12 13 earcos assessment workbook - bambi

Best Practice in Assessment

EARCOS WEEKEND WORKSHOP

Seoul Foreign School October 2012

Presenter: Bambi Betts

Teacher Training Center for International Educators [email protected] www.TheTTC.org

mailto:[email protected]

http://www.thettc.org/

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TTC EARCOS at SFC Oct. 2012 2 Best Practice in Assessment

YOUR BELIEFS ABOUT ASSESSMENT

Agree Disagree

1. The primary purpose of assessment is to make judgments about whether a student should move on to the next grade level or course.

2. Most learning we expect students to do in school can effectively be assessed through written tests.

3. Self-assessment is an essential component of all assessment.

4. The type of assessment tool should be determined by the learning outcomes it is designed to assess.

5. Everything that a teacher assesses in her own class should be taught.

6. A well-designed assessment process contributes to improved student learning.

7. Grading is important for motivating students.

8. The form of assessment to be used will influence the choice of teaching strategies.

9. To a great extent, students determine what’s worth learning through our assessment tools.

10. Most learners will typically try harder under the threat of failure.

11. Students should have clear criteria for success on any assessment task.

12. Assessment results should be used regularly to inform and modify instruction.

13. All assessments should ‘count’ toward a final evaluation (grade).

14. Students should have access to and be taught how to use assessment results to improve their learning.

15. Summative (end of unit) results are more accurate predictors of long term retention than ongoing, formative data.

16. Assessments should be developed before teaching.

17. A summative assessment should be designed so that students will do just as well six months later as they do the first time they take the assessment.

18. The fundamental purpose of assessment is to sort and rank students.

19. Quantitative data are more useful in planning for learning than qualitative data.

20. To be effective, feedback must be as immediate as possible.

21. A grade can be sufficient feedback.

22. In most cases, the same assessment tool should be used for all students

23. Feedback is essential for learning and therefore required on EVERY assessment.

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ASSESSMENT PRINCIPLES

Those which are now considered axioms

Essential Not Essential

1. Assessment is inherently a process of professional judgment.

2. Assessment influences student motivation and learning.

3. A culture of ‘penalty’ disrupts learning.

Effective assessment :

4. Improves student learning.

5. Recognizes learning differences.

6. Begins with clear statements of intended learning.

7. Relies on adequate pre-assessment

8. Requires process both DURING and AFTER learning.

9. Requires timely, actionable feedback.

10. Measures what is truly valued.

11. Enhances instruction.

12. Is valid.

13. Is fair and ethical.

14. Requires alignment between the tool and the intended learning.

15. Is efficient and feasible.

16. Promotes learner self-reliance.

17. Allows and encourages the student to demonstrate personal (individual) development of understanding, knowledge, skills, attitudes, values and processes.

18. Is authentic and contextual.

19. Captures what is most essential to be learned.

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WHERE DOES ASSESSMENT ‘FIT’ IN CURRICULUM?

WHAT IS ASSESSMENT?

ASSESSMENT IS…

Fundamentally…

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TRADITIONAL Focus was assessment

learning

TODAY Focus is assessment

learning

BIG IDEA Use evidence about learning to adapt instruction to meet student needs and to

help student self-adjust.

THINK BACK…

What is the worst test or assessment you have ever taken? What made it that way?

Common characteristics of ‘poor’ assessments

WHY ARE SCHOOLS RETHINKING ASSESSMENT?

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FENWICK’S FINDINGS ON ALIGNMENT

What the research revealed

WHAT WOULD BE THE IDEAL RELATIONSHIP IN YOUR SCHOOL?

1. Do I teach everything in the curriculum?

2. Is it OK to teach things that are NOT in the curriculum? 3. DO I assess everything in the curriculum?

4. Is it OK to assess things that are NOT in the curriculum?

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A ‘Pretender’ Assessment

This student received 11/11 on her quiz. The teacher assumed she understood.

When asked in an interview what elevation was, the student could not respond. She also could not explain the connection between the pictures and the spheres. When the interviewer asked, "What do you think about when you hear the word elevation?" The student responded, "Like the stuff. … I forgot some of this." When asked to explain the bottom section of spheres, the student responded, "This is water (pointing to hydrosphere). And this one is rock (pointing to lithosphere). No, the rock fits atmosphere better, but I'm not sure." The interviewer then asked why balloons and a spider were included. The student responded, "I'm not sure. I don't know." Upon hearing this, the teacher saw that, just because students could match pictures with words, did not mean they understood that the spider represented all living things which made up the biosphere. The 100% showed performance without understanding.

Assessment Showing Understanding

This sheet was used to record working ideas of the main concepts in the chapter. Students could record initial conceptions. By providing a word bank, students were encouraged to use the scientific vocabulary in their responses (Figure 3). The teacher would make individual comments such as, "Describe what you mean by …" or "Explain how this can happen."

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TTC EARCOS SFC Oct. 2012 8 Best Practice in Assessment

CATEGORIES OF ASSESSMENT

Category

Category

Category

Category

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WHAT IS ASSESSMENT? For those just joining…

ASSESSMENT IS…

Fundamentally…

FROM YOUR RECENT EXPERIENCE…

Think of a recent assessment you did with your students. Was the PRIMARY purpose:

FOR STUDENTS to learn through engaging in the task, both about the content and their own learning processes?

FOR YOU, THE TEACHER to gather data for your next stage of teaching?

FOR ‘OFFICIAL’ REASONS – you needed to make a ‘fixed’ judgment for reporting or other official purposes

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AS, OF, FOR?

What might be the teacher’s prime (and perhaps subsidiary) purpose for the below assessment activities?

AS- FOR -OF

1 A teacher gives a pre-test to find out where the kids are before starting to teach a unit

2 A teacher observes students working in groups in order to generate data to evaluate a report card grade for a disposition of effective collaboration

3 A teacher gives an end of year exam worth 20% of the final grade

4 A teacher completes running records for reading

5 A teacher asks students to use different colored cups (red/amber/green) to indicate their understanding of a topic as the teacher is doing a mini lecture.

6 A teacher asks students to peer assess the work of a classmate

7 A teacher asks students to write down the most important thing they learned in class today and leave it on the door as a post-it as they exit the class

8 A teacher involves students in a deep contextual task which is used in the generation of a final grade and/or report card comments

9 A test is used to determine which group students should work in for the next activity within a small flexible group model

10 The teacher tells students that she does not want them to raise their hands in class – she will call on students at random

11 The teacher asks all the students in the class to write the answer to the question on a personal whiteboard and hold it up

12 The teacher asks students in a math class to work in groups on large and visible whiteboards around the room

13 A teacher assigns a final written task at the end of a unit and grades it prior to moving on to the next unit

14 A teacher gives a group of students their marked draft work with the grades received – but does not tell the students which piece of work received which grade. She asks them to work out which is which – and then

15 A student sits a final 3 hour paper at the end of her AP course

16 A teacher leaves grades off a piece of marking and gives only comments

17 A teacher gives students 10 minutes at the start of class to respond to the comments she has written in last night’s homework – and then responds in turn to those comments when next marking the books

18 A student takes a proficiency test to be allowed to utilize the expensive sound and light equipment unsupervised in the school’s new auditorium

19 A student takes an assessment task, the results of which will be used in determining which Math level she will be entered for in next year’s class groupings

20 A teacher gives students examples (ranging from excellent to poor) of a task and then asks them to develop a rubric to evaluate the task

21 A music teacher assesses a student giving her final recital to parents

22 A kindergartener creates rectangular and triangular prisms using play dough and cocktail sticks

23 A teacher designs a creative, aligned task as one of the main assessments for her unit

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Collect evidence

Evaluate evidence

Feedback to learner

Record evidence

Include as evidence of in ‘final’ report

BIG IDEAS The primary purpose for an assessment is the starting point for its

design.

All form as of assessment can be used AS and FOR learning – it how we use the data that changes the game.

Type Definition & Examples

AS

OF

FOR

ASSESSMENT ‘FOR and AS’ LEARNING ‘DURING’ LEARNING

ASSESSMENT ‘OF AND FOR’ LEARNING

AFTER LEARNING

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KEY LEARNINGS ON ASSESSMENT

Common Practices we see in schools

Which learning would cause us to reconsider this practice?

What we have learned

1. Assessments are designed primarily to provide data for the grade book.

A The assessment tool must be carefully matched to the learning being assessed.

