Day 3: Rubrics as an Assessment Tool

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• Day 3 Rubrics as an Assessment Tool

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• "There are only two good reasons to ask questions
  in class to cause thinking and to provide
  information for the teacher about what to do
  next." (William, 2011)
• All students must be engaged in questioning, call
  on students at random- what should you do when
  you receive an "I don't know"?
• Lessons should be designed with at least one
  "hinge-point question" in the middle of the
  instructional sequence - the hinge is a point at
  which the teacher checks whether the class is
  ready to move on through the use of a diagnostic
  question. How the lesson proceeds depends on the
  level of understanding shown by the students.

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• Should take no longer than two minutes, and
  ideally less than one minute, for all students to
  respond to the question
• Must be possible for the teacher to view and
  interpret the responses from the class in thirty
  seconds or less

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• A language arts teacher has been teaching her
  students about different kinds of figurative
  language. Before moving on, she wants to check
  her students' understanding of the terms she has
  been teaching, so she uses a real-time test. She
  gives each student a set of six cards bearing the
  letters A, B, C, D, E, and F, and on the board
  she displays the following

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• Can be used for quick feedback
• Can be used to generate meaningful discussions

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• An AP calculus teacher has been teaching students
  about graphing and sketching and wants to check
  quickly that the students have grasped the main
  principles. She asks the students, "Please
  sketch the graph of y equals one over one plus x
  squared." Each student sketches the graph on a
  whiteboard and holds it up for the teacher to
  see. The teacher sees that the class has
  understood and moves on.

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• A middle school science teacher is designing a
  unit on pulleys and levers. Fourteen periods are
  allocated to the unit, but all the content is
  covered in the first eleven periods. In period
  12, the teacher gives the students a quiz and
  collects the papers. Instead of grading the
  papers, she reads through them carefully, and on
  the basis of what she discovers about what the
  class has and has not learned, she plans
  appropriate remedial activity for periods 13 and
  14.

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• A simple way to monitor forunderstanding is
  tohave each studentuse either cups ortable
  tents.

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• A history teacher has been teaching about the
  issue of bias in historical sources. Three
  minutes before the end of the lesson, students
  pack away their books and are given an index card
  on which they are asked to respond to the
  question "Why are historians concerned about bias
  in historical sources?" The students turn in
  these exit passes as they leave the class at the
  end of the period. After all the students have
  left, the teacher reads through the cards and
  then discards them, having concluded that the
  students' answers indicate a good enough
  understanding for the teacher to move on to a new
  chapter.

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• Check-Ins are agreat way to seewhat
  individualstudents under-stand.
• Check-Ins are quickand easy and can bedone on
  the way inor out of the room.

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• In Scaling, or Standards-Based Rubrics, teachers
  use national, state, or local standards as the
  criteria important to the successful completion
  of the task.
• Learning Targets are written in the first column
  of the rubric.

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Scaling Many Sparks Many, ABS Enterprise 2013.solution-tree.com Scaling Many Sparks Many, ABS Enterprise 2013.solution-tree.com
1 Minimal Learning With no help, there is limited understanding or skill demonstrated. With help, a partial knowledge of some of the simpler and complex details and processes.
2 Basic Learning No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.
3 Proficient Learning No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.
4 Advanced Learning In addition to exhibiting level-3 performance, in-depth inferences and applications that go beyond what was taught in class.
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Scaling Many Sparks Many, ABS Enterprise 2013.solution-tree.com Scaling Many Sparks Many, ABS Enterprise 2013.solution-tree.com
.5 Even with help, no understanding or skill is demonstrated.
1 Minimal Learning With no help, there is limited understanding or skill demonstrated. With help, a partial knowledge of some of the simpler and complex details and processes.
1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes.
2 Basic Learning No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.
2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes.
3 Proficient Learning No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.
3.5 In addition to exhibiting level-3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class.
4 Advanced Learning In addition to exhibiting level-3 performance, in-depth inferences and applications that go beyond what was taught in class.
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• Standard Students will use pictures, diagrams,
  and text to describe characters, settings, and
  events.

