1. TLPI—03/26/07  Rubrics/All Classes 5:00-6:45  Nuts and Bolts 6:45-6:55 Ebony Eyes—revisions due 4/2 Lesson Plans—will return 4/2 Ethnographies—will return 4/2 Scavenger Hunt—all evidence due 4/2  Thematic Units 6:55-8:00 Essential Questions Objectives 5E Lesson Plan—will email format this week

2. Rubrics  What are rubrics?  Why use rubrics?  How do you create rubrics?

3. What Are Rubrics? Tools for teaching and assessing that...  List the performance categories for a piece of work (WHAT)...  And articulate levels of achievement or quality, from excellent to poor (HOW WELL)...  And provide criteria for each level of achievement or quality (HOW TO)

4. Why Use Rubrics? Powerful tools for teaching and assessment  Help teachers articulate requirements  Make expectations clear – no surprises  Show students how to meet expectations  Allow students to monitor and improve performance

5. Why Use Rubrics? Allow students to judge work quality  Spot and solve problems in their own and others’ work = metacognition  Increase sense of responsibility for their own work = agency  Fewer “Am I done yet?" and “Is this good enough?” questions = judgment

6. Why Use Rubrics? Reduce time spent evaluating student work  Front load teacher’s work  Circle an item in the rubric vs. struggling to explain the flaw or strength  Provide consistent feedback about student strengths and areas for improvement.  Allow ongoing assessment by student and peers

7. Why Use Rubrics? Accommodate heterogeneous classes  Gradations of quality can be "stretched" and adapted to reflect a range of student abilities  Students work to the rubric  Criterion referenced—all can succeed

8. Why Use Rubrics? Easy to explain to students and parents  Everyone knows what student needs to do to be successful  Allows students to articulate what they have learned  Students and parents understand how the grade was calculated

9. How Do You Create Rubrics? 1. Look at models 2. List performance categories 3. Articulate levels of achievement or gradations of quality 4. Provide the criteria for each level of achievement or quality 5. Test and revise

10. Step 1—Look at Models  Look at rubrics created by other teachers  Don’t re-invent the wheel—ADAPT!  Decide on a format that suits your needs  Looks at models of work created by students and decide what constitutes quality work—more powerful if done with students

11. Step 2—List performance categories  With or without students, decide characteristics and features of a quality project  Decide on the level of complexity and specificity—form fits function  General Rule: 4-6 categories

12. Performance Categories Content Organization References from scholarly literature MUGS APA format

13. Step 3—Articulate Levels of Achievement or Gradations of Quality  Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of “not-so-good” work  General Rule: 3-4 levels or gradations

14. Levels of Achievement or Gradations of Quality 4 exemplary 3 proficient 2 progressing 1 incomplete Content Organization References from scholarly literature MUGS APA format

15. Step 4—Provide the criteria for each level of achievement or quality  Use clear and specific language  Beware of subjective terms, like “creative beginning” or “accurate measurement” unless you discuss or specify  Avoid unnecessarily negative language, like “boring” or “poor”

16. Criteria for each level of achievement 4 exemplary 3 proficient 2 progressing 1 incomplete Content Organization References from scholarly literature MUGS APA format

17. Step 5—Test and Revise  Give test versions to students and ask them to assess their own progress on the task or project  Solicit their feedback and improve the rubric--promptly  Make clear that they are part of this development phase—not graded yet

18. Step 6—Use it!  For student self assessment Allow students revise their work after assessing themselves  For peer assessment Requires some coaching so students give each other specific and useful feedback You may need to hold students accountable for their assessments of a classmate's work by having them sign off on the rubric they use.  For teacher assessment of student work

19. Rubrics—Web Sites and References  http://www.uwstout.edu/soe/profdev/rubrics.shtml#math http://www.uwstout.edu/soe/profdev/rubrics.shtml#math  http://www.ncsu.edu/midlink/ho.html http://www.ncsu.edu/midlink/ho.html  http://www.middleweb.com/rubricsHG.html http://www.middleweb.com/rubricsHG.html  Brewer, R. (1996). Exemplars: A Teacher's Solution. Underhill, VT: Exemplars.  Marcus, J. (1995). "Data on the Impact of Alternative Assessment on Students." Unpublished manuscript. The Education Cooperative, Wellesley, MA.  Marzano, R., D. Pickering, and J. McTighe (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria, VA: ASCD.  Perkins, D., H. Goodrich, S. Tishman, and J. Mirman Owen (1994). Thinking Connections: Learning to Think and Thinking to Learn. Reading, MA: Addison-Wesley.

20. Thematic Units  “Backward Planning” = working from front to back to middle  Develop 2-4 Essential Question = front  Write 2-4 Objectives = front  Brainstorm Culminating Project & Rubric = back  Brainstorm 6 Lesson Plans (3 five-step, 2 ITB, 1 5E (optional) = middle

21. What is an Essential Question?  A question that lies at the heart of a subject, unit, or curriculum, and promotes inquiry and uncoverage of a subject.  Essential questions do not yield a single straightforward answer; they are open ended and produce different plausible responses.  An essential question should be overarching in scope.

22. Upcoming Assignments  MI inventory graph/reflection—due 4/9 as you would ask your math/science students to graph, either by hand or in Excel, and reflected upon in terms of how accurately it (1-2 paragraph limit)  One five-step lesson from your thematic unit—due 4/9  Bring unit planning material to class for the next 3 weeks