Designing Standards-based Rubrics KY Writing Project Conference September Sit with your grade level.

Our Targets I can design a quality rubric congruent to expectations of grade level standards. I have a fundamental understanding of how rubric development and use supports the student growth goal-setting process.

Rubric Design: A Recursive Process 3

My example: From Enduring Skill to Grade Level Standards to Draft Rubric Enduring Skill for Reading: Read and comprehend text at the high end of grade-level complexity. 4 Note: You may choose more than one enduring skill. GL Standards Connections: RF 3.4a RI 3.1 RF 3.4c RI 3.2

My example: from Enduring Skill Read and comprehend text at the high end of grade-level complexity. RF 3.4a Read grade-level text with purpose and understanding. RF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea 5 to Grade Level Standards

Below grade CLUES Read & comprehend below GL text Below GL text with prompting & support “ Retell details w/o explaining how they support the main idea Above Grade CLUES Independently read & comprehend above GL text... in above GL text.. and explain inferences... and summarize text.. and explain multiple main ideas of a text 6 Proficiency on grade level Read & understand GL text. Read w/purpose. Use context for word recognition, to understand text. Reread to comprehend. Refer explicitly to text to answer questions. Determine main idea. Recount key ideas & details; explain how they support main idea.

Activity: You Try It! from Enduring Skill to Draft Rubric Enduring Skill from Speaking & Listening Anchor Standard 1: Prepare for and participate effectively in collaborative conversations. 7 GL Standards Connections: SpL 1

from Enduring Skill to Draft Rubric Study the related grade-level standard(s) to understand what students must know and be able to do in order to demonstrate proficiency. Look for clues in the corresponding standards for previous and next grades. On chart paper, make 3 columns- List in the center column what students should know and be able to do in order to demonstrate proficiency at the intended level of rigor in the standard. List the expectations for the previous grades and the next grades 8

Below grades CLUES Read & comprehend below GL text Below GL text with prompting & support “ Retell details w/o explaining how they support the main idea Above Grades CLUES Independently read & comprehend above GL text... in above GL text.. and explain inferences... and summarize text.. and explain multiple main ideas of a text 9 Proficiency on grade level INDEPENDENTLY - Read & understand GL text. Read w/purpose. Use context for word recognition, to understand text. Reread to comprehend. Refer explicitly to text to answer questions. Determine main idea. Recount key ideas & details; explain how they support main idea.

from Enduring Skill to Draft Rubric Identify the important criteria to be included in the rubric in order to meet the expectations of the standard(s). Don’t leave out any key criteria even if it is hard to describe. 10

11 Proficiency on grade level INDEPENDENTLY - Read & understand GL text. Read w/purpose. Use context for word recognition, to understand text. Reread to comprehend. Refer explicitly to text to answer questions. Determine main idea. Recount key ideas & details; explain how they support main idea.

from Enduring Skill to Draft Rubric On the Draft Rubric Template: Add the criteria you identified. Use your list to describe PROFICIENCY for each of the identified criteria. Name the performance levels. 12

from Enduring Skill to Draft Rubric Fill in other performance levels ensuring parallel and concise language Consider: Clues from previous & next grades’ expectations What the standards assumes students already know Consider language that: Represents a continuum of learning Scaffolds learning Represents less than quality Defines beyond proficiency 13

Use the Tool for Evaluating Instructional Rubrics to evaluate your work 14

Peer conversation 1.Share your draft rubric with another person. 2.Listen for good ideas to refine your rubric. 15

Next you would - Test your rubric with student work Continue to refine your rubric 16

Engaging Students Students rewrite rubrics in student-friendly language Students use models to identify criteria for quality Students analyze poor models using the rubric and identify how to improve Students develop rubrics Students use rubrics to provide peer feedback 17

Rubrics and Student Growth Goal-Setting An analytic rubric can help teachers combine multiple sources of data to – determine a baseline score for goal-setting – determine if students met the goal at the end of the course, and – formatively assess, provide feedback, and adjust instruction along the way 18

Resources Jay McTighe’s Lumibook on PD360, Assessing What Matters Most (2013) (chapter 6) Stiggins, Arter, Chappuis & Chappuis, Classroom Assessment for Student Learning: Doing it Right – Using it Well (2006) (chapter 7) Brookhart, Susan (2013) How to Create and Use Rubrics for Formative Assessment and Grading Andrade, Heidi G. Using Rubrics to Promote Thinking and Learning(Feb 2000) Educational Testing Service, Creating & Recognizing Quality Rubrics CD (2006) Analytic Rubrics, DePaul University Teaching Commons 19

Targets & Take-a-ways I can design a quality rubric congruent to expectations of grade level standards. I have a fundamental understanding of how rubric development and use supports the student growth goal-setting process.

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