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Using Document Based Questions to Assess Student Learning Please sign in and get handouts.

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Presentation on theme: "Using Document Based Questions to Assess Student Learning Please sign in and get handouts."— Presentation transcript:

1 Using Document Based Questions to Assess Student Learning Please sign in and get handouts

2 Schedule for the day Session 1: 8:15-9:35 What does a DBQ look like at the different grade levels? Session 2: 9:40-11:00 DBQ Assessment Process Lunch 11:00-12:30 Session 3: 12:30- 1:50 Implementing DBQ Skills Session 4: 1:55-2:55Putting It All Together 2:55-3:30 Closing

3 Goals for the day Understand how to implement historical writing routinely grades 6-12 Understand the benefits of using historical documents to write Understand how the writing and analysis process works Leave here with strategies and resources you can implement immediately within your curriculum

4 What we need from you… Good Attitude Stay focused Ask questions Be Professionals Plan to Implement

5 Fears/Complaints/Obstacles I dont have enough time to have students write in class I have too much material to cover. I dont want to grade ALL those essays. My students cant write an essay- they dont even know how to write a complete sentence. Students just plagiarize these days. Im not an English teacher- I dont know what to grade.

6 Why do we need to Write in History Classes? Students need to learn how to think. Learning to think requires frequent and ongoing practice in thinking. Thinking is hard work. Thinking is for all students. Thinking is clarified by writing. - DBQ Project

7 Why a Document Based Program? Promotes Thinking Develops Writing Skills Allows for group work in document analysis and peer editing. Builds confidence for students to enroll in AP courses.

8 Session 1: What does the DBQ look like at various levels? Grade LevelWhat is the student task? How are the students assessed? What does the teacher need to know to prepare the students? 6 th World Cul 7 th TX His 8 th US His World Geo (9 th ) World His (10 th ) US History (11 th ) GOV/ECO (12 th )

9 Break 5 minute break

10 DBQ ASSESSMENT PROCESS Session 2 9:40-11:00

11 1.What are the common elements that DBQs share at every level? 2.How do these elements factor into grading? 3.What can rubrics look like and how do they assist in the grading process? DBQ Assessment Process Rubric Building

12 To be successful, students have to do the following: quickly read and understand document content interpret documents to use as evidence to answer a question craft a cohesive and persuasive written argument using document evidence Session 3 will cover how to teach these 3 distinct skills to students What are the common elements that DBQs share at every level?

13 Purpose of DBQ Rubrics 1.Measure distinct DBQ skills Understanding Interpreting Crafting an argument 2.Provide effective feedback to students (goal: future improvement) Must be timely (while the question and process are fresh) Must be specific (grade alone doesnt facilitate improvement) 3.Facilitate grading Must make the process relatively easy for teachers Must encourage consistency in grading from student to student

14 Holistic Scoring Core Scoring Scale Scoring Types of Rubrics

15 Holistic Scoring Essays are judged in their entirety Scores are assigned based on successful demonstration of skills and understanding Scores divided into ranges based on the above

16 Core Scoring Essay are judged for core elements Scores are based on the accumulation of successful core parts (given points) Scores developed from this accumulation of points

17 Scale Scoring Essays are judged in their entirety Scores are based on achieving key skills Scores are qualitative and descriptive in nature

18 Holistic Scoring 11th

19 Core Scoring 10 th Grade Core Scoring 10 th Grade

20 Scale Scoring Any Grade

21 Questions How did using the rubric facilitate grading? How did using the rubric facilitate giving students feedback? What was difficult about grading still?

22 Tips for Grading Dont score for grammar Think of these as rough drafts – Grade ideas, analysis, use of evidence, structure of the argument Teach the rubric to students before writing

23 Tips for Grading Standardize or grade a few with a fellow teacher first to establish a standard Read through some of your students to see a spread of responses before you start grading Have students grade according to rubric – Peer grade – Ratiocination

24 Tips for Grading Full DBQ is summative – grading parts of the process before this step is crucial Examples: – Grade thesis one time – Grade use of evidence another time Feedback must be timely – the more times you grade, the better youll get

25

26 Break- Lunch see you at 12:30

27 IMPLEMENTING DBQ SKILLS Session 3 12:30-1:50

28 Speaker- describe what you know about the person who wrote the document Occasion- what was going on in history Audience- who is the reader? Who is the person speaking to? Purpose- intent, reason, goal Subject- topic

29 Speaker- describe what you know about the person who wrote the document Occasion- what was going on in history Audience- who is the reader? Who is the person speaking to? Purpose- intent, reason, goal Subject- topic Point of view- authors background (bias?) Implied attitude toward the subject and the audience

30 Overview- what do you think this is? Parts- pieces of the picture Title- what is it and how does it help you understand the picture Interrelationship- connections between the parts and the title Conclusion- why is this picture important historically

31 On the Move Analysis With your group choose a poster Each person pick a letter that you will be responsible for (SOAPS- written documents, OPTIC-visuals) On your sticky note write your letter and the correct response. When all group members are complete write one conclusion about the document at the bottom of the poster

32 Rotate! At your new document: – Add 2 scaffolding questions that would help a student with analyzing this document At your new document: – Answer the 2 scaffolding questions

33 Cubes Tactile document analysis method Label the cubes SOAPS or OPTIC Each group completes one letter for the document Presenter shares the document and the letter explanation that was rolled.

