• Vote with your feet • Vote with your thumbs • Get the materials
• https://goo.gl/DRT6cw
Before we begin…
How is one not like the others?Compare & Contrast These Learning Spaces
Discuss for 30 seconds how these images differ.NO VISIBLE OBJECTIVE• Routines & procedures• Instructional & assessment tools
I believe that this nation should commit itself
to achieving the goal, before this decade is out,
of making a 95 in space travel.
I believe that this nation should commit itself to achieving the goal, before this decade is out, of sending a man to the moon and returning him safely home.
WESTMINSTER
The Impact of Meaningful Feedback
Ted Sadtler November 20, 2016
• RUBRICS• High-level (LEFT OUT more than I PUT IN)• Q&A session is critical
• Teacher:student ratio is a non-starter • Students work in an information rich, feedback poor environment
• Grades, compliments, admonishments save time, but don’t serve students
Problem: School Doesn’t Favor Feedback
• Establish routines & procedures that make feedback useful
• Design rubrics that describe behavior or prescribe action
• Convert four-point rubrics to the 100-point scale
Make Feedback Meaningful
• R&Ps—how we use rubrics in our instruction• Design—how we build rubrics to maximize impact• Convert—how we marry good practice & necessary reporting
Establish Routines & Procedures That Make Feedback Useful
“I never heard a piece of advice I wasn’t listening to.” - Churchill
Bumper #1: Routines & Procedures
• Teach kids how to interpret rubrics • Students know & understand performance criteria BEFORE they perform a task
• Show students what good work looks like • Include rubrics with the assessment at the time of assessment
• ALWAYS review assessments with the class; encourage students to ask questions
Establish Routines & Procedures
• 1, 2, 3—Show students the target before they take aim• Reading instructions w/ rubric allows students to strategize • don’t add to our workload but increase the impact
Design Rubrics that Describe Behavior or Prescribe Action
“Behavior is what a man does, not what he thinks, feels, or believes.” - Dickinson
Bumper #2: Design Rubrics that Describe or Prescribe• Describe behavior—MUST be written in rubric• Prescribe action—MAY be written, MUST be included in FOLLOW-UP
• Describe OBSERVABLE comparison between student performance & desired performance
• Establish a goal for future performance • “if/then” statement • PRIORITIZE areas for improvement (max. 2)
• Use Growth Mindset language in your rubrics
Design Rubrics that Describe or Prescribe
• Behaviors, not instructions (more info in supp materials)• PRIORITIZE
Build Rubrics In “3-4-1-2” Order
Ask yourself four questions (in this order) when building a rubric:1. 3—What qualifies as acceptable evidence of proficiency?2. 4—What qualifies as highest possible performance?3. 1—What mistakes, tendencies, or misunderstandings require immediate intervention?4. 2—What looks like “almost proficiency?”
• Difficulty: Complexity of theme, grammatical requirements, variability of vocabulary
• Frequency: How often an assigned behavior is demonstrated
• Self-Reliance: The extent to which students work without resources, help from teacher
Define Proficiency By Difficulty, Frequency, or Self-Reliance
Combine Performance Criteria To Create a Rubric
Each criterion has a defined level of proficiency (3)
Convert Four-Point Rubrics To The 100-Point Scale
“I looked for a quote on converting rubric scales. Thankfully, I didn’t find one” - Me
Bumper #4: Convert 4-pt to 100-pt• double-duty
4=100; 3=88; 2=73; 1=60The 4:100 Conversion
Rubric'w'3'Criteria'
100#/#3#=#33#
33"x"1.0"="33'
33"x".88"="29'
33"x".73"="24'
33"x".60"="20'
Rubric'w'4'Criteria'
100#/#4#=#25#
25"x"1.0"="25'
25"x".88"="22'
25"x".73"="18.25'
25"x".60"="15'
Rubric'w'5'Criteria'
100#/#5#=#20#
20"x"1.0"="20'
20"x".88"="17.5'
20"x".73"="14.5'
20"x".60"="12'
Demonstrate the “4 Criteria Rubric”
Recap: Three Key Points
• Establish routines & procedures that make feedback useful
• Design rubrics that describe behavior or prescribe action
• Convert four-point rubrics to the 100-point scale
• R&Ps before, during, and after, show target b4 take aim• Design—OBSERVABLE, direct stus to next level of performance • Convert—in a way that has meaningful consequences to stu performance
What’s Next?
• 10 minutes of Q&A • Time to co-create a rubric • Options, options, options
Options:• Q&A• Co-create (small group)• Co-create (whole group—gasp!)• Review rubrics & assessment (Dropbox)• Review Excel calculations workbook
Four-Point Scale vs. Alternatives
2 1 You$did$good.$ You$did$bad.$
3 2 1 Great$ Good$$ Bad$
4 3 2 1 Great$ Good$ Almost$ Not$yet$
5 4 3 2 1 Great$ Good$ Good
6ish$Fair$ Not$
yet$
In Rubrics: Give Description, Not Directions
Rubrics are not assignment directions set to chart format.
-Susan Brookhart, How to Create and Use Rubrics
Common%Assignment%Direc/ons%
• Include(X(#(of(items(
• Include(the(following(terms(
• Include(graphics(
• Make(it(neat(
• Focus on effort, persistence, creativity, attention to detail, originality, independence*
• Suggest future attempts • Applaud independence, reaction to adversity
Apply the Growth Mindset to Rubric Use
* If using language in a rubric, be careful to point out observable criteria
* If using language in discussion with student, the sky’s the limit