1 Minimal 2 Basic 3 Proficient 4 Advanced
LT Use pictures, diagrams, and text to describe characters. Student can name the characters in the story. Student can describe some characters using pictures, diagrams, or text. Student can describe characters using pictures, diagrams, or text. Student can describe characters using a combination of pictures, diagrams, and text.
LT Use pictures, diagrams, and text to describe setting Student is aware of the setting of the story. Student can describe some aspects of the setting using pictures, diagrams, or text. Student can describe the setting using pictures, diagrams, or text. Student can describe the setting using a combination of pictures, diagrams, and text.
LT Use pictures, diagrams, and text to describe events. Student can name some key events in the story. Student can describe some key events using pictures, diagrams, or text. Student can describe key events using pictures, diagrams, or text. Student can describe all key events using a combination of pictures, diagrams, and text.
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• Standard Students will count by 10s, count to
  100, sequence numbers, and write numbers.

1 Minimal 2 Basic 3 Proficient 4 Advanced
LT Counts to 100 Student counts to less than 50. Student counts to 100 with some prompting. Student counts to 100 with no prompting. Student can count beyond 100.
LT Counts by 10s Student cannot count by 10s. Student counts by 10s with inconsistent accuracy. Student can count by 10s consistently to 100. Student can count by 10s consistently beyond 100.
LT Sequences Numbers Student has difficulty counting forward or backward starting at numbers other than 1 or 100. Student can count either forward or backward starting at various numbers between 1 and 100 with some prompting. Student can count forward and backward from numbers between 1 and 100 with some prompting. Student can count forward and backward from numbers between 1 and 100 independently.
LT Writes Numbers Student needs assistance to write numbers. Student can accurately write most numbers. Student can accurately write the numbers 1-20 with minimal assistance. Student can consistently and accurately write the numbers 1-20 independently.
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• Standard Students will be able to analyze the
  multiple causes, key events, and complex
  consequences of the Civil War.
• Learning Targets for Standard
• State multiple causes of the Civil War.
• Describe key events of the Civil War.
• Explain the complex consequences of the Civil
  War.
• Formative Common Assessment
• LT 1 Causes of the Civil War

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Scaling Many Sparks Many, ABS Enterprise 2013.solution-tree.com Scaling Many Sparks Many, ABS Enterprise 2013.solution-tree.com
.5 With help, student has partial success at score 2.0 content, but not at score 3.0 content.
1 Minimal Learning With help, student has partial success at score 2.0 content and score 3.0 content.
1.5 Student has partial success at score 2.0 content, but experiences major errors or omissions regarding score 3.0 content.
2 Basic Learning Student will be able to identify slavery as one of the causes of the Civil War.
2.5 In addition to a score 2.0 performance, student demonstrates partial success at score 3.0 content.
3 Proficient Learning Student will be able to articulate differing views of Northern and Southern citizens regarding the underlying causes of the Civil War.
3.5 In addition to a score 3.0 performance, student demonstrates partial success at score 4.0 content.
4 Advanced Learning Student will be able to identify multiple causes of the Civil War by comparing and contrasting speeches and writings of statesmen during that period.
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Designing a Rubric

• Determine the Scale (I prefer 4... Advanced,
  Proficient, Developing, Basic)
• Determine the order of point values (1-5 or
  5-1... is the highest score the best, or are we
  playing golf?)
• The most important step... DETERMINE SUCCESS
  CRITERIA

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Determining Success Criteria

• Select the Learning Targets you are assessing
• Determine what it will LOOK like when students
  have learned
• Begin writing with the outcome in mind
• Use student-friendly language

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Rubistar
http//rubistar.4teachers.org/
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• CAN be used as a final grade, but can also be
  used partway through the unit/project to gauge
  performance
• All teachers within a unit should be using the
  rubric in the exact same way
• Student Use vs. Teacher Use

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• Bring needed materials for a lesson and/or unit
  to create formative assessments for.