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Standards-based Assessment
Vallorie SchlechtTechnology Integration
SpecialistTucson Unified School District
Focus for Today Federal Legislation Traditional and
standards assessment
Explore use of rubrics Practical ideas for
recording assessment Reporting to Parents
The Clapping Institute
Volunteers 5 Clappers 3 Judges 1 Recorder 1 Escort
Clapping Institute
Volume
Appropriateness
Creativity
Clapping Rubrics
Volume 5 – Clapper carefully controls the volume of his/her clapping, taking all or many relevant factors into consideration
4 – Clapper does a good job of controlling his/her clapping volume, taking a few relevant factors into consideration
3 – Clapper does an average job of controlling his/her volume, taking at least o ne relevant factor into consideration
2 – Clapper appears to minimally control his/her volume, taking no relevant factors into consideration
1 - Clapper appears to be completely oblivious to the importance of his/her volume
Clapping Rubrics
Appropriateness
5 – Clapper’s style is excellent and completely appropriate, based on the described setting.
4 – Clapper’s style is mostly appropriate, based on the described setting.
3 – Clapper’s style is moderately appropriate, based on the described setting.
2 – Clapper’s style is inappropriate for the described setting.
1 - Clapper’s style is completely inappropriate for any setting.
Clapping Rubrics
Creativity 5 – Clapper demonstrates a style that, based on the described setting, is so creative it influences or engages other observers in some way.
4 – Clapper demonstrates a style that, based on the described setting, is fairly creative, but make no visible impact on the observers.
3 – Clapper demonstrates some creativity in his/her clapping style, though it is not based on the described setting.
2 – Clapper demonstrates very little creativity in his/her clapping style.
1 - Clapper demonstrates absolutely no creativity in his/her clapping style.
Why Standards-based Evaluation???
Standards in Arizona State Standards
Initiative No Child Left Behind Arizona LEARNS All instruction should
be based on the CORE Standards curriculum
Assessment alignment critical to standards implementation
No Child Left Behind Set academic standards High expectations Measure Student Progress
Test Students Tests aligned to the State Standards Gather test data Measure adequate yearly progress
Instruction based on gathered data Report Student progress to
Parents/Guardian
Traditional Grading
Traditional Grading
Uses A, B, C, D, F or E, S, N Directions are given for each
assignment Each assignment is given a numerical
evaluation by the teacher Scores are averaged and range applied Average determines grade on Progress
Report
Traditional Assessment Assumptions
Usually based on one evaluation of product by teacher
Bell Curve Some portion of children will fail Competitive Comparative
Traditional Assessment Assumptions
Paper and pencil End of lesson Answers are right or wrong
Problems Teachers consider many factors other
than academic achievement when assigning grades
Teachers weight assessments differently
Teachers misinterpret single scores on classroom assessments
Teachers determine assignments and tests and number of each
Alternative Factors in Grading
Grade Level Effort Behavior Cooperation AttendanceK (N = 79) 31% 7% 4% 8%1-3 (N = 110) 29% 8% 4% 8%4-6 (N = 158) 30% 8% 8% 10%7-9 (N = 142) 36% 10% 8% 18%10-12 (N =151) 36% 14% 9% 24%
Source: Marzano (1995b)Source: Marzano (1995b)
Standards-based Assessment
Finding Clear and Visible Targets
Standards-Based Evaluation Clear and specific observable
outcomes – connected to the CORE curriculum
Ungraded practice Criteria for evaluation present prior
to assignment Criteria explained in a rubric—a
scoring guide Student completes assignment
Standards-based Evaluation
Student work compared to criteria on rubric and score is given
Reteaching/Extensions Continue working toward
4 Reevaluation Trends used to determine
successful completion of standard and final progress report grade
Traditional vs. Standards-based
Thinking about Standards-based Assessment Concepts or skills are evaluated in
context Allows students to show learning over
time Observations Collections of work Performances Exhibitions Demonstrations
Thinking about Standards-based Assessment Good teaching and learning can
happen with or without formal grading
Stimulating, meaningful curriculum motivates students to work hard—grading alone may not
Students should not be graded during the learning process
Thinking about Standards-based Assessment Grades are somewhat
effective as incentives, but are almost never effective as punishment
Low grades cause most students to withdraw from learning
Reporting grades as averages is unfair
Thinking about Standards-based Assessment
Assessment methods that compare students to each other are not helpful for struggling students
Avoid grading curves A separate guide for
effort should never be given
Thinking about Standards-based Assessment
Evaluation methods should enable students, parents, and teachers to plan for improved outcomes on the next attempt
Students should be expected to continue working on a task until high-quality work is achieved
How does this look in my classroom??
Curriculum Alignment Identify the learning
objective Essential knowledge and
understanding Based on district/state
standards/competencies Design lesson around
objectives Select a performance
task that accurately measures performance in relation to objectives
Focus Questions Main things
students will learn Question format Clearly stated Grade-level
collaboration is ideal
Focus Question Example
1. How and why did people come to North America?
2. What evidence do we have for our theories?
3. How and where did the land bridge form?
Focus Questions Streamline the entire instructional
process Match the performance task to the
unit objectives Keep students focused on the
stated goals of the unit Give teachers a handle on the
amount of curriculum there it to cover
Standards-based Assessment Methods
Observation Systematic Record Let your students
know purpose and use
Tapes Easy to use
Standards-based Assessment Methods Performance
Assessments Performance of
learning in real life situations
Improvement to acceptable levels
Investment of time and guidance
Grading Performance
Grading Performance Tasks
Rubrics Brief outlines that
describe the content and quality needed to achieve a specific grade
Helps the grader determine the evidence of students’ understanding
Standards-based Assessment Methods Rubrics
Progresses from minimal through superior performance
Based on standards at PO level Created and presented before work
begins by teacher or students
Standards-based Assessment Methods Rubrics
Student-created rubrics are very effective
Self-assessment and peer-assessment can supplement teacher-assessment
Used to guide learning and promote improvement
Rubrics 4, 3, 2, 1 or other
system General vs. Task-
Specific Student work
compared to criteria on rubric and score is given
Student works to correct mistakes
Sample Rubric for Goldilocks
Happy Face Three pictures show
what Goldilocks does at the beginning, middle and end of the story.
Pictures are in order There are three
colors.
Straight Face Something is missing. Pictures are out of
order. There are only one or
two colors.
Figure One
RUBRIC FOR AN INVENTION REPORT
Criteria
Quality
Purposes
The report explains the key purposes of the invention and points out less obvious ones as well.
The report explains all of the key purposes of the invention.
The report explains some of the purposes of the invention but misses key purposes.
The report does not refer to the purposes of the invention.
Features
The report details both key and hidden features of the invention and explains how they serve several purposes.
The report details the key features of the invention and explains the purposes they serve.
The report neglects some features of the invention or the purposes they serve.
The report does not detail the features of the invention or the purposes they serve.
Critique
The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved.
The report discusses the strengths and weaknesses of the invention.
The report discusses either the strengths or weaknesses of the invention but not both.
The report does not mention the strengths or the weaknesses of the invention.
Connections
The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.
The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.
The report makes unclear or inappropriate connections between the invention and other phenomena.
The report makes no connections between the invention and other things.
http://www.middleweb.com/rubricsHG.html
Rubrics
General rubrics have a place, but are often too ambiguous to be very effective
Task Specific Rubrics Demystify the
grading process Quality and
quantity Observable
outcomes Directly related to
the focus question Build on one
another
Clean Your Room Fully Accomplished: 2 am Substantially Accomplished:
Midnight Partially Accomplished: Must clean
better before you can go out No Progress: Stay home with Mom
and Dad
Write a rubric for a
4 Groups4 Groups
Rubric Scoring Continue working
toward 4 Level of mastery of
the standard determines final grade
Trends – Marzano’s Power Law of Learning
Thoughts to Consider Value the
discussion Start with simple
rubrics Only use rubrics
with major projects or activities
Start with your strength
Thoughts to Consider Work with
another teacher Be patient.
Rubrics don’t have to be perfect!
It is easier the next time around
Rubrics Become Road Maps Students understand the language
and its meaning Students realize the impact that
learning the material will have on the outcome of their performance task
Have a plan of action for performance
What are the Benefits???
Benefits of the Model Clarifying instructional objectives
provides structure for students Focus questions make instructional
choices easier Student discussions and self-
reflections provide the teacher with useful feedback about instruction
Benefits of the Model
Increased student engagement increases student motivation and participation
Observing students during peer assessment provides valuable insights regarding student learning and group interaction.
Rubrics can Help teachers define excellence
and plan how to help students achieve it.
Communicate to students what constitutes excellence and how to evaluate their own work.
Communicate goals and results to parents and others.
-- Herman, Aschbacher, and Winters (1992)
Rubrics can Help teachers or other raters be
accurate, unbiased and consistent in scoring.
Document the procedures used in making important judgments about students.
-- Herman, Aschbacher, and Winters (1992)
Using Standards To Evaluate Student Growth
Determining Grades Standards become the
criteria for performance assessment
Focus on Competencies taught that quarter
Power standards Use ADE Performance
Descriptors as a guideline
Determining Grades Achievement
Factors Subject-Specific
Content Thinking and
Reasoning Skills General
Communication Skills
Determining Grades Nonachievement
Factors Effort
Participation Work Completion
Behavior Following rules Teamwork
Attendance Tardiness Absenteeism
Tracking Performance
From Activities to Competencies
Tracking Performance
Green Grade Book Excel Spreadsheet Making the Grade Performance
Objective Checklists
New district template
Your own method
http://instech.tusd.k12.az.us/checklist/checklist.htm
Competency
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John Adames 2 3 3 3 3 4 3 3 3Suzy Marienta 3 3 2 2 3 3 2 3 3Mary Smith 3 3 3 3 3 3 4 4 4Victoria Kiser 3 4 3 4 3 4 3 2 3James Bryant 3 3 3 2 3 3 3 3 3Johnnie Latham 2 1 2 2 2 2 2 3 2Pablo Pizzaro 3 2 2 2 2 3 ab ab 3Jackie Evans 1 2 2 2 3 2 3 2 2Jennifer Datus 3 3 3 3 4 3 3 3 3Michael Wrook 3 3 3 3 2 3 3 1 3John Stewart 3 3 ab 2 3 2 2 3 3
Reading 3rd QuarterUse reading strategies such as making inferences and
predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions and determining
author's purpose and perspective to comprehend written selections. (R-E2)
Identify the author's purpose, bias, position and strategies in a persuasive
selection. (R-E4)
Standards-based Assessment Methods
Portfolios Collection of work
over time Emphasize
strengths Illustrate how they
learn rather than what they know
Regularly scheduled work times
Talking with Parents
Communication Parent Forum Parent Brochure Standards
Monthly/Weekly Newsletters
Beginning of the Year
At Progress Report time
Grading Policy
Talking Standards Conferences
What are the standards? Articulate what is being taught Provide information as to how well
the student has mastered the content Discuss strengths and weakness Indicate how future growth will be
supported
Talking Standards Classroom
Posting objectives Delineating criteria for assignments Use of Rubrics Going for the Gold