2. Teachers plan assessments only after most of the teaching for a particular unit has taken place.

B Students who are regularly assessed in context retain more of their learning for longer.

3. Assessment tools collect evidence of things the teacher never intended to assess.

C Effective assessment should improve learning, not just audit it.

4. Assessment tools are ‘mismatched’ with the desired learning (e.g. written tests when speaking is the real intended outcome)

D Planning backwards improves both teaching and learning.

5. Feedback is given to the learner well after the assessment opportunity.

E Not every assignment should be considered as a full assessment.

6. Teachers keep secrets from students about what makes a good product or performance.

F Provide learners with clear criteria for what ‘success’ looks like.

7. Nearly every assignment is ‘graded’, recorded, and ‘averaged’ with other grades to generate a report card grade.

G The most effective assessments allow teachers to improve real-time teaching and learning. teaching process

8. Assessments are more often ‘school box’ tools rather than authentic products or performances.

PRACTICE 1: BACKWARDS DESIGN

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What do we want learners to achieve?

2

What assessment tasks will provide BEST evidence of our intended learning?

3

What will it take to be successful at teach task?

4

How will we distinguish degrees of achievement?

5

What learning experiences will be needed for learners to be successful at the tasks?

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PRACTICE 2: BEGIN WITH CLEAR INTENDED LEARNING

‘UNDERSTANDINGS’

An understanding is:

TRANS-DISCIPLINARY UNDERSTANDINGS SUBJECT-SPECIFIC UNDERSTANDINGS

Knowledge of the past and its trends can help explain current events.

Human beings have important traits in common yet differ from one another

Critical readers question the text, consider various perspectives and look for author’s bias in order to think, live and act differently.

Manipulation of rhythm creates musical patterns.

Numbers represent quantities.

Societies have formal processes to make laws and to reforms laws.

Scientists construct and use models to generate knowledge and to advance understanding.

SKILLS

A skill is:

TRANS-DISCIPLINARY SKILLS SUBJECT-SPECIFIC SKILLS

Work effectively with others Solve problems Conduct research Listen actively Write for a purpose Distinguish between fact and opinion

Sing music written in two parts Use a microscope Analyze literature Pass a ball Read a geographical map

DISPOSITIONS

A disposition is….

EXAMPLES

∞ Trustworthy ∞ Kind ∞ Polite ∞ Responsible ∞ Independent ∞ Concerned for others ∞ A risk-taker

CONTENT KNOWLEDGE/FACTS

Knowledge/facts are

EXAMPLES

Describe patterns of trade from ancient times to present List the basic needs of living organisms and describe Know the relative location of, size of, and distances between places.

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WHAT TYPE OF LEARNING IS EACH?

S=skill K=knowledge/content U=Enduring understanding D = disposition

The learner: Type

1. Dictates stories.

2. Compares and orders objects according to a given attribute.

3. Uses materials independently.

4. Knows that animals have external features that help them thrive in different

5. Identifies the elements of poetry.

6. Uses appropriate expression when speaking.

7. Takes risks.

8. Presents personal position on issues

9. Differentiates between evidence and opinion

10. Uses productivity tools

11. Analyzes chronological relationships and patterns.

12. Knows the major influences of the Greeks and Romans on Western Civilization.

13. Empathizes with people living in other times and places

14. Identifies specific geographic features.

15. Knows the concepts of city-states, democracy, voting, and government in the Greek and Roman worlds

16. Uses reference materials independently

17. Reads to gather information

18. Organizes and synthesizes information from various sources.

19. Recognizes the effect the Holocaust has on present-day society in Europe

20. Adds single digits.

21. Understands the basic features and processes of the earth.

22. Know the rules of soccer.

23. Understands that numbers are quantities.

24. Understands that supply and demand affect price.

25. Uses diagrams, graphs, tables and charts to communicate information;

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PRACTICE 3: ALIGN ASSESSMENT TOOLS WITH INTENDED LEARNING

ASSESSMENT TYPES

Type Description Examples

Student selects from a pre-set list of responses (visual, written or oral)

Student creates own response within a limited framework (visual,written or oral)

Written work on a topic, question, issue with an academic audience.

Tasks which require students to make or do something for a particular audience and purpose (simulated or real).

Tools designed to collect and record evidence of work processes, and understanding ‘of the moment’.

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CHOOSING THE ‘BEST’ ASSESSMENT

A. SELECTED RESPONSE B. CONSTRUCTED RESPONSE C. ACADEMIC PROMPT (ESSAY) D. CONTEXTUAL PRODUCT OR PERFORMANCE E. OBSERVATION

Which approach to assessment will give you the best possible evidence of the intended learning?

1. Writes effectively for various audiences and purposes. 2. Contributes productively to both large and small groups.

3. Adapts to change; is flexible

4. Uses music vocabulary correctly. 5. Applies knowledge of melody, harmony, pitch, tone quality and

rhythm. 6. Exhibits self-confidence and self-motivation.

7. Chooses appropriate strategies to solve mathematical problems in a variety of contexts.

8. Applies knowledge of physical forces in appropriate settings. 9. Shows empathy and respect.

10. Thinks creatively

11. Understands that a nation’s resources affect its dependence on other nations.

12. Uses appropriate graphic and electronic tools and techniques to process information

13. Accurately draws common objects from observation. 14. Uses large muscles with ease

15. Guides and leads others.

16. Predicts potential consequences of actions in a range of settings.

17. Carefully weighs evidence on all sides of a dispute, problem, or controversy before making a judgment.

18. Knows different forms of government and relates these to countries in the world.

BIG IDEA The key design principle when designing as assessment is ALIGNMENT,

not variety.

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WHAT TYPE OF ASSESSMENT WILL PROVIDE THE MOST VALID EVIDENCE OF LEARNING?

Intended Learning Task Type

1. Explains the methods and reasoning behind the a solution to determine reasonableness of the solution and to verify results

2. Represents problems in a variety of forms

3. Asks questions to seek elaboration and clarification of ideas.

4. Judges which ways of representing a problem are more effective

5. Plays a variety of roles in group discussions.

6. Knows the characteristics of a healthy lifestyle.

7. Uses a variety of strategies to understand a problem.

8. Predicts the outcome of an experiment.

9. Creates three-dimensional structures and arrangements.

10. Uses trial and error and the process of elimination.

11. Designs and conducts a scientific investigation.

12. Applies the basic language of logic in mathematical situations

13. Differentiates between pertinent and irrelevant information when solving problems

14. Demonstrates planning is an important part of the design process.

15. Differentiates between basic valid and invalid arguments.

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UNIT ASSESSMENT PLANNING MATRIX: SAMPLE

Intended Learning Selected response Constructed

Response Academic prompt Contextual Task On-going Tools

Understands that safety is paramount in a science lab 2 full lab practicals

Knows the fundamentals of human and plant reproduction

2 short answer tests

Doctor’s office task

Understands that organisms change over generations Darwin essay Doctor’s office task

Systematically approaches experimental procedures 2 lab practicals Anecdotal notes 2 times

Collects, records and communicates experimental evidence

Doctor’s office task; 2 lab practicals

Draws conclusions based on the analysis and evaluation of evidence

Recommendation task

Skills and strategies for reading informational text Weekly logs Doctor’s office task

Works effectively in a team Team work rubric 3 times

Information Technology communication tools Doctor’s office task; 2 full lab practicals

Commitment to excellence through timely completion of work

2 open response HW journals

Doctor’ office task

Positive attitude to work checklist 2 times; anecdotal notes

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ASSESSMENT PLANNER

CULMINATING CONTEXTUAL TASK

TASK DESCRIPTION

UNDERSTANDINGS TO BE ASSESSED

SKILLS TO BE ASSESSED KNOWLEDGE TO BE ASSESSED DISPOSITIONS TO BE ASSESSED

ADDITIONAL ASSESSMENTS

PRE- ASSESSMENT ASSESSMENT

Learning to be assessed Indicate S K U D

Type (s) Description Type (s) Description

* Indicates that this is a COMMON ASSESSMENT

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HOW DO WE BEST ASSESS DISPOSITIONS?

Select a disposition that is valued at your school. Select an age group to work with.

Make a list of the habitual behaviors associated with that disposition.

