Formative Assessment Institute

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Formative Assessment Institute
Barb Rowenhorst Jennifer Nehl Jackie Jessop
Rising Pam Lange
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http//fai.tie.wikispaces.net/
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Credit Options

• Remember to sign in each day
• PTBS Credit
• Graduate Credit University of Wyoming

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Outcomes

• To share successes and challenges of assessment
  implementation.
• To create criteria for rubric development.
• To evaluate and develop rubrics.
• To use technology for rubric development.

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Agenda

• Welcome
• Homework sharing
• Creating rubric criteria
• Developing rubrics
• Technology integration
• Closure

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Norms

• Honor Private Think Time
• Allow time for individual reflection in order to
  be concise with our comments
• Allow for a variety of think time
• Own Responsibility
• Be punctual (Start on time, end on time)
• Maintain focus (Minimize sidebar conversation)
• Share Air Time
• Share information
• Respect the signal to refocus

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September Survey Results
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Homework Presentations Share successes
challenges of assessment implementation. Pam

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Review Homework Presentation

• Review with team
• 5 minute discussion at your table
• Challenges
• Successes
• If you could make one suggestion, what would it
  be?

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Structure for Discussion

• Protocol Save the Last Word for Me
• Homework Discussion Guide
• You will be given extra time to fill this portion
  out.
• Discuss time limits important
• Facilitator and Timekeeper

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First Round

• First Round Grouping
• 4 to a group
• Different schools per group
• Three minutes to group

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Discussion Guide
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• 25 minutes

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Five Minute Reflection

• Homework Discussion Guide (bottom)
• Individually, take five minutes and reflect on
  the information you have learned.
• Ideas
• What might you like to report back to your team?
• Suggestions for your district
• Ideas that you might use in your position

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Second Round

• First Round Grouping
• 4 to a group
• Different schools per group
• Three minutes to group

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• 25 minutes

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Ten Minute Reflection/Break

• Take a few minutes and reflect on the information
  you have learned.
• Report back to your team
• Suggestions for your district
• Ideas that you might use
• Chalk Talk
• Write one assessment suggestion you think that
  everyone needs to know.

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Analyzing Student WorkTo Create Rubric
CriteriaBarb
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Show us what good work looks like and what we
have to do to get there. 8-year-old student
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Analyzing Student Work

• Provide clear and understandable expectations
• Provide examples of strong and weak student work
• Post strong student work on the classroom wall
  for students to use as a guide

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Analyzing Student WorkRound 1 Social Studies

• Independently, review each social studies student
  work. (A-O).
• Sort the work into piles of Advanced,
  Proficient, and Basic/Below Basic.
• As you sort, takes notes of your thinking to
  remind you how that rating was determined.

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Analyzing Student WorkRound 1 Social Studies
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Analyzing Student WorkRound 2 Social Studies

• As a team
• Come to consensus on what constitutes Advanced,
  Proficient, and Basic/Below Basic student
  work on this assignment.
• Develop agreed-upon criteria for each rating.

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Analyzing Student WorkRound 2 Social Studies
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Analyzing Student WorkCharts Social Studies
Advanced
Proficient
Basic/Below Basic
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Lets Do Another One!
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Analyzing Student WorkRound 1 Science

• Independently, review each social studies student
  work. (A-O).
• Sort the work into piles of Advanced,
  Proficient, and Basic/Below Basic.
• As you sort, takes notes of your thinking to
  remind you how that rating was determined.

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Analyzing Student WorkRound 1 Science
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Analyzing Student WorkRound 2 Science

• As a team
• Come to consensus on what constitutes Advanced,
  Proficient, and Basic/Below Basic student
  work on this assignment.
• Develop agreed-upon criteria for each rating.

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Analyzing Student WorkRound 2 Science
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Analyzing Student WorkCharts Science
Advanced
Proficient
Basic/Below Basic
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Analyzing Student Work

• What might be some ways we can begin the process
  of ensuring there is consistency within
• departments?
• grade levels?
• content areas?
• building?
• district?

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• Making clear decisions about your criteria before
  you begin to grade papers will help make the
  grading process quick, fair, and accurate. 
• Using a version of your criteria as a cover sheet
  can help you score the paper and provide useful
  feedback to the student at the same time.

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Emilys Story Revisited
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Assessment For Learning

• The story of Emily emphasizes that if assessment
  is going to be a tool FOR learning, students need
  to know
• Where they are going.
• Where they are now.
• How to close the gap

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Rubrics Jen
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Steps in Rubric Developmentwith Past Student
Work

• Step 1 Establish a knowledge base
• Step 2 Gather samples of student performance
• Step 3 Sort student work by level of quality
• Step 4 Cluster the reasons into traits
• Step 5 Identify sample performance that
  illustrate each level
• Step 6 Make it better!!
• Stiggens, Arter, Chappius, Chappius

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What makes a good rubric?

• Performance Criteria
• Qualities of a good rubric
• Assessment for and of learning
• Stiggens, Arter, Chappius,Chappius

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Performance Criteria of a Good Rubric

• Defines quality for teachers
• Describes quality for students
• Judgments are more objective, consistent, and
  accurate
• Focus teaching
• Use of the rubric influences the design
• Track student learning (Formative Assessment!!!)
• (Page 200, Doing it Right, Doing it Well)

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Qualities of a Good Rubric

• Available in student-friendly version
• Define various levels of success
• Aligns to standards
• Consistent language
• Contains descriptive detail
• Not negative at the low end
• Include only those aspects of a performance or
  product that are most valued.
• (Page 201, Doing it Right, Doing it Well)

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The purpose of your rubric shapes the design.
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R4R (Rubric for Rubrics)

• Insert snapshot of R4R

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Rubrics Samples

• Snap shot of sample number 1 rubric

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Looking at Sample Rubrics

• Look at R4R.
• Based on what weve discussed, review the sample
  rubrics.
• Determine which rubrics are effective and which
  are weak.
• You will have 20-30 minutes.
• (approximately 10 minutes per rubric)
• Be prepared to discuss your findings.

