1. A love story

2. I know bare with me…

4. Checklist  If your goal is to provide answers to the following questions, a checklist or scoring chart may be the best assessment tool: What do I need to do to pass? What do I need to do to get an A? What do I need to do to make you happy? What will you be counting as you read my work? What are the minimum components I need to make sure I have? Are you looking for a particular response as my evaluator? One approach? One right answer? Rubric  If your goal is to provide answers to the following questions, a rubric is probably the best fit: What does quality look like for this task or process? What does "better" look like so I can I revise my work without waiting for your feedback? What does it look like when a beginner does this type of project or task? A master? What does it look like to break the rules or be creative for this type of work? How will I know if I'm "breaking the rules" or doing it wrong?

5. SELECT BY DEPARTMENTS SCALE BY WHOLE SCHOOL

6. THESE ARE THINGS WE CYCLE THROUGH.

10. Identify what is being assessed. (e.g., ability to apply theory). Specify the skills, knowledge, and/or behaviors that you will be looking for. Limit the characteristics to those that are most important to the assessment.

11. How will we connect the language of our rubrics? How will get the students familiar with the usage of rubrics? How will we demonstrate a cycle of rubric use? Feedback Revisions Next steps

12.  MEMORIALIZE ALL WORK VIA DROBOX  Work will be ongoing in subject teams (deadlines forthcoming)  Review previous rubrics  Adopt the school agreed rating system  Identify assignments that need rubrics  Develop rubrics  Develop protocols for their in collecting, analyzing and utilizing data to aid in instruction  Incorporate into ATLAS  PASE II  Modify rubrics to denote grade level progression (9/10 -11/12)  Modify rubrics for special education and ELL students