MIDDLE SCHOOL COPING WITH COMPLEXITY RUBRIC (INTEL)

4 3 2 1

Seeking Challenges

I seek out challenging problems because I learn from them. Working on difficult tasks gives me pleasure and satisfaction.

I usually like to work on challenging problems because I feel good when I solve them.

I can work on challenging problems if I have a lot of direction and help.

I get frustrated and want to quit when I work on challenging problems.

Using Strategies

When I have to solve a really confusing problem, I know some strategies that will help me start and keep going.

When I have to solve a really confusing problem, I know how to start.

Usually when I have to solve a really confusing problem, I do not know what to do, and I have to ask someone to tell me how to start and how to keep going.

I will not try to solve a problem if I do not have directions on how to do it.

Analysis On my own, I can break a big problem into smaller parts and work on the pieces in the best order to complete the task efficiently and well.

I can break a big problem into smaller parts and work on the pieces in a logical order.

With help, I can break a problem into smaller parts and work on the pieces.

I am usually overwhelmed by complex problems and cannot figure out where to start.

Persistence If I do not get an answer right away, I just try a different strategy.

I continue to work enthusiastically on meaningful problems even when I know that they may not have simple, correct answers.

I keep working when I do not get an answer right away.

I work hard on meaningful problems even when I know that they may not have simple, correct answers.

With encouragement, I can continue working if I do not get an answer right away.

I have difficulty working on meaningful problems unless I know they have a right answer.

If I do not get an answer right away, I get frustrated and often quit working. I will not work on meaningful problems that do not have a right answer.

Concentration I can quickly and easily switch from doing one kind of a thing to another without losing track of what I am doing.

I can concentrate on one thing even if there are a lot of other things going on around me.

I can switch back and forth between doing two different things without losing track of what I am doing.

I can concentrate on one thing when there are other things going on.

I get confused if I have to work on more than one thing at a time. I get distracted when there are lots of things going on, and it is hard for me to concentrate.

I cannot work on more than one thing at a time. I can only work when it is really quiet and I have no distractions.

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DISPOSITIONS RUBRIC

Needs Attention Approaching Habitual Exemplary Need Attention Approaching Habitual Exemplary

Thinkers

You usually ask the teacher instead of thinking independently

You do some thinking before asking the teacher

You often think independently, sometimes needing teacher direction

You think carefully before speaking or acting

Principled

You have difficulty being honest, fair and true to yourself and others

You need to be reminded to be honest, fair and true to yourself and others

You are generally honest, fair and true to your self and others

You are consistently honest, fair and true to self and others

Inquirers

You seldom ask questions to initiate your own learning

You hesitate to ask questions and questions are not always specific to topic

You frequently ask questions that are usually relevant to topic

You ask logical and thought provoking questions relevant to topic

Caring

You seldom thinks about how others feels

You are beginning to be aware of how others feel

You acknowledges the feelings of others and express concern

You consistently show empathy towards others

Communicators

You have difficulty with basic communication

You are beginning to communicate ideas

You communicate well

You communicate ideas creatively

Well-

balanced

You demonstrates a limited range of interests

You are increasing your range of interests with adult encouragement

You sometimes initiate and participate to increase variety of interests

You consistently initiate and participate in various new experiences

Risk Takers

You are reluctant to try new experiences without teacher encouragement

You hesitate before beginning new experiences independently

You demonstrate positive attitude when trying new experiences or activities

You are enthusiastic about new experiences and challenges

Reflective

You usually focuses only on task completion

You reflects on major topics or skills only

You are beginning to recognise importance of details and self assesses

You cognitively think and self evaluate daily situations and experiences

Knowledgeable

You show a limited knowledge base and prior experiences

You show knowledge on only selected interests

You are knowledgeable about a variety of interests

You are enthusiastic and knowledgeable about a wide range of interests

Open-minded

You focus on your own ideas and opinions

With encouragement begins to understand another person’s perspective

You acknowledge the rights and opinions of others

You independently see a situation from another view point

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Creativity and Innovation

Excerpted from Assessing Outcomes and Improving Achievement: Tips & tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 Association of American Colleges and Universities

Self- Direction Catalina Foothills School Trait Novice Basic Proficient Advanced

Goal Setting

You lack strategies to set personal goals and rarely participate in goal setting. Teacher usually sets goals for You.

You have difficulty using strategies in the goal-setting process without on-going teacher assistance.

You apply strategies to set meaningful goals, seeking minimal assistance.

You independently utilize strategies to set quality goals which are above expectations.

Focus

You are unfocused and consistently off task during the learning process.

You require frequent redirection to focus on the learning process.

You occasionally need redirection to focus on the learning process.

You independently maintain focus and persevere during the learning process.

Self-Instruction

You lack strategies to learn, rarely engage in problem solving or seeking help.

You applies strategies and problem-solves with frequent teacher assistance, sometimes seeking inappropriate help.

You applies strategies and problem-solves with occasional teacher/appropriate assistance.

You apply strategies independently for self-instruction, solving problems and seeking appropriate help only if necessary.

Self-monitoring

You rarely monitor learning progress and consistently require teacher guidance.

You monitor learning progress with frequent teacher intervention.

You monitor learning progress and self-corrects with occasional teacher guidance.

You monitor learning progress, self-correcting as needed.

Effective Use of Resources

You rarely use resources effectively and needs consistent teacher guidance.

You frequently require teacher guidance to select and use resources effectively.

You select and use resources with minimal teacher guidance.

You independently identify and effectively use relevant resources.

Self-Evaluation and Reflection

You rarely reflect upon learning without teacher prompting to identify strengths and weaknesses, use feedback, and modify work.

You frequently requires teacher prompting to reflect upon learning, identify strengths and weaknesses, use feedback, and modify work.

You occasionally reflect upon learning independently, identifying strengths and weaknesses, using feedback, and modifying work.

You independently reflect upon learning, identifying strengths and weaknesses, using feedback and modifying work accordingly.

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PRACTICE 4: USE CONTEXTUAL ASSESSMENT

In what context, in the world beyond school, might all this learning matter?

Describe a task which would give you the BEST evidence that the student had reached the intended understandings, knowledge, skills and/or dispositions simultaneously.

Intended learning from a unit from the first year of a modern language class: The learner: • can make himself understood in everyday conversation

• applies basic rules of syntax and grammar • uses dialogue • demonstrates how language can be used to persuade

Task which would provide the best possible evidence:

From a middle school humanities unit The learner: knows essential facts about dynasties of ancient China

explains how the contribution of the various dynasties as well as the negative factors impacted the development of civilization

effectively uses visuals as a means of communication

draws a reasonable conclusion from a body of facts

speaks appropriately for the intended audience

Task which would provide the best evidence:

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ONE BICYCLE, PLEASE

BACKGROUND: It is now January. Your parents have agreed to help you buy a bicycle as soon as you learn to ride. You would really like to have a bicycle so you can ride to your friend's house 2 blocks away. Your parents give you pocket money of 2 dollars each week. In addition, they have agreed to put in $50 to help you buy the bicycle.

TASK: Your job is to make a plan which lists all the steps you will have to take in order to have your bicycle by June.

My plan

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ONE BICYCLE, PLEASE... CRITERIA

The teacher who developed this task decided on the following criteria. What other outcomes might be assessed through this task? These are the things you need to do to be successful at this task: 1= Needs more work 2= You did the job, but not well 3= You did the job 4= You did the job well 1 2 3 4

1. Your plan or list has at least 4 steps.

2. Your list is clear enough that you could give it to a friend and she could follow it.

3. Each step makes sense; this means you should actually be able to do each in the real world.

4. The steps follow each other logically.

5. You show how much time each step might take.

1 2 3 4

1. Your plan or list has at least 4 steps.

2. Your list is clear enough that you could give it to a friend and she could follow it.

3. Each step makes sense; this means you should actually be able to do each in the real world.

4. The steps follow each other logically.

5. You show how much time each step might take.

Your self- assessment

Your teacher's assessment

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THE M&M’S SHIPPING CONTAINER

BACKGROUND: Many companies these days are looking to find ways to become more efficient and save production costs. The M&M Company (which makes M&Ms) is no exception. The company is looking to minimize the cost of production of their packaging, and maximize the amount of what is safely and efficiently packaged and shipped. TASK: Your team is one of many in the packing department for M & M’s. The manager of the shipping department has found that the cheapest material for shipping comes as a flat piece of rectangular paperboard (the piece of paper you will be given). She is asking each work team in the packing department to help solve the problem: Your task is to design the individual package (the one found on the shelf at a shop), built out of the given material that will hold the largest volume of M&M’s, and also be safe and economical for shipping. You will then write up your findings in a short report to the shipping manager. AUDIENCE: Your report, with any supporting materials, is for the shipping manager. CRITERIA FOR EXCELLENCE Poor Excell.

