Presentation on theme: "Using Document Based Questions to Assess Student Learning"— Presentation transcript:
1 Using Document Based Questions to Assess Student Learning Please sign in and get handouts
2 Schedule for the daySession 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: 1:55-2:55 Putting It All Together 2:55-3:30 Closing
3 Goals for the dayUnderstand how to implement historical writing routinely grades 6-12Understand the benefits of using historical documents to writeUnderstand how the writing and analysis process worksLeave here with strategies and resources you can implement immediately within your curriculum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 ProfessionalsPlan to Implement
5 Fears/Complaints/Obstacles I don’t have enough time to have students write in class I have too much material to cover.I don’t want to grade ALL those essays.My students can’t write an essay- they don’t even know how to write a complete sentence.Students just plagiarize these days.I’m not an English teacher- I don’t know what to grade.Any others? Teachers share first- with partners then share out – complaints fly in individually.
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 ThinkingDevelops Writing SkillsAllows for group work in document analysis and peer editing.Builds confidence for students to enroll in AP courses.Thinking: Students must define key terms in an analytical question, identify sources (primary and secondary), read for general meaning, group documents into analytical categories, support ideas with specific data, then articulate and argument. Writing: for poor writers it provides a framework for learning to write essays. For good writers it allows them to create thoughtful, tightly argued pieces.
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?6th World Cul7th TX His8th US HisWorld Geo (9th)World His (10th)US History (11th)GOV/ECO (12th)AP standards and expectations presentation. – 20 minutes- handout 8 commandments of writing a history essay. This is an intro into the understanding that thinking is writing and students need to be able to think for themselves- research shows that only 1% of teachers’ questions goes beyond fact and routine. Every student is capable to writing and thinking.
10 DBQ assessment Process Session 2 9:40-11:00DBQ assessment Process
11 DBQ Assessment Process Rubric Building What are the common elements that DBQs share at every level?How do these elements factor into grading?What can rubrics look like and how do they assist in the grading process?
12 What are the common elements that DBQs share at every level? To be successful, students have to do the following:quickly read and understand document contentinterpret documents to use as evidence to answer a questioncraft a cohesive and persuasive written argument using document evidenceSession 3 will cover how to teach these 3 distinct skills to students
13 Purpose of DBQ Rubrics Measure distinct DBQ skills Understanding InterpretingCrafting an argumentProvide effective feedback to students (goal: future improvement)Must be timely (while the question and process are fresh)Must be specific (grade alone doesn’t facilitate improvement)Facilitate gradingMust make the process relatively easy for teachersMust encourage consistency in grading from student to student
14 Types of RubricsHolistic ScoringCore ScoringScale Scoring
15 Holistic Scoring Essays are judged in their entirety The 8-9 EssayContains a well-developed thesis that addresses all parts of the questionSupports the thesis with effective analysisEffectively uses a substantial number of documentsSupports thesis with substantial and relevant outside informationMay contain minor errorsIs clearly organized and well writtenThe 5-7 EssayContains a thesis that addresses part of the questionHas limited or implicit analysisEffectively uses some documentsSupports the thesis with some relevant outside informationMay have errors that do not seriously detract from the quality of the essayShows acceptable organization and writing; language errors do not interfere with the comprehension of the essayEssays are judged in their entiretyScores are assigned based on successfuldemonstration of skills and understandingScores divided into ranges based on the above
16 Core Scoring Scores are based on the accumulation Essay are judged for core elementsScores are based on the accumulationof 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 skillsScores are qualitative and descriptive in nature
20 Scale Scoring Any Grade Have participants score one sample student essay using a rubric of their choosing from the 3 shown.
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 Don’t score for grammar Think of these as rough draftsGrade ideas, analysis, use of evidence, structure of the argumentTeach the rubric to students before writing
23 Tips for GradingStandardize or grade a few with a fellow teacher first to establish a standardRead through some of your students to see a spread of responses before you start gradingHave students grade according to rubricPeer gradeRatiocination
24 Tips for GradingFull DBQ is summative – grading parts of the process before this step is crucialExamples:Grade thesis one timeGrade use of evidence another timeFeedback must be timelythe more times you grade, the better you’ll get
28 Speaker- describe what you know about the person who wrote the document Occasion- what was going on in historySOAPSAudience- who is the reader? Who is the person speaking to?Doc analysisPurpose- intent, reason, goalSubject- topic
29 Speaker- describe what you know about the person who wrote the document Occasion- what was going on in historyAudience- who is the reader? Who is the person speaking to?SOAPPSPurpose- intent, reason, goalPoint of view- authors background (bias?)Subject- topicToneImplied attitude toward the subject and the audience
30 OPTIC Overview- what do you think this is? Parts- pieces of the pictureOPTICTitle- what is it and how does it help you understand the pictureInterrelationship- connections between the parts and the titleConclusion- 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 completewrite 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 documentAnswer the 2 scaffolding questions
33 Cubes Tactile document analysis method Label the cubes SOAPS or OPTIC Each group completes one letter for the documentPresenter 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?analysis
35 BucketingAfter reading through all the documents students determine where they will use them in their essay.Bucketing: Another term for “placing in analytical categories” or “arranging in clusters”. Buckets become body paragraphs.Reason 3Document A,DReason 1Document BReason 2Documents A,C
36 Shoes Everyone throw one shoe in the center of the room Volunteer #1 Group the shoes anyway you wantExplain your grouping strategyVolunteer #2Group the shoes in a different way
37 Shoes Group the shoes this time according to the following prompt: “How can these shoes represent globalization?”
38 Understanding DBQ Prompts Verbs:IdentifyDescribeExplain – How and why
41 c) Explain how one has an advantage over the other.
42 SuggestionsThe “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.
44 Thesis WritingSince 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 Scaffolding for middle school
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 UUUGGGGLLLYYY Does not answer the prompt The Civil Rights movement in the United States gave more American Rights.UUUGGGGLLLYYYDoes not answer the prompt
48 Many changes occurred in the 1960s in the goals, strategies, and changes in the movement for civil rightsBadAnswers 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 engagedExpand source materialFeel goodAnalysis, grouping, and listening
52 Caribbean Culture DBQ: The Music of Bob Marley & the Wailers Analyze each document (song)Discuss keep points of each document with your small groupGroup the documents into categoriesCreate a thesis to share with the classBe 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
54 Putting it All Together S4Putting it All TogetherTruths about writingThe writing process embodies higher order thinking.Writing is a skill; practice is the only way to improve.Timely, specific constructive feedback leads to improvement.
55 Putting it All Together Truths about teaching writingIt requires planning, preparation, and practice throughout an academic year; it is not just a summative exercise for tests.To elicit higher order responses, questions/prompts must also be higher order and not just definitional.Times for feedback, conferencing, and peer grading/editing should be included; students must see and discuss writing to know how to improve
56 What could this look like in a six weeks period? MonTueWedThuFriDebrief DBQ rubric and sample promptDoc analysis exerciseRead and score sample DBQ responsesThesis writing exerciseDiscuss new DBQ promptGroup doc analysis practiceThesis writingPrewriting& OutliningConference on thesis writing and outlineDraftPeer editingFinal draft duePeer scoringTeacher conferencingTeacher conferenceEach activityleading up tofinal draftis a formativeassignment.Be wary ofgrades thatmeasuremastery atintroductorystages of theprocessAll 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
57 Goals for Session 4Develop and integrate a DBQ writing program in your grade level.Integrate DBQ process into an existing unitScaffold individual skills (Session 3) into lessonsInclude opportunities to draft and re-draftInclude opportunities for teacher and student feedbackAt your campus - Create a DBQDevelop a higher level prompt according to grade level TEKSShare resources (print and internet) to build a document setCreate a rubric that measures the essential DBQ skills appropriate to your grade level
58 Thank you for comingPlease complete online survey through Eduphoria to earn credit for this course.