Terry Reale, Reading and English Language Arts Coordinator Office of Instruction

“Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” -Stiggins, 1997

Students and teachers can work together to journey though the learning process.

 Construct and distribute the assessment rubric before the designing and executing related activities  To guide lesson planning  Make students aware of lesson objectives and teacher expectations  To help students assume responsibility for their learning

 Showing and discussing the rubric with students alert them to the areas teachers think is most important for mastery of the unit or project and gives students insight into the specific goals the teacher has set for the lesson  Students can invest more time in those aspects  Students have time to ask questions and focus on areas of their weakness

 Students have the opportunity to gain a sense of control over their learning:  Students are more actively involved in their learning.  Students assume responsibility for meeting the expectations.  Student control over their learning causes interest in their learning.

 Criterion-based performance lists list the criteria, elements, or traits of a performance  Holistic rubrics prioritize the total effect of a piece of writing (Performance and Creative Projects)  Analytic rubrics highlight separate components (Specific set of skills and concept knowledge acquisition)

1. Will creating student-generated rubrics increase the number of students completing the assignment? 2. Will having students generate the rubrics increase the level of performance of the students in the class overall? 3. Will students recognize the proper components required in a particular performance-based assessment?

 Student-generated rubrics offer one more way to increase metacognition  Involving students in the process of self- evaluation empowers them in the development of critical thinking skills -McTighe & O’Conner  Through metacognition, students can develop these skills that are transferable to new learning situations -Abbott, 1997

 “Educators who provide regular opportunities for learners to self- assess and set goals often report a change in the classroom culture.” -McTighe & O’Conner, 2005

 Use the presentation rubric to assess a group on their PBL final project.

 Performance Task: Create a 15 min presentation at your next faculty meeting summarizing what you have taken away from this workshop  Audience: Educators at your school  Rubric should include both presentation and content criteria

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 Take 1 minute and write one or two sentences sentence about what you think about involving students in the development of rubrics.