Integrating Rubric in Teaching

8/21/2019 Integrating Rubric in Teaching

1/47

When the cook tastes the soup,

thats formative; when the

guests taste the soup, thatssummative.


2/47

Integrating Rubric into

Teaching and Learning


3/47

Educator vs.Student Views

Educator perspective:

Learning drives everything.

Student perspective:

Grading drives everything


4/47

Soif you want learning to drive

everything

What do you want your students to

learn?

Earlier you identified learning

objectives for lesson


5/47

How will you tell ifstudents have learned it?

List at least one way to assess

whether students have met your

learning objective.


6/47

Assessment of Student

Learning

Deciding what wewant our studentsto learn

Making sure they

learn it!


7/47

Learning targets

are clarified


8/47

Learning targetsare clarified


9/47

Putting Assessment Results to Good Use

Effec t ive use o f resu l ts s tarts

w i th carefu l p lann ing !


10/47



11/47

Know What Youre Looking For

Why are we assessing?

What decisions will this assessment

help us make?Are our assessment tools clearly relatedto our learning goals?

Do we have clear targets for ourassessment results?


12/47

Learning Objective


13/47

What is a good learning goal?

Outcomeswhat students should be able toDO

Observableaction words

Clearno fuzzy terms

Align with curriculum

Ali i h h i l b


14/47

Align with the curriculum by

referring to standards and

benchmarkStandards are statements of what

should be taught

Benchmark explains what students

must do to meet these standards


15/47

Learning targets are clarified

There is no hope of studentsachieving targets if everyone in theclassroom (teacher and students) do

not have a clear understanding ofwhat students should know and beable to do

Curriculum must be unpacked tohelp teachers understand what theyare being asked to teach to students


16/47

Learning targets are clarified

Teachers should plan assessments

before they plan instruction

Teachers can no longer rely on the

text book for the sequence and

pacing of lesson

Selecting text information and

planning the sequence of instruction

has become a giant task for teachers


17/47

Learning targets

are clarified

Evidence is

gathered in

a variety ways


18/47

Evidence is

gathered in

a variety ways


19/47

Gathering Assessment Evidence

By using multiple evidence, teachers

can be sure they have ample

evidence to accurately assess student

performance

Constructed response is the direct,

systematic observation of actual

student performance according topre-established criteria


20/47


Questioning, teacher observations,

and student/teacher dialogues are

general methods that can be used to

assess student learning

Examples of simple product

assessments include short answer

sentences or paragraphs, graphs andtables


21/47


Examples of performance

assessments include oral

presentations, demonstrations,

debates, doing experiment

Examples of more complex product

assessments include journals, logs,

notebooks, portfolios and projects


22/47

Rubric can

helps teachers develop more

complex relationships with their

students?

helps students answer the

questions "Am I getting it?" and

"How am I doing?"?

engages students directly in the

evaluation of their own work?


23/47

Learning targets

are clarified

Inferences,

analysis of data,and interpretations

are made

Evidence is

gathered in

a variety ways


24/47

Inferences,


are made


25/47

Teacher is like a doctor


26/47

What doctors do?

Do not use one treatment for all

patients

See patient individually, evaluate

temperature, blood pressure, and lab

work and then establish a personal

course of treatment


27/47

What teachers do?

Avoid use only one piece of data to

determine what is student learning

Collect multiple source of data,

analyze the information, and then

adjust teaching to meet the specific

needs of the student


28/47

Working with Data from Rubric

Rubricdata can diagnose what

teachers are teaching and prescribe

how teaching needs to be improved

Does my teaching method really help

students to gain specific skill?

Does my teaching method help

students to understand abstract

science concept?


29/47

Rubric data help to configure

students group/ class

Which group/class needs more

guidance?

Which group/class needs more

homework?

Which group/class needs remedial or

reinforcement activity?


30/47

Rubric data used to examine

strength and weakness of students

Help them to set goals for their own

learning

High ability or low ability?

Which skill/ content knowledge is

difficult them?

Should I decrease/increase the

difficulty of the learning objective?


31/47

Working with Rubric Data

Data analysis process is an iterative

process that involves looking for

patterns, making inferences, testing

these inferences, and thenformulating conclusions


32/47

Working with Assessment Data

Good conclusions about student

learning cannot be madeunless(i)

there is an understanding of the

purpose of the assessment (ii) theevidence collected is sound (iii) there

is sufficient evidence upon which to

base good decisions


33/47

Instructional plans

and modifications

are carried out

Learning targets

are clarified

Inferences,


are made

Evidence is

gathered ina variety ways


34/47

Instructional plans

and modificationsare carried out


35/47

When Assessment Results Are Good

Celebrate!

Publicize!


36/47

When Assessment Results Are Disappointing

Goals

Curriculum

PedagogyAssessments


37/47

Look at your learning goals.

Do you have too many

goals?

Do your goals need to

be clarified?

Are your goals

inappropriate or overly

ambitious?


38/47

Look at your curriculum.

Does the curriculum

adequately address eachlearning goal?


39/47

Look at your assessments

Are they poorly written and

misinterpreted?

Do they match your key learninggoals?

Are they too difficult for most

students?


40/47

Look at your teaching methods.

How do students

learn best?


41/47

Linking Rubric and Instruction

Modified instruction plans help address any

achievement gaps uncovered in the data

analysis process

Instructional strategies must be alignedwith curricular learning targets and with

assessment methods

Differentiating instruction means simply

reacting responsively to students learning

needs


42/47

Effective Assessment

Focuses on process, product, and person

Represents what was taughtand what we expect studentsto learn

Actively involves both teachers and studentsallowsstudents to demonstrate understanding

Uses multiple and varied measures

Provides information for improving learning

Easy to administer


43/47

Instructional plans

and modifications

are carried out

Learning targets

are clarified

Inferences,


are made

Evidence is



44/47


This quadrant involves defining

learning targets clearly so that

students understand them


45/47

Evidence is


This quadrant ask teachers to use

multiple and diverse assessments in order

to produce a fuller and clearer view ofhow well students met the learning

targets: that is, what students really know


46/47

Inferences,


are made

In this quadrant teachers determine

what the assessment results mean:

what they say about how students

are learning and how that learning

might be improved


47/47

Instructional plans

and modificationsare carried out

In this quadrant, new or modified

instructional plans are designed to

meet students need revealed bythe inference and interpretations

made in quadrant 3.

Documents

Integrating Rubric in Teaching