Developing Instructional rubrics Geelong High School, Term 1, 2016

Entry Task Question One: What is your understanding of an instructional rubric? Question Two: How does it link our teaching and learning? Take 30 seconds each in small groups to share

The Research Rubrics make assessing student work, according to success criteria, quick and efficient They help teachers clearly communicate to parents and others, the achievements of students Rubrics are also teaching tools that support student learning and the development of thinking skills – when shared with students When used correctly, they serve the purposes of learning as well as of evaluation and accountability When rubrics blur the distinction between instruction and assessment, they become instructional rubrics Heidi Goodrich Andrade

Why Use Instructional Rubrics? are easy to use and to explain make teachers' expectations very clear provide students with more informative feedback about their strengths and areas in need of improvement Instructional rubrics support learning and the development of skills, thinking, and deep understanding

Design Considerations Although the format of an instructional rubric can vary, all rubrics have two features in common: A list of criteria, or "what counts" in an assessment task Degrees of quality, with descriptions for each level of achievement. This must align with the tiers of the CAT

Design Considerations Rubrics will be relevant to the particular summative assessment task Rubrics will be written so that the one rubric is for 3 audiences – students, teachers and parents. Does not use deficit language; is growth focused. Rather than “Billy is not able to…” “With support, Billy is beginning to…” Criteria on the rubrics are based on the standards and describe learning evidence based on the key skills identified in the curriculum maps

Example of the 5 point scale Emerging Working towards the level At the level# Above the level Well above the level Beginning to show some understanding Working towards satisfactory achievement within the standard Satisfactory achievement within the standard shown through application of skills Greater complexity within the standard shown through analytical skills Even greater complexity within the standard shown through evaluating & creating skills Exit 1 Exit 2 Exit 3 No-one can move from exit 1 until exit 2 without teacher feedback/approval Scope and sequence charts PL for year 7 teachers on assessment & reporting guidelines. #Level indicates the depth of understanding and thinking within the Curriculum Standard

Step by step guide Identify the skills that are assessed in the CAT and list in the first column of the rubric template 1 Write the “At the level” column first. Applying the skill – benchmark of achieving the standard 2 Write the “Above the level” (Analysis skills) and “Well above the level” (Evaluating and Creating skills) columns. 3 The term ‘level’ indicates the depth of understanding and thinking we are assessing using curriculum standards Applying the skills learnt, will always be ‘at the level’ and is the benchmark of achieving the standard. Above the level: Complexity within the standard shown through analytical skills Well above the level: Complexity within the standard shown through evaluating and creating skills In Mathematics the proficiencies delineate the level of achievement: “ At the level” equates to understanding and fluency “Above the level” to Problem Solving “Well above the level” to Reasoning.

Skills Assessed Emerging Skills Working towards the level At the level   Skill 1  Skill 2  Skill 3 Emerging Skills: Beginning to show some understanding Working towards the level: Working towards satisfactory achievement within the standard Next Step Teachers then complete the “emerging skills” and “working towards the level” columns. As a team, the decision needs to be made: What do teachers need to see as evidence from students who have not satisfied the ‘At level’ requirements?

Instructional Rubrics

Where is everything? Paul had uploaded many of these examples to the Instructional Framework GHS Staff Page Instructional Framework Curriculum Sample Maps/CATs etc.

INSTRUCTIONAL RUBRICS   Looking at Exemplars 1. Take a look at the Instructional Rubric example provided. List the strengths you can see. 2. List the weaknesses you can see. Think about what you would remove/add/edit to use on you class. Learning Area:   Staff who contributed to this sheet: INSTRUCTIONAL RUBRICS Consider: Are the skills clearly listed in the left hand column? Do the descriptors increase in complexity across the rubric? Are they written in positive languages (reflecting learning gain)? Is the language clear and specific for your audience (students and parents)? 3. What do you still need to know about Instructional Rubrics?