1 2 3 4

1. The container you design is, in fact, the most efficient packaging possible.

2. The report tells about your research methods.

3. Your research methods are good ones for the task

4. You offer more than one solution.

5. Computations are correct.

6. The report contains graphs, visuals or other materials to support the design of the container.

7. There is evidence in the report that all members of your team made effective contributions (generic group work rubric will be applied)

STANDARDS ASSESSED Big Understandings

Teamwork can help produce strong solutions.

Efficiency is an important ingredient in a viable economy.

There is more than one solution to most problems. Content and skill standards:

Use of appropriate graphs

Application of appropriate numerical operations

Application of three dimensional geometrical shapes, volume and area. School-wide Skills

Applies appropriate research skills

Works effectively in a team

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OIL SLICKS

BACKGROUND: Oil spills have become all too frequent in many parts of the

world. Although we know much about the potential effects, there is still much to be researched. Vast quantities of oil are lost each year and dozens of life forms and systems are at risk.

TASK: You are a member of an emergency team at an international oil company.

An oil tanker aground on a reef is leaking oil that forms a circular soil slick about 0.03 m thick. It is found that the radius of the slick was increasing at 0.096 metres/minute when the radius was 150 metres. Your task is to find out the rate at which the oil is leaking from the tankers, compare it to other such incidents and make some recommendations about both prevention and clean-up.

AUDIENCE: Your report will be sent to the director of the company

PROCEDURE:

1. Discuss with your team what steps will need to be taken. 2. Work out the actual rate of leakage. 3. Write a report to your director which includes the results of this particular

incident, as well as makes a comparison to others. Use the criteria below for your report.

CRITERIA FOR EXCELLENCE

1. The mathematical details of this particular incident are accurate, including:

Elegance of solution

Accurate use of mathematical tools

2. You have made logical comparisons to other similar incidents

3. Your recommendations are feasible.

4. The language of the report is clear and clearly communicates the essential message

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CARE TO DANCE? Second Language Assessment Task

Background: Some of your classmates are planning a school dance. You are quite excited about this, as it will be your very first one. There is one small problem. Your parents aren't too sure that you should go. They are worried about your safety, about you staying up too late, about the music being too loud, etc., etc., etc.,!!! Your Task: You have three to five minutes to persuade your parents to allow you to go to the school dance. You will be talking to either your mother or your father. You will be yourself. Your parent will be played by a teacher. Procedure: 1. Look back at all the vocabulary we have learned during our last unit. Review and practice as many words as you think will help you accomplish the task. 2. Be thinking about how you will persuade your parents, using the vocabulary and other things we have been learning. You may even want to practice having the conversation with someone, although we will have plenty of opportunities during call. 3. The conversation will take place sometime during the next two weeks, during class. 4. Your conversation will be taped (audio). You will have a chance to listen to the tape at home and do a self-assessment. Assessment Criteria 1 2 3 4

1. You use a wide range of vocabulary we have studied.

2. Most of your statements are full sentences.

3. The conversation flows; few stops and starts.

4. You use verb tenses correctly.

5. You use at least 2 verb tenses.

6. You use appropriate expression in your voice.

7. Your statements make sense; the 'parent' can understand what you are saying.

8. Your conversation lasts at least 3 minutes.

1= Not accomplished; standard not met 2= Barely accomplished; standard barely met 3= Meets standard 4= Exceeds standard

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BIG IDEA: WHY CONTEXTUAL ASSESSMENT?

1. Creating an assessment in a context automatically guides the teacher in making necessary design decisions such as: Should I give students a second chance? How ‘long’ should it be? How much time should I give the students to do the product of performance?

2. The brain learns and retains best in context. Contextual assessment works with the brains natural processes.

3. Learners who have continual opportunities to learn and be assessed in context do as well or better on tests of more basic knowledge and skills than those who do not.

4. Data from contextual assessment gives us a stronger profile of how our standards and benchmarks play out in terms of the life-long learner goals most schools strive for.

CHARACTERISTICS OF EFFECTIVE CONTEXTUAL ASSESSMENT

Yes No 1. Does the task assess the learning standards it was designed to assess?

2. Is the audience as authentic as possible?

3. Does it measure several intended learnings simultaneously, including knowledge, skills, and/or dispositions?

4. Does it require students to use processes which are similar to those used by people working on a similar task in the larger world?

5. Is the product or performance the same or similar to products used in the world beyond school? (i.e. -- not unique to the school setting)

6. Are there clear criteria for students about how the product or performance will be evaluated?

7. Is there a provision made for self-assessment by students?

8. Does it assess for what is most essential? (Does it pass the “ten year test”?)

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A CONTEXTUAL ASSESSMENT TASK TEMPLATE

Write the task in language appropriate for the student. The task sheet will be given to the student.

What skills, knowledge, understandings and/or dispositions will this task assess?

BACKGROUND: Create the setting or context.

THE TASK: What product or performance will the student actually make or do?

AUDIENCE: Who is the natural audience for this product or performance? (Note: sometimes this is already imbedded in the task description)

PROCEDURE: What are the steps involved in arriving at the product or performance?

CRITERIA: What makes the product or performance excellent? Criteria Analytic rubric Holistic rubric

ALTERNATIVE PERFORMANCE TASK TEMPLATE

Role What role is the student assuming?

Audience At whom is the task directed?

Situation What is the ‘real-life’ context in which the task is set?

Product/Performance and Purpose What will be created and for what purpose?

Standards Criteria for success What are the elements and requirements for a successful performance task? Some or many of these elements will comprise your scoring categories.

Scoring Guide (e.g. generic and/or analytic rubric(s), task checklist). Construct a scoring guide that will guide the evaluation of the students' performance task. What qualities and criteria for the performance will you be looking for and evaluating in terms of what student knows, understands, and/or can do (reference Standards and Criteria for Success above)?

(Adapted from UbD)

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EVALUATING AN ASSESSMENT IDEA FOR VALIDITY A Checklist

How likely is it that a student could do well on the assessment only by:

Very Likely

Somewhat likely

Unlikely

1. trying random strategies?

2. making clever guesses based on limited understanding?

3. parroting back or ‘plugging in’ what was learned, without much thought or understanding?

4. making a ‘good-faith’ effort, with lots of hard work and enthusiasm to produce nice-looking products /performances, but with limited understanding?

5. meeting all the scoring criteria but without necessarily having understood the content very well?

6. applying natural ability to be articulate and intelligent, without necessarily having understood the content well?

7. really having understood the key ideas as reflected in wise use, explanation, justification, empathy, self-assessment etc.?

8. providing lots of accurate and appropriate content knowledge, but without having to use much higher-order thinking ( critical analysis, careful judgment, integrative thought, creative application etc.)?

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PRACTICE 5: DETERMINE HOW THE DATA WILL BE USED

TASK Ev

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1. Notes from a planned observation of a student’s behavior

2. A piece of homework

3. The teacher asks student to write down one question they have about today’s learning.

4. A teacher’s notes made during a classroom discussion on student participation

5. Teacher observes students working in a team.

6. Notes taken by each student are collected by the teacher following a lesson.

7. An oral presentation following a 6 week unit of work.

8. An end of chapter test.

9. A role-play in modern language class after a unit

10. An essay test

11. A museum display produced by a team of students at the end of a unit

12. Portfolios for all students in a grade level, collated around grade-wide criteria.

13. A set of math tasks given to all 4th, 8th

and 10th

grade students each term, set by the K-12 Math department

14. A speech performed by each 12th year student, designed by a team of high school teachers.

15. A writing assessment given to all students in grades 3-10

16. A school-designed, annual fitness test given to all students

17. An ISA or MAP test

18. An IB exam or AP exam

19. Results of a national exam

BIG IDEA

All forms of assessment can be formative. It is a question of how we use the data.

P p

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FORMATIVE OR SUMMATIVE

BIG IDEA

All forms of assessment can be formative. It is a question of how we use the data.

