Scores are averaged and range applied
Average determines grade on Progress Report

14. Traditional Assessment Assumptions
Usually based on one evaluation of product by teacher
Bell Curve
Some portion of children will fail
Competitive
Comparative

15. Traditional Assessment Assumptions
Paper and pencil
End of lesson
Answers are right or wrong

16. Problems
Teachers consider many factors other than academic achievement when assigning grades
Teachers weight assessments differently
Teachers misinterpret single scores on classroom assessments
Teachers determine assignments and tests and number of each

17. Alternative Factors in Grading
Source: Marzano (1995b)

18. Standards-based Assessment
Finding Clear and Visible Targets

19. Standards-Based Evaluation
Clear and specific observable outcomes – connected to the CORE curriculum
Ungraded practice
Criteria for evaluation present prior to assignment
Criteria explained in a rubric—a scoring guide
Student completes assignment

20. Standards-based Evaluation
Student work compared to criteria on rubric and score is given
Reteaching/Extensions
Continue working toward 4
Reevaluation
Trends used to determine successful completion of standard and final progress report grade

21. Traditional vs. Standards-based

22. Thinking about Standards-based Assessment
Concepts or skills are evaluated in context
Allows students to show learning over time
Observations
Collections of work
Performances
Exhibitions
Demonstrations

23. Thinking about Standards-based Assessment
Good teaching and learning can happen with or without formal grading
Stimulating, meaningful curriculum motivates students to work hard—grading alone may not
Students should not be graded during the learning process

24. Thinking about Standards-based Assessment
Grades are somewhat effective as incentives, but are almost never effective as punishment
Low grades cause most students to withdraw from learning
Reporting grades as averages is unfair

25. Thinking about Standards-based Assessment
Assessment methods that compare students to each other are not helpful for struggling students
Avoid grading curves
A separate guide for effort should never be given

26. Thinking about Standards-based Assessment
Evaluation methods should enable students, parents, and teachers to plan for improved outcomes on the next attempt
Students should be expected to continue working on a task until high-quality work is achieved

27. How does this look in my classroom??

28. Curriculum Alignment Identify the learning objective
Essential knowledge and understanding
Based on district/state standards/competencies
Design lesson around objectives
Select a performance task that accurately measures performance in relation to objectives

29. Focus Questions Main things students will learn Question format
Clearly stated
Grade-level collaboration is ideal

30. Focus Question Example
How and why did people come to North America?
What evidence do we have for our theories?
How and where did the land bridge form?

31. Focus Questions Streamline the entire instructional process
Match the performance task to the unit objectives
Keep students focused on the stated goals of the unit
Give teachers a handle on the amount of curriculum there it to cover

32. Standards-based Assessment Methods
Observation
Systematic
Record
Let your students know purpose and use
Tapes
Easy to use

33. Standards-based Assessment Methods
Performance Assessments
Performance of learning in real life situations
Improvement to acceptable levels
Investment of time and guidance

34. Grading Performance

35. Grading Performance Tasks
Rubrics
Brief outlines that describe the content and quality needed to achieve a specific grade
Helps the grader determine the evidence of students’ understanding

36. Standards-based Assessment Methods
Rubrics
Progresses from minimal through superior performance
Based on standards at PO level
Created and presented before work begins by teacher or students

37. Standards-based Assessment Methods
Rubrics
Student-created rubrics are very effective
Self-assessment and peer-assessment can supplement teacher-assessment
Used to guide learning and promote improvement

38. Rubrics 4, 3, 2, 1 or other system General vs. Task-Specific
Student work compared to criteria on rubric and score is given
Student works to correct mistakes

39. Sample Rubric for Goldilocks
Happy Face
Three pictures show what Goldilocks does at the beginning, middle and end of the story.
Pictures are in order
There are three colors.
Straight Face
Something is missing.
Pictures are out of order.
There are only one or two colors.

