Using Document Based Questions to Assess Student Learning

1. Using Document Based Questions to Assess Student Learning Please sign in and get handouts

2. Schedule for the day Session 1: 8:15-9:35 What does a DBQ look like at the different grade levels? Session 2: 9:40-11:00 DBQ Assessment Process Lunch 11:00-12:30 Session 3: 12:30- 1:50 Implementing DBQ Skills Session 4: 1:55-2:55 Putting It All Together 2:55-3:30 Closing

3. Goals for the day • Understand how to implement historical writing routinely grades 6-12 • Understand the benefits of using historical documents to write • Understand how the writing and analysis process works • Leave here with strategies and resources you can implement immediately within your curriculum

4. What we need from you… • Good Attitude • Stay focused • Ask questions • Be Professionals • Plan to Implement

5. Fears/Complaints/Obstacles • I don’t have enough time to have students write in class I have too much material to cover. • I don’t want to grade ALL those essays. • My students can’t write an essay- they don’t even know how to write a complete sentence. • Students just plagiarize these days. • I’m not an English teacher- I don’t know what to grade.

6. Why do we need to Write in History Classes? • Students need to learn how to think. • Learning to think requires frequent and ongoing practice in thinking. • Thinking is hard work. • Thinking is for all students. • Thinking is clarified by writing. - DBQ Project

7. Why a Document Based Program? • Promotes Thinking • Develops Writing Skills • Allows for group work in document analysis and peer editing. • Builds confidence for students to enroll in AP courses.

8. Session 1: What does the DBQ look like at various levels?

9. Break 5 minute break

10. Session 2 9:40-11:00 DBQ assessment Process

11. DBQ Assessment Process Rubric Building What are the common elements that DBQs share at every level? How do these elements factor into grading? What can rubrics look like and how do they assist in the grading process?

12. What are the common elements that DBQs share at every level? • To be successful, students have to do the following: • quickly read and understand document content • interpret documents to use as evidence to answer a question • craft a cohesive and persuasive written argument using document evidence Session 3 will cover how to teach these 3 distinct skills to students

13. Purpose of DBQ Rubrics • Measure distinct DBQ skills • Understanding • Interpreting • Crafting an argument • Provide effective feedback to students (goal: future improvement) • Must be timely (while the question and process are fresh) • Must be specific (grade alone doesn’t facilitate improvement) • Facilitate grading • Must make the process relatively easy for teachers • Must encourage consistency in grading from student to student

14. Types of Rubrics Holistic Scoring Core Scoring Scale Scoring

15. Holistic Scoring • Essays are judged in their entirety • Scores are assigned based on successful • demonstration of skills and understanding • Scores divided into ranges based on the above

16. Core Scoring • Essay are judged for core elements • Scores are based on the accumulation • of successful core parts (given points) • Scores developed from this accumulation of points

17. Scale Scoring • Essays are judged in their entirety • Scores are based on achieving key skills • Scores are qualitative and descriptive in nature

18. Holistic Scoring 11th

19. Core Scoring 10th Grade Core Scoring 10th Grade

20. Scale Scoring Any Grade

21. Questions • How did using the rubric facilitate grading? • How did using the rubric facilitate giving students feedback? • What was difficult about grading still?

22. Tips for Grading • Don’t score for grammar • Think of these as rough drafts