6 Clapping Rubrics Volume 5 – Clapper carefully controls the volume of his/her clapping, taking all or many relevant factors into consideration4 – Clapper does a good job of controlling his/her clapping volume, taking a few relevant factors into consideration3 – Clapper does an average job of controlling his/her volume, taking at least o ne relevant factor into consideration2 – Clapper appears to minimally control his/her volume, taking no relevant factors into consideration1 - 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.
10 Standards in Arizona State Standards Initiative No Child Left Behind Arizona LEARNSAll instruction should be based on the CORE Standards curriculumAssessment alignment critical to standards implementationStandards 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 ProgressTest StudentsTests aligned to the State StandardsGather test dataMeasure adequate yearly progressInstruction based on gathered dataReport Student progress to Parents/GuardianFederal LegislationRequires 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.
13 Traditional Grading Uses A, B, C, D, F or E, S, N Directions are given for each assignmentEach assignment is given a numerical evaluation by the teacherScores are averaged and range appliedAverage determines grade on Progress Report
14 Traditional Assessment Assumptions Usually based on one evaluation of product by teacherBell CurveSome portion of children will failCompetitiveComparative
15 Traditional Assessment Assumptions Paper and pencilEnd of lessonAnswers are right or wrong
16 ProblemsTeachers consider many factors other than academic achievement when assigning gradesTeachers weight assessments differentlyTeachers misinterpret single scores on classroom assessmentsTeachers 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 curriculumUngraded practiceCriteria for evaluation present prior to assignmentCriteria explained in a rubric—a scoring guideStudent completes assignment
20 Standards-based Evaluation Student work compared to criteria on rubric and score is givenReteaching/ExtensionsContinue working toward 4ReevaluationTrends used to determine successful completion of standard and final progress report grade
22 Thinking about Standards-based Assessment Concepts or skills are evaluated in contextAllows students to show learning over timeObservationsCollections of workPerformancesExhibitionsDemonstrations
23 Thinking about Standards-based Assessment Good teaching and learning can happen with or without formal gradingStimulating, meaningful curriculum motivates students to work hard—grading alone may notStudents 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 punishmentLow grades cause most students to withdraw from learningReporting grades as averages is unfair
25 Thinking about Standards-based Assessment Assessment methods that compare students to each other are not helpful for struggling studentsAvoid grading curvesA 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 attemptStudents should be expected to continue working on a task until high-quality work is achieved
28 Curriculum Alignment Identify the learning objective Essential knowledge and understandingBased on district/state standards/competenciesDesign lesson around objectivesSelect a performance task that accurately measures performance in relation to objectives
29 Focus Questions Main things students will learn Question format Clearly statedGrade-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 objectivesKeep students focused on the stated goals of the unitGive teachers a handle on the amount of curriculum there it to cover
32 Standards-based Assessment Methods ObservationSystematicRecordLet your students know purpose and useTapesEasy to use
33 Standards-based Assessment Methods Performance AssessmentsPerformance of learning in real life situationsImprovement to acceptable levelsInvestment of time and guidance
35 Grading Performance Tasks RubricsBrief outlines that describe the content and quality needed to achieve a specific gradeHelps the grader determine the evidence of students’ understanding
36 Standards-based Assessment Methods RubricsProgresses from minimal through superior performanceBased on standards at PO levelCreated and presented before work begins by teacher or students
37 Standards-based Assessment Methods RubricsStudent-created rubrics are very effectiveSelf-assessment and peer-assessment can supplement teacher-assessmentUsed 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 givenStudent works to correct mistakes
39 Sample Rubric for Goldilocks Happy FaceThree pictures show what Goldilocks does at the beginning, middle and end of the story.Pictures are in orderThere are three colors.Straight FaceSomething is missing.Pictures are out of order.There are only one or two colors.
40 Figure One RUBRIC FOR AN INVENTION REPORT Criteria Quality PurposesThe 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. FeaturesThe 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. CritiqueThe 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. ConnectionsThe 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.
46 Rubric Scoring Continue working toward 4 Level of mastery of the standard determines final gradeTrends – Marzano’s Power Law of Learning
47 Thoughts to Consider Value the discussion Start with simple rubrics Only use rubrics with major projects or activitiesStart 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 meaningStudents realize the impact that learning the material will have on the outcome of their performance taskHave a plan of action for performance
51 Benefits of the ModelClarifying instructional objectives provides structure for studentsFocus questions make instructional choices easierStudent discussions and self-reflections provide the teacher with useful feedback about instruction
52 Benefits of the ModelIncreased student engagement increases student motivation and participationObserving students during peer assessment provides valuable insights regarding student learning and group interaction.
53 Rubrics canHelp 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 canHelp 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)
68 Communication Parent Forum Parent Brochure Standards Grading Policy Monthly/Weekly NewslettersBeginning of the YearAt Progress Report timeGrading Policy
69 Talking Standards Conferences What are the standards? Articulate what is being taughtProvide information as to how well the student has mastered the contentDiscuss strengths and weaknessIndicate how future growth will be supported
70 Talking Standards Classroom Posting objectives Delineating criteria for assignmentsUse of RubricsGoing for the Gold