Collect evidence

Evaluate and

Feedback to learner

Record Include as evidence of achievement in ‘final’ report

PRACTICE 6: ON-GOING ASSESSMENT

On- going assessment:

EXAMPLES OF ONGOING ASSESSMENT TOOLS

WHITE BOARD FEEDBACK

TICKET TO LEAVE

HAND SIGNALS

BELL RETELL

MUDDIEST POINT

ASSESSMENT ‘FOR’ LEARNING ONGOING/FORMATIVE

ASSESSMENT ‘OF AND FOR’ LEARNING SUMMATIVE

FULL ASSESSMENT

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EXAMPLES OF ONGOING ASSESSMENT TOOLS

Name: Description: What to do with the data:

Minute paper During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?" and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session.

Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments.

Chain Notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope.

Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning.

Memory matrix

Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts.

Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s).

Directed paraphrasing

Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts.

Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs.

One-sentence summary

Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea.

Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share with students.

Exam Evaluations

Select a type of test that you are likely to give more than once or that has a significant impact on student performance. Create a few questions that evaluate the quality of the test. Add these questions to the exam or administer a separate, follow-up evaluation.

Try to distinguish student comments that address the fairness of your grading from those that address the fairness of the test as an assessment instrument. Respond to the general ideas represented by student comments.

Application cards

After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning.

Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class.

Student- generated test questions

Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items.

Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam.

PRACTICE 7: WHAT FEEDBACK PROCESSES ADVANCE LEARNING?

Feedback is:

P p

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THE FEEDBACK PROCESS

During learning or after a ‘chunk’ of learning:

CHARACTERISTICS OF EFFECTIVE FEEDBACK

1. Does it assist the learner to understand the learning goal?

2. Does it offer the learner SPECIFIC strategies on how to close the gap between the desired learning and his present position on that learning?

3. Is the feedback understandable to the learner (e.g. is the rubric or comment in ‘kid’ language? Do I use kid-friendly voice, tone, vocabulary?)

4. Does the learner have the opportunity to act on the feedback, WITHOUT PENALTY?

5. Is it timely? Does it occur DURING learning?

FEEDBACK IN PRACTICE

M= do more of L=do less of

1. Providing the feedback BEFORE the learner gets another chance to retrieve incorrectly again.

2. Giving feedback in the form of a grade only.

3. Spending as much time on feedback for ‘correct’ answers as to incorrect answers.

4. ‘Count’ all retrieval opportunities.

5. Give only one chance for retrieval.

6. Give plenty of opportunity to retrieve WITHOUT penalty.

7. Put feedback into ‘kid’ language.

8. Feedback even low performance in a way that does not imply failure

9. Delay feedback.

10. Use language in our feedback which refers to the specific learning.

11. Provide students with evidence that effort on their part actually does result in better learning.

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PRACTICE 8: Teaching and assessing SELF ASSESSMENT

SELF ASSESSMENT:

CIRCLE OF LEARNING

WAYS LEARNERS CAN SELF ASSESS

SELF ASSESSMENT METHODS

Selected and Constructed Response

Circle those you are certain are correct.

Put a check by the ones you ‘guessed’.

For all those you are uncertain about, put a star by your second choice.

‘Academic propmpt’ tasks

Rubrics

Criteria lists

Based on what we have been working on , there are 3 things which would make this better. Find them and attempt to improve your work.

Contextual Tasks Products and performances

Criteria lists

Rubrics

Prompt questions such as:

Describe your thinking

Describe your problem-solving process.

If you had another week to work on this, where would you focus your attention?

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PRACTICE 9: COMMON ASSESSMENTS

YES NO Not Sure

1. Are there particular learning standards for which it would be helpful to have data from more than one course (e.g. writing)?

2. Is there consistency in the grading of similar work products across most subject areas?

3. Is there reasonably strong agreement on what each trans-disciplinary standard (such as writing, oral presentation, problem-solving) ‘looks’ like at each grade level or band of grade levels?

4. Is there clear agreement about the difference in key standards at the transition grade levels (e.g. between elementary and middle and middle and high)?

5. Are there clear guidelines for teachers about specific assessment practices which are required in grades with more than one section, or courses with more than one teacher?

6. Is there concern that the forms of assessment used in some classrooms may not be providing the real picture of student achievement?

CHARACTERISTICS

Used beyond a single classroom Developed by a team of teachers internally Assess a few essential standards Evaluated by someone other than the student’s teacher.

COMMON ASSESSMENT TASKS

EXAMPLES

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A TRANS-DISCIPLINARY SKILLS MAP TEMPLATE

Make a list of 4-5 SKILLS which you think should be taught and assessed in many subject areas and grade levels.

Who will take primary responsibility for teaching and assessing each of the trans-disciplinary skills?

English /ESL

Social Studies Math Science Modern Language

Art Music PE

39


PRACTICE 10: HOW DO WE BEST EVALUATE EVIDENCE?

FIRST WAY

SECOND WAY

THIRD WAY

FOURTH WAY

FIFTH WAY

TWO TYPES OF CRITERIA

TASK SPECIFIC GENERIC

GENERIC CRITERIA FOR TASKS INVOLVING BEING A TEAM MEMBER

Points Evaluation

Element Possible Self Teacher

1.

You come to the group prepared to work.

5

2.

You complete all individual tasks for the group on time and with quality.

10

3.

You participate in a constructive, positive manner.

15

4.

You encourage others to participate in a constructive manner.

10

5.

You listen actively, not just wait your turn to speak.

10

6.

You support your position in a strong and thoughtful manner.

10

7.

You disagree in an agreeable manner.

10

8.

You work at understanding others’ ideas.

15

9. You share the responsibility of helping the group get the job done according to directions on time.

5

10. You help the flow of new ideas.

10

TOTAL: _______ _______ _______

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GENERIC CRITERIA - ORAL PRESENTATION

Points

I .You Are Prepared possible Self Teacher

a. You know your material without having to refer too much to notes.

b.

Your presentation is organized (introduction, body, and conclusion).

c.

You provide details, elaboration, examples, and explanations to support your topic.

d.

You start on time, stick to your topic, and end on time.

e.

You followed assignment guidelines.

II. You Use Effective Presentation Skills

a. Your voice is clear and strong and can be heard and understood by everyone.

b.

You make eye contact, show warmth, and make your audience feel comfortable.

c.

You are enthusiastic. You smile and seem interested in your topic.

d.

You encourage participation; ask questions, and use audience ideas and statements in your presentation.

e.

You allow time for your audience to think and answer questions.

III. You Use Visuals, Handouts, and Activities to Engage the Audience

a. As a human visual, you are dressed neatly and maintain good posture.

b.

Visuals and/or handouts are neatly done and can easily be read by the audience.

c.

Visuals, handouts, or activities are appropriate to topic and help the audience learn.

d.

Visuals, activities or handouts are creative.

e. You provide a variety of teaching materials.

IV. You Anticipate Possible Problems and Use Strategies to Deal with Them

a. Students not paying attention.

b. Students talking/fooling around.

c.

Students not participating.

d.

Distractions such as announcements, fire drills, visitors to class.

e.

Students asking questions you can't answer.

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ELEMENTARY CRITERIA FOR EXCELLENT WRITING

1. I used many interesting words. • • • • • •

2. Every sentence starts with a different word. • • • • • •

3. When people read my writing, they are interested and don’t seem bored.

• • • • • •

4. I know I was clear because when I ask the reader questions, he can answer them correctly.

• • • • • •

5. My spelling made it easy for the reader to read my work. • • • • • •

(BBetts model)

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GENERIC CRITERIA FOR INVESTIGATING A CONTROVERSIAL ISSUE

Element Possible Points

Earned Assessment

Self Teacher

1. You gather sufficient information and support materials for your position.

2. You use material from newspapers, magazines, news reports, and resource materials.

3. You organize the information and prepare an argument for your position.

4. You use sufficient examples and details to support the argument.

5. Your position/argument is clearly stated.

6. You listen to, ask probing questions about, and understand the opposing position.

7. You state the strengths and weaknesses of each position.

8. You discuss the positions/arguments with your opponent, criticizing ideas, not the person. Listening is active and polite.