40. Figure One RUBRIC FOR AN INVENTION REPORT
Criteria
  Quality
 Purposes
The report explains the key purposes of the invention and points out less obvious ones as well.
The report explains all of the key purposes of the invention.
The report explains some of the purposes of the invention but misses key purposes.
The report does not refer to the purposes of the invention.
 Features
The report details both key and hidden features of the invention and explains how they serve several purposes.
The report details the key features of the invention and explains the purposes they serve.
The report neglects some features of the invention or the purposes they serve.
The report does not detail the features of the invention or the purposes they serve.
 Critique
The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved.
The report discusses the strengths and weaknesses of the invention.
The report discusses either the strengths or weaknesses of the invention but not both.
The report does not mention the strengths or the weaknesses of the invention.
 Connections
The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.
The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.
The report makes unclear or inappropriate connections between the invention and other phenomena.
The report makes no connections between the invention and other things.

42. Warning!
Rubrics
General rubrics have a place, but are often too ambiguous to be very effective

43. Task Specific Rubrics Cleaning Your Room Demystify the grading process
Quality and quantity
Observable outcomes
Directly related to the focus question
Build on one another
Cleaning
Your
Room

44. Clean Your Room Fully Accomplished: 2 am
Substantially Accomplished: Midnight
Partially Accomplished: Must clean better before you can go out
No Progress: Stay home with Mom and Dad

45. Write a rubric for a
Cleaning Your Room
4 Groups

46. Rubric Scoring Continue working toward 4
Level of mastery of the standard determines final grade
Trends – Marzano’s Power Law of Learning

47. Thoughts to Consider Value the discussion Start with simple rubrics
Only use rubrics with major projects or activities
Start with your strength

48. Thoughts to Consider Work with another teacher
Be patient. Rubrics don’t have to be perfect!
It is easier the next time around

49. Rubrics Become Road Maps
Students understand the language and its meaning
Students realize the impact that learning the material will have on the outcome of their performance task
Have a plan of action for performance

50. What are the Benefits???

51. Benefits of the Model
Clarifying instructional objectives provides structure for students
Focus questions make instructional choices easier
Student discussions and self-reflections provide the teacher with useful feedback about instruction

52. Benefits of the Model
Increased student engagement increases student motivation and participation
Observing students during peer assessment provides valuable insights regarding student learning and group interaction.

53. Rubrics can
Help teachers define excellence and plan how to help students achieve it.
Communicate to students what constitutes excellence and how to evaluate their own work.
Communicate goals and results to parents and others.
-- Herman, Aschbacher, and Winters (1992)

54. Rubrics can
Help teachers or other raters be accurate, unbiased and consistent in scoring.
Document the procedures used in making important judgments about students.
-- Herman, Aschbacher, and Winters (1992)

55. Using Standards To Evaluate Student Growth

56. Determining Grades
Standards become the criteria for performance assessment
Focus on Competencies taught that quarter
Power standards
Use ADE Performance Descriptors as a guideline
                                         

58. Group
Discussion

59. Determining Grades Achievement Factors Subject-Specific Content
Thinking and Reasoning Skills
General Communication Skills

60. Determining Grades Nonachievement Factors Effort Behavior Attendance
Participation
Work Completion
Behavior
Following rules
Teamwork
Attendance
Tardiness
Absenteeism

61. From Activities to Competencies
Tracking Performance
From Activities to Competencies

62. Tracking Performance Green Grade Book Excel Spreadsheet
Making the Grade
Performance Objective Checklists
New district template
Your own method

66. Standards-based Assessment Methods
Portfolios
Collection of work over time
Emphasize strengths
Illustrate how they learn rather than what they know
Regularly scheduled work times

67. Talking with Parents

68. Communication Parent Forum Parent Brochure Standards Grading Policy
Monthly/Weekly Newsletters
Beginning of the Year
At Progress Report time
Grading Policy

69. Talking Standards Conferences What are the standards?
Articulate what is being taught
Provide information as to how well the student has mastered the content
Discuss strengths and weakness
Indicate how future growth will be supported

70. Talking Standards Classroom Posting objectives
Delineating criteria for assignments
Use of Rubrics
Going for the Gold

71. Educational Technology
Questions
Vallorie Schlecht
Educational Technology