34 White Board Warm Ups Source: Las Vegas & Greenland Tourism Boards 1.What do both of these places have in common as to how their physical geography impacts their human geography?

35 Bucketing After reading through all the documents students determine where they will use them in their essay. Reason 1 Document B Reason 2 Documents A,C Reason 3 Document A,D

36 Shoes Everyone throw one shoe in the center of the room Volunteer #1 – Group the shoes anyway you want – Explain your grouping strategy Volunteer #2 – Group the shoes in a different way – Explain your grouping strategy

37 Shoes Group the shoes this time according to the following prompt: – How can these shoes represent globalization?

38 Understanding DBQ Prompts Verbs : Identify Describe Explain – How and why

39 a) Identify two animals.

40 b) Describe the two animals.

41 c) Explain how one has an advantage over the other.

42 Suggestions The primary reason is one thing – If you laundry list you will not get credit. Do not say Because the dog is bigger.THAT IS DESCRIBING. Explain why the dog being bigger gives him an advantage over the kitty. Explain – be able to answer and so what? – good idea is to use the sentence and throw in a because and be able to answer that.

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44 Thesis Writing Since it is NOT acceptable to simply restate the question we will be using a formula. The Thesis Formula: X. However, A, B, and C. Therefore, Y. X represents the strongest point against your argument. A, B, and C represent the three strongest points for your argument. Y represents the position you will be taking; in other words, your stand on the prompt.

45 Thesis Statement Question or Thesis Main Idea #1 Main Idea #2 Main Idea #3

46 The Good, the Bad, the Ugly The Question: Analyze the changes that occurred during the 1960s and the goals, strategies, and support of the movement for African American civil rights.

47 The Civil Rights movement in the United States gave more American Rights. UUUGGGGLLLYYY Does not answer the prompt

48 Many changes occurred in the 1960s in the goals, strategies, and changes in the movement for civil rights Bad Answers the prompt but is not very specific. Re-states the question.

49 Civil rights goals shifted from achieving legal equality to social and economic rights in the mid- 1960s. As the movement broadened nationally, methods shifted from nonviolence to violence. Support for civil rights fractured along racial and generational lines. Good

50 Preparing for the DBQ: 15 Minute Drill Read the prompt. What is the task? What is the prompt asking you to determine or answer? Create your conceptual framework. Brainstorm SPECIFIC background information. Place as much SPECIFIC information in the space provided below. Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on t he period 1964 to 1975

51 Putting it all together Document sources other than print can: – Keep students engaged – Expand source material – Feel good

52 Caribbean Culture DBQ: The Music of Bob Marley & the Wailers Analyze each document (song) Discuss keep points of each document with your small group Group the documents into categories Create a thesis to share with the class – Be prepared to explain which documents go in which groups

53 Session 4: 2:05-3:00 Putting it All Together I'm not a very good writer, but I'm an excellent rewriter. James Michener The wastebasket is a writer's best friend. Isaac Singer "I write to find out what I think. Stephen King S4

54 Truths about writing 1.The writing process embodies higher order thinking. 2.Writing is a skill; practice is the only way to improve. 3.Timely, specific constructive feedback leads to improvement. Putting it All Together S4

55 Truths about teaching writing 1.It requires planning, preparation, and practice throughout an academic year; it is not just a summative exercise for tests. 2.To elicit higher order responses, questions/prompts must also be higher order and not just definitional. 3.Times for feedback, conferencing, and peer grading/editing should be included; students must see and discuss writing to know how to improve Putting it All Together

56 What could this look like in a six weeks period? MonTueWedThuFri Debrief DBQ rubric and sample prompt Doc analysis exercise Read and score sample DBQ responses Thesis writing exercise Discuss new DBQ prompt Group doc analysis practice Thesis writing Prewriting& Outlining Conference on thesis writing and outline DraftPeer editing Final draft duePeer scoring Teacher conferencing Teacher conference All activities above do not take the entire block period – 30 minutes for most. The first two days and the drafting day are the only times that 60 minutes is used Each activity leading up to final draft is a formative assignment. Be wary of grades that measure mastery at introductory stages of the process

57 Goals for Session 4 Develop and integrate a DBQ writing program in your grade level. – Integrate DBQ process into an existing unit Scaffold individual skills (Session 3) into lessons – Include opportunities to draft and re-draft – Include opportunities for teacher and student feedback – At your campus - Create a DBQ Develop a higher level prompt according to grade level TEKS Share resources (print and internet) to build a document set Create a rubric that measures the essential DBQ skills appropriate to your grade level

58 Thank you for coming Please complete online survey through Eduphoria to earn credit for this course.


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