9. Opposing students try to reach a consensus or develop an alternative. You demonstrate evidence of compromising.

Total:

Pomperaug Regional School District, Middlebury, CT Through an agreement with the Maryland Assessment Consortium, permission is granted to Maryland Public

Schools to reproduce this material for non-profit, educational use.

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RUBRICS

A rubric is:

Two purposes:

Holistic Analytic

RUBRIC FOR ORAL PRESENTATION

5 - Excellent: You clearly describe the question studied and provide strong reasons for its importance. Specific information is given to support the conclusions that are drawn and described. Delivery is engaging and sentence structure is consistently correct. Eye contact is made and sustained throughout the presentation. There is strong evidence of preparation, organization, and enthusiasm for the topic. The visual aid is used to make the presentation more effective. Questions from the audience are clearly answered with specific and appropriate information. 4 - Very Good: You describe the question studied and provide reasons for its importance. An adequate amount of information is given to support the conclusions that are drawn and described. The delivery and sentence structure are generally correct. There is evidence of preparation, organization, and enthusiasm for the topic. The visual aid is mentioned and used. Questions from the audience are answered clearly. 3 - Good: You describe the question studied and state the conclusions but supporting information is not as strong as 4 or 5. The delivery and sentence structure are generally correct. There is some indication of preparation and organization. The visual aid is mentioned. Questions from the audience are answered. 2 - Limited: You state the question studied, but fail to fully describe it. No conclusions are given to answer the question. The delivery and sentence structure is understandable, but with some errors. Evidence of preparation and organization is lacking. The visual aid may or may not be mentioned. Questions from the audience are answered with only the most basis response. 1 - Poor: You make a presentation without stating the question or its importance. The topic is unclear and no adequate conclusions are stated. The delivery is difficult to follow. There is no indication of preparation or organization. Questions from the audience receive only the most basic, or no, response.

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MULTIMEDIA PROJECT SCORING RUBRIC

Score Levels

Multimedia The integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Videotapes which include sound and images fit this definition.

Collaboration Working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.

Content The topics, ideas, concepts, knowledge, and opinions that constitute the substance of the presentation.

5 I have used multimedia in creative and effective ways that exploit the particular strengths of the chosen format. All elements make a contribution. There are few technical problems, and none of a serious nature.

We were a very effective team. Division of responsibilities capitalized on the strengths of each team member. The final product was shaped by all members and represents something that would not have been possible to accomplish working alone.

I have met all criteria of the previous level and one or more of the following: reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic; compels the audience's attention.

4 Presentation blends 3 or more

multimedia elements in a balanced, attractive, easy-to-

follow format. Elements include original student work. With

minor exceptions, all elements contribute rather than detract from the presentation's overall

effectiveness.

My team worked together on all aspects of the project. There was an effort to assign roles based on the skills/talents of individual members. All members strove to fulfill their responsibilities.

The project has a clear goal related to a significant topic or issue. Information included has been compiled from several relevant sources. The project is useful to an audience beyond the students who created it.

3 Presentation uses 2 or more media. There are some technical problems, but the viewer is able to follow the presentation with few difficulties.

We worked together on the project as a team with defined roles to play. Most members fulfilled their responsibilities. Disagreements were resolved or managed productively.

The project presents information in an accurate and organized manner that can be understood by the intended audience. There is a focus that is maintained throughout the piece.

2 Presentation uses 2 or more media, but technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content.

Presentation is the result of a group effort, but only some members of the group contributed. There is evidence of poor communication, unresolved conflict, or failure to collaborate on important aspects of the work.

The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through consistently. There may be factual errors or inconsistencies, but they are relatively minor.

1 Multimedia is absent from the presentation.

Presentation was created by one student working more or less alone (though may have received guidance or help from others).

Project seems haphazard, hurried or unfinished. There are significant factual errors, misconceptions, or misunderstandings.

Multimedia score = Collaboration score = Content score =

Copyright San Mateo County Office of Education

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Rubric For Assessing the Analytical Thinking Process of PROBLEM SOLVING

PROBLEM SOLVING involves developing and testing a method or product for overcoming obstacles or constraints to reach a desired outcome. It includes four criteria that can be assessed:

a. Accurately identifying obstacles to solving a problem(s).

b. Proposes more than one way of solving the problem(s).

c. Identifying how the problem(s) was solved and explaining what happened.

d. Explaining your decision for solving the problem(s) that way.

4 a. I accurately and thoroughly described several obstacles and arranged them in order of importance.

b. I proposed several creative and reasonable ways of my own to solve the most important problem(s).

c. I identified how the problem was solved and I have shown a deep understanding of the problem and solution by thoroughly explaining what happened..

d. I provided a clear, complete explanation of the reasons why I decided to solve the problem that way and why I didn't choose the other ways..

3 a. I accurately described various obstacles and identified the most important.

b. I proposed several ways of my own to solve the most important problem(s) but they're not all reasonable or creative.

c. I identified how the problem was solved and I explained it briefly.

d. I provided a clear, complete explanation of the reasons why I decided to solve the problem that way.

2 a. I described at least two obstacles OR I did not identify the most important.

b. I proposed only two ways to solve the most important problem(s).

c. I identified how the problem was solved but I didn't explain it.

d. I wrote a brief answer about this but it is not very clear of complete.

1 a. I described only one obstacle.

b. I proposed only one way to solve the most important problem(s).

c. I did not identify how the problem was solved.

d. I did not explain why I solved the problem that way.

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RUBRIC FOR INTERPERSONAL COMMUNICATION SKILLS

Performance Element Level 4 Level 3 Level 2 Level 1

Listening You are always attentive to others when they speak.

You are attentive to others when they speak; you are occasionally distracted by others.

You are occasionally inattentive to others when they speak; distract others' listening.

You are consistently inattentive to others when they speak for a wide variety of reasons.

Interruptions You never interrupt when others are talking.

You interrupt others with their permission; interruption helps delivery of message.

You interrupt others without their permission; interruption interferes with delivery of message and may or may not cause speaker problems.

You are consistently disruptive to others; interruptions interfere with delivery of message and clearly cause speaker problems.

Eye Contact You face and maintain eye contact with those who are speaking.

You face and maintain eye contact with those who are speaking; eye contact may be distracting to those who are speaking.

You face or maintain eye contact with the speaker; you occasionally lose or remove eye contact, distracting the speaker.

You do not face or maintain eye contact with the speaker; annoys speaker.

Information Seeking Questions

You ask questions when you do not understand what is being said; questions are pertinent to main ideas.

You ask questions when you do not understand what is being said; some questions may not be pertinent to main ideas.

You ask questions when you do not understand what is being said; many questions are not pertinent and do not allow the speaker to effectively communicate main ideas.

You exhibit little or no interest in information being shared; no information seeking questions are asked.

Voice You always speak in an understandable voice, using clear tone, enunciation, and reasonable pace; message is clearly received.

You speak in a voice which is generally understandable; sometimes tone, enunciation or pace interferes with message; adjusts delivery when listener does not understand.

You speak in a voice which is generally understandable; sometimes tone, enunciation or pace interferes with message; you need the listener to ask you to modify delivery of message.

You speak in a voice which is frequently difficult to understand due to poor tone, enunciation or pace even after listener requests to repeat message.

Understandability You use words, terms, and examples which others clearly understand.

You use understandable words and terms, but need examples to clarify major ideas.

You use confusing words and terms; uses examples which, to a limited degree, help listener understand.

You use confusing words, terms, and/or examples which listener does not understand.

Empathy You put your self in others' shoes; accept and understand the feelings and motivations of others; take steps to deepen understanding.

You put yourself in others' shoes; accept others' feelings, but do not understand others' motivations; are interested in seeking deeper understanding, but do not take active steps.

Accept others' feelings; does not understand others' motivations and show no or little interest in seeking to understand others.

Find it difficult to accept others' feelings; does not understand others' motivations; show no or little interest in others.

© 2001 New Measure. All Rights Reserved.

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CRITICAL THINKING SCORING RUBRIC

by Facione & Facione

4 You consistently do all or almost all of the following: Accurately interpret evidence, statements, graphics, questions, etc. Identifies the salient arguments (reasons and claims) pro and con. Thoughtfully analyze and evaluates major alternative points of view. Draw warranted, judicious, non-fallacious conclusions. Justify key results and procedures, explains assumptions and reasons. Fair-mindedly follow where evidence and reasons lead.

3 You do most or many of the following: Accurately interpret evidence, statements, graphics, questions, etc. Identify relevant arguments (reasons and claims) pro and con. Offer analyses and evaluations of obvious alternative points of view. Draw warranted non-fallacious conclusions. Justify some results or procedures, explains reasons. Fair-mindedly follow where evidence and reasons lead.

2 You do most or many of the following: Misinterpret evidence, statements, graphics, questions, etc. Fail to identify strong, relevant counter-arguments. Ignore or superficially evaluate obvious alternative points of view. Draw unwarranted or fallacious conclusions. Justify few results or procedures, seldom explain reasons. Regardless of the evidence or reasons, maintain or defend views based on self-interest or preconceptions.

1 You consistently do all or almost all of the following: Offer biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others. Fail to identify or hastily dismiss strong, relevant counter-arguments. Ignore or superficially evaluate obvious alternative points of view. Argue using fallacious or irrelevant reasons, and unwarranted claims. Do not justify results or procedures, nor explain reasons. Regardless of the evidence or reasons, maintain or defend views based on self-interest or preconceptions. Exhibit close-mindedness or hostility to reason.

GROUP DISCUSSION RUBRIC

ATTRIBUTE EMERGING COMPETENT EXEMPLARY

LISTENING I recognize and respond to others speaking.

I use and practice listening processes regularly.

I habitually use listening processes.

NON-VERBAL COMMUNICATION Eye contact, gestures, posture, facial expression, voice

I comprehend some information from non-verbal cues.

I draw accurate conclusions from body language and facial expressions.

I am able to recognize and use subtle non-verbal communication cues.

CO-OPERATION

I sometimes show the ability to wait to give appropriate verbal / non-verbal responses.

I usually show ability to wait to give appropriate verbal / non-verbal responses.

I habitually show ability to wait with openness and awareness to give appropriate verbal / non-verbal responses.

PARTICIPATION Tells thoughts, feelings, ideas so others understand.

I rarely talk during the discussion or talk is off the subject. Offer few ideas to the discussion.

I share freely and explain with details. Make connections to what others say.

My talk inspires others. I support and lead others in discussion.

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RUBRIC FOR INQUIRY TASKS

Target Target Target

Form a question, locate and

select relevant materials

Derive relevant information

and record in a coherent, purposeful form

Identify & explain results of

research and deficiencies within it

1

You tentatively identify the subject of research and locate some information.

You present some relevant information.

You tentatively describe the results of the research.

2

You identify the subject of research and locate some appropriate information.

You present some relevant information from a range of materials.

You describe the results of the research.

3

You clearly identify the subject of research and locate appropriate information.

You use some materials to record findings relevant to the subject of research

You describe the results of the research accurately.

4

You describe the subject of research in some detail and locate some relevant information from which selections are made.

You use a range of materials to record findings accurately which are relevant to the subject of the research.

You describe the results of research fully and accurately, offering some explanation as to how these results were achieved.

5

You describe the subject of research in detail and locate and select relevant information.

You record findings In a clear and accurate fashion in ways appropriate to the subject of the research.

You describe the results of the research fully and accurately and clearly explain how the results were achieved with specific reference to research material.

6

You explain the aims of the research and the manner in which it will be conducted and locate and select relevant information for that purpose.

You record findings using appropriate methods In a clear, accurate and well-ordered fashion.

You clearly describe and explain the results of the research fully and accurately and also identify possible deficiencies within the methods used.

7

You explain the aims of the research and the manner in which it will be conducted and locate and select a range of using the most appropriate techniques.

You record findings in the most appropriate way, organizing them in a coherent and effective manner which is clearly relevant to the subject of research.

You clearly describe and explain fully and accurately the results of the research and identify the strengths and weaknesses of the methods used in their research.

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RUBRIC FOR OPEN-ENDED MATH PROBLEMS

Demonstrated Competence Exemplary Response...Rating = 6 You give a complete response with a clear, coherent, unambiguous, and elegant explanation; include a clear and simplified diagram; communicate effectively to the identified audience; show understanding of the problem’s mathematical ideas and processes; identify all the important elements of the problem; may include examples and counter-examples; present strong supporting arguments. Competent Response...Rating = 5 You give a fairly complete response with reasonably clear explanations; may include an appropriate diagram; communicate effectively to the identified audience; shows understanding of the problems ideas and processes; identify most important elements of the problem; present solid supporting arguments.

Satisfactory Response Minor Flaws But Satisfactory...Rating = 4 You complete the problem satisfactorily, but the explanation may be muddled; argumentation may be incomplete; diagram may be inappropriate or unclear; understands the underlying mathematical ideas; use ideas effectively. Serious Flaws but Nearly Satisfactory...Rating = 3 You begin the problem appropriately but may fail to complete or may omit significant parts of the problem; may fail to show full understanding of math ideas and processes; may make major computation errors; may misuse or fail to use math terms; your response may reflect an inappropriate strategy for solving the problem.

Inadequate Response Begin, but Fail to Complete Problem...Rating = 2 Explanation is not understandable; diagram may be unclear; shows no understanding of the problem situation; may make major computational errors. Unable to Begin Effectively...Rating = 1 Words used do not reflect the problem; drawings misrepresent the problem situation; fails to indicate which information in appropriate.

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RUBRIC QUIZ

The rubric should: Myth Truth 1. Always have an even number of performance levels.

2. Be written using real work samples as a guide.

3. Describe the most essential features of the task

4. Describe genuine excellence.

5. Use educational language as understood by teachers.

6. Be used for self-assessment after the teacher has evaluated the work

GRADING

GRADING:

GRADING PRACTICES THAT WORK AGAINST STANDARDS

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Alternatives to Grade Averaging

1. Give priority to the most recent evidence

2. Give priority or greater weight to the most comprehensive form of evidence ( e.g. performance tasks)

3. Give priority to evidence related to the most important learning goals.

4. Consider using MODE or MEDIAN

5. Consider using the ‘power law’

PRACTICE 11: HOW TO BEST RECORD EVIDENCE OF LEARNING

Your Current Record Book

RECORDING QUESTIONS

BIG IDEA: How and what evidence we record is a major determinant of what and how we can report.

1. Do we record all evidence of learning? 2. If not, how do we decide which evidence to record? 3. Do we use all our recorded evidence when we report? 4. Do we give feedback on everything we record? 5. How do we best capture the rich data collected on rubrics and criteria lists?

A RECORDING PROCESS SHOULD: True in my

school Not yet

1. Make it possible to see to what extent the learner is achieving each major learning standard

2. Provide sufficient evidence for each learning target 3. Differentiate amongst types of learning standards 4. Weight learning standards individually and within a specific task 5. Provide a simple way to capture on-going assessment data 6. Hold a ‘score’ without it automatically becoming part of a final score 7. Be accessible to learners and parents 8. Offer the option of seeing how a student performs on a whole task 9. Make it possible to generate a variety of report forms 10. Be emailable on demand or web accessible

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RECORDING BY COMPETENCY (or standard) CATEGORY

of STANDARD

STANDARDS

Co

nte

xtu

al

Task

Qu

iz

Ob

serv

atio

n

Gro

up

wo

rk

Ob

serv

atio

n

Qu

est

ion

ing

Co

nte

xtu

al

Task

Pra

ctic

al

No

n-c

on

text

Science

Understands that saftey procedures are critical in a science lab

5 5 5 5

Science

Understands that the process of growth and reproduction in plants and humans differ yet share some core features

4 3 2 4

Science Understands that organisms change over generations 2 3 4

Science Systematically approaches experimental procedures 3 5 4

Science

Collects, records and communicates experimental evidence

3 4 4

Science


2 3 3

Trans-disc skill Skills and strategies for reading informational text

Trans-disc skill Works effectively in a team 4 5 4

Trans-disc skill Uses teachnology-based communcation tools 4 4

Disposition Show commitment to excellence through timely completion of work

4 5 4

Disposition Demonstrates a positive attitude to work 3 5 5

Disposition Respects of others, property, ideas 3 5 5

SAMPLE COMPETENCY-BASED REPORT

CATEGORY

STANDARDS

BES

T

RES

ULT

PO

OR

EST

RES

ULT

MO

ST

REC

ENT

RES

ULT

TIM

ES

ASS

ESSE

D

MO

DE

Science Skill

Understands thatsaftey procedures are critical in a science lab A B A 5 A

Science Content/Und

Understands that the process of growth and reproduction in plants and humans differ yet share some core features

B C B 5 B

Science Content/Und

Understands that organisms change over generations B D B 4 C

Science Skill Systematically approaches experimental procedures A C B 3 B

Science Skill Collects, records and communicates experimental evidence B C B 3 B

Science Skill


C D C 3 C

Trans-disc skill Skills and strategies for reading informational text B B B 2 B

Trans-disc skill Works effectively in a team A B B 3 B

Trans-disc skill Uses teachnology-based communcation tools B B B 2 B

Disposition Show commitment to excellence through timely completion of work

A B A 4 A

Disposition Demonstrates A Positive attitude to work A C A 3 A

Disposition Respects of others, property, ideas A C A 3 A

Teacher Observations

Student self-Reflection

Next steps I will take as a teacher

Recommendations for Parents

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ASSESSMENT PRACTICES RUBRIC

SUPPORT LEARNING FOR FEW STUDENTS SUPPORT LEARNING FOR SOME STUDENTS SUPPORT LEARNING FOR MOST STUDENTS

COLLECTING EVIDENCE OF LEARNING

1. The majority of assessments are a poor match for the learning being assessed.

2. There is rarely reference to specific intended learning on chunk assessment tasks.

3. Written tests are the norm even for learnings which are not readily assessed this way.

4. Assessment tasks are rarely differentiated. 5. Assessments tasks are misaligned with what

was taught in the classroom. 6. Common assessments are non-existent. 7. Assessment takes are often design only after

a unit has been taught. 8. Pre-assessment is non-existent. 9. There is little or no ongoing-assessment.

1. There is a general sense that assessment should align with learning but the practice is random.

2. While not a required practice, most teachers list the learning standards to be assessed on each ‘chunk’ assessment.

3. Assessments may occasionally assess learning that was not taught...

4. There is a wide range of assessment in use, but more for the sake of variety than alignment.

5. Differentiated tasks are evident in some classrooms. 6. Some grade level teams and departments are using

common assessments, but there are few guidelines. 7. Contextual tasks are in use only sparingly. 8. Pre-assessment is administered only very occasionally –

no policy requires it. 9. On-going assessment is in place by some teachers, but

the deeper understanding that it is an enabler for learning is not widespread.

1. All assessments are aligned with the intended learning (standards/benchmarks).

2. Tasks routinely collect evidence of the most important learning.

3. Assessments tasks are routinely designed ahead of teaching.

4. Many tasks assess ‘in context’. 5. Curriculum documents include a full repertoire of on-going

assessment tasks for teacher to select from. 6. All ‘chunk’ assessments are clearly tagged with the

intended learning, drawn from the school wide set of intended leaning (standards/benchmarks).

7. Assessment tasks are regularly differentiated. 8. There is a clear ‘map’ of common assessment tasks. 9. Pre-assessment is routine. 10. Most teachers use on-going assessment strategies ( no

hands up, exit cards, one minute essay. etc) routinely and show from their practice that they understand it essential role; policy is in place and monitored that commits all to routine use.

FEEDBACK TO LEARNERS

1. There are no protocols guiding the timing, type of required use of feedback.

2. Assessment is viewed largely as a way to audit learning, not as an improvement process.

3. Grades are viewed as adequate feedback for most learning.

1. The role of feedback is understood by some. 2. Some protocols are in place to guide its use. 3. A suggested time frame for the return of work may be in

place. 4. Some teachers may be recording anecdotal evidence from

their informal feedback. 5. There may be a list of suggested ways of offering

feedback. 6. Grades are often a preferred form of feedback, with other

forms used at teacher discretion.

1. There are clear protocols guiding the timing and type of required feedback.

2. Clear guidelines for the return of work are in place. 3. Teachers fully understand that learning cannot happen

without feedback. 4. Learners are consistently given feedback they can act on

and are permitted by policy to do so WITHOUT PENALTY. 5. Feedback is at the center of the discussions about

improving assessment.

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EVALUATING EVIDENCE 1. Learners typically are unaware of learning

expectations. 2. Learners are heavily reliant on teachers to know

if and to what extent they are learning. 3. Teachers use their own criteria to determine

‘grades’. 4. Grade averaging and the use of zeros are

widespread. 5. Although there is a school-wide grading scheme,

there is no common understanding of what each grade represents

6. Only academic, easy to assess learning is evaluated.

7. 'No second chances' is the predominant theme. 8. ‘Penalty’ is a strong part of the assessment ethos.

1. Many teachers use criteria and rubrics, but there are no school wide guidelines.

2. Self assessment is occasionally a feature on tasks. 3. Exemplars are inn use but there is disagreement about

whether they stifle creativity. 4. Department and grade level teams have established some

guidelines for what grades mean. 5. Individual teaches may give learners ‘second chances’ but

there are no guidelines, 6. Many learners would say that teachers are pretty much in

charge of the evaluation process. 7. Most of the learning evaluated is based in the curricular

standards. 8. Learners occasionally have second opportunities to show

their learning, but it is not routine. 9. There is a sense that learning is less successful in a culture

of penalty, but practice is random.

1. Learners are fully aware of what is expected of them. 2. Learners are full participants in the evaluation process. 3. Exemplars, rubrics and criteria are in routine use and given

to students ahead of teaching. 4. There are shared rubrics for trans disciplinary outcomes. 5. There are clear guidelines on what is meant by each ‘grade’

and continual examination of work products and processes to refresh understanding.

6. There is no grade averaging or use of zeros in grading. 7. There is as much emphasis student dispositions as on

academic learning. 8. Self-assessment is a standard, required feature for all

assessment. 9. Evaluation is ALWAYS criteria-based – comparing learning

to the curricular standards. 10. Learners routinely, by policy, have second and third

opportunities to show evidence of their learning WITHOUT PENALTY.

RECORDING EVIDENCE

1. There is no systematic process for recording evidence of learning. Teachers feel they need to generate grades just to have something to report on.

2. Records are kept according to types of tasks rather than types of learning.

3. Records are often sparse. 4. Records are often just mechanical. 5. Assignments are often considered full assessments

1. Grade levels/departments have agreed on similar ways to record learning.

2. Many teachers may keep anecdotal records. 3. Teacher may still be struggling with how much to record. 4. Teachers are recording evidence of learning primarily by

task type, not specific learning. 5. Records of dispositions and big understandings are sparse

but attempted.

1. There is a full, systematic, shared process for recording evidence of learning.

2. Teachers record only the evidence which fully supports progress.

3. Records are kept according to learning standards. 4. There are a variety of forms of record keeping addressing

the four types of learning. 5. There is a clear distinction between work that is strong

evidence of learning and work that is practice.

COMMUNICATING EVIDENCE

1. Results of learning are given on single subjects. 2. Reports are frequently made when it is too late

to make adjustments 3. Results of assessment are commonly misused. 4. Learning results are typically not used to adjust

teaching,

1. Traditional reporting processes are in place (report cards at set time, progress reports, parent conferences.)

2. Set report times, rather than learner needs, drive the reporting practice.

3. Most reporting processes are aimed at parents, possibly next schools.

1. All forms of reporting are based on specific learning. 2. Learning results are communicated when then is still time

to act on them. 3. Learning results are consistently used to modify teaching. 4. All reports are’ action’ oriented, suggesting next steps for

learners and teachers.

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RESOURCES

Each of these lists multiple additional websites http://www.theptc.org/resources/assessresources.html

http://www.uwstout.edu/soe/profdev/assess.shtml

http://www.assessmentforlearning.edu.au/default.asp

http://www.qcda.gov.uk/13453.aspx

http://www.uwstout.edu/static/profdev/rubrics/blogrubric.html

http://www.rubrics4teachers.com/understanding.php

COMMITTING TO OUR LEARNING

Assessment practices I will START.

Assessment practices I will STOP.

Assessment practices I will CONTINUE.

http://www.theptc.org/resources/assessresources.html

http://www.uwstout.edu/soe/profdev/assess.shtml

http://www.assessmentforlearning.edu.au/default.asp

http://www.qcda.gov.uk/13453.aspx

http://www.uwstout.edu/static/profdev/rubrics/blogrubric.html

http://www.rubrics4teachers.com/understanding.php

Documents

12 13 earcos assessment workbook - bambi