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Looking at Sample Rubrics

• As a group, determine a rubric rating for each of
  the four traits listed on the R4R.
• Ready to Roll
• On its Way
• Not Ready
• As a group, agree upon an overall rating for the
  whole rubric.
• Ready to Roll
• On its Way
• Not Ready

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Looking at Sample Rubrics

• What did you find?
• Sample 3
• Sample 2
• Sample 1

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Steps in Rubric Development(Using past student
work)

• Step 1 Establish a knowledge base
• Step 2 Gather samples of student performance
• Step 3 Sort student work by level of quality
• Step 4 Cluster the reasons into traits
• Step 5 Identify sample performance that
  illustrate each level
• Step 6 Make it better!!

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Steps in Rubric Development(Using past student
work)

• Look at your criteria from Social Studies
  assessments.
• Review the qualities and criteria for good
  rubrics (200-201).
• Identify the learning targets, qualities,
  standards, benchmarks, etc. that will be
  assessed.
• Choose the learning targets, qualities,
  standards, benchmarks, etc. that will be
  assessed as your proficient. This column gives
  the assessor a standard to work from.
• What would an advanced look like?
• What would basic look like?
• Maintain consistent vocabulary, terminology, and
  criteria throughout traits.

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Social Studies Rubric Development using Rubistar
http//rubistar.4teachers.org/index.php

• Jackie Jessop Rising

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Steps in Rubric Development(Using past student
work)

• Take your proficient criteria from the Social
  Studies assessment and write it in the Proficient
  column.
• Your description should include information
  about three of the following areas religion,
  individual rights, type of government, climate,
  use of technology, geography. What is
  proficient?
• These will be the working baseline. This
  should be aligned directly to the state
  benchmarks, learning targets, performance
  descriptors, etc.
• We will write the advanced, basic and below basic
  criteria from the proficient column.
• What does the Basic criteria look like according
  to the Proficient column? The Below Basic? The
  Advanced?

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Steps in Rubric Development(Using past student
work)

• You will have 25 minutes to develop your
• Social Studies Rubric

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Peer Rubric Feedback
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Day Two
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TechnologyJackiehttp//rubistar.4teachers.org
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Steps in Rubric Development(Without past student
work)

• Look at your unit, project or lesson for rubric
  development.
• Review the qualities and criteria for good
  rubrics (200-201).
• Identify the learning targets, qualities,
  standards, benchmarks, etc. that will be
  assessed.
• Choose the learning targets, qualities,
  standards, benchmarks, etc. that will be
  assessed as your proficient. This column gives
  the assessor a standard to work from.
• What would an advanced look like?
• What would basic look like?
• Maintain consistent vocabulary, terminology, and
  criteria throughout traits.

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Wyoming Standards

• Grade 4 Fine and Performing Arts
• 4.2 AESTHETIC PERCEPTION - Students respond to,
  analyze, and make informed judgments about works
  in the arts.
• 4.2.2 Students recognize and describe the
  skills, techniques, processes, and technologies
  relevant to artistic works of music.

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• Proficient
• 4.2.2 Student recognizes and describes the
  skills, techniques, processes, and technologies
  relevant to artistic works of music.

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• Proficient
• How many traits or characteristics are we
  assessing? Four
• 4.2.2 Student recognizes and describes the
  skills, techniques, processes, and technologies
  relevant to artistic works of music.

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Wyoming Standards

• Grade 11 Pysical Education
• 11.1 MOVEMENT -Students demonstrate competency in
  movement forms and apply movement concepts and
  principles to the learning and development of
  motor skills.
• 11.1.1 Students demonstrate movement skills
  as they would be employed in
• A. rhythms or dance,
• B. regulation or form team activities,
• C. regulation or form individual or dual
  activities, and
• D. lifetime activities.

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Wyoming Standards

• Proficient
• 11.1.1 Student demonstrates movement skills
  and forms and applies movement concepts of motor
  skills as they would be employed in
• A. rhythms or dance,
• B. regulation or form team activities,
• C. regulation or form individual or dual
  activities, and
• D. lifetime activities.

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Steps in Rubric Development(Without past student
work)

• Snag rubric template

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Steps in Rubric Development(without past student
work)

• ALWAYS review, edit and improve!!!

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Suggested Homework

• Differentiate your rubric use
• Take this process/dialogue to a team
• Fine-tune your rubric you developed today and use
  the rubric with your students
• Evaluate existing rubrics you use

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Technology Sites

• http//rubistar.4teacher.org
• www.rubrics4teachers.com
• http//landmark-project.com/rubric_builder/
• http//school.discoveryeducation.com/schrockguide/
  assess.html

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Suggested Homework

• Differentiate your rubric use
• Take this process/dialogue to a team
• Fine-tune your rubric you developed today and use
  the rubric with your students
• Evaluate existing rubrics you use

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Safe Travels

• See you in February 11 and 12
• Remember, FAI training is Wednesday and Thursday