Clapping Institute Volume Appropriateness Creativity
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
Clapping Rubrics Appropriateness 5 – Clappers style is excellent and completely appropriate, based on the described setting. 4 – Clappers style is mostly appropriate, based on the described setting. 3 – Clappers style is moderately appropriate, based on the described setting. 2 – Clappers style is inappropriate for the described setting. 1 - Clappers style is completely inappropriate for any setting.
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.
Why Standards-based Evaluation???
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
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
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
Traditional Assessment Assumptions Usually based on one evaluation of product by teacher Bell Curve Some portion of children will fail Competitive Comparative
Traditional Assessment Assumptions Paper and pencil End of lesson Answers are right or wrong
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
Alternative Factors in Grading Source: Marzano (1995b)
Standards-based Assessment Finding Clear and Visible Targets
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 rubrica scoring guide Student completes assignment
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
Traditional vs. Standards-based
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
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
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
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
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
How does this look in my classroom??
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
Focus Questions Main things students will learn Question format Clearly stated Grade-level collaboration is ideal
Focus Question Example 1. 1.How and why did people come to North America? 2. 2.What evidence do we have for our theories? 3. 3.How and where did the land bridge form?
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
Standards-based Assessment Methods Observation Systematic Record Let your students know purpose and use Tapes Easy to use
Standards-based Assessment Methods Performance Assessments Performance of learning in real life situations Improvement to acceptable levels Investment of time and guidance
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
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
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
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
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.
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.
Rubrics General rubrics have a place, but are often too ambiguous to be very effective
Task Specific Rubrics Demystify the grading process Quality and quantity Observable outcomes Directly related to the focus question Build on one another
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
Write a rubric for a 4 Groups
Rubric Scoring Continue working toward 4 Level of mastery of the standard determines final grade Trends – Marzanos Power Law of Learning
Thoughts to Consider Value the discussion Start with simple rubrics Only use rubrics with major projects or activities Start with your strength
Thoughts to Consider Work with another teacher Be patient. Rubrics dont have to be perfect! It is easier the next time around
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
What are the Benefits???
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
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.
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)
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)
Using Standards To Evaluate Student Growth
Determining Grades Standards become the criteria for performance assessment Focus on Competencies taught that quarter Power standards Use ADE Performance Descriptors as a guideline
Determining Grades Achievement Factors Subject-Specific Content Thinking and Reasoning Skills General Communication Skills
Determining Grades Nonachievement Factors Effort Participation Work Completion Behavior Following rules Teamwork Attendance Tardiness Absenteeism
Tracking Performance From Activities to Competencies
Tracking Performance Green Grade Book Excel Spreadsheet Making the Grade Performance Objective Checklists New district template Your own method
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
Talking with Parents
Communication Parent Forum Parent Brochure Standards Monthly/Weekly Newsletters Beginning of the Year At Progress Report time Grading Policy
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
Talking Standards Classroom Posting objectives Delineating criteria for assignments Use of Rubrics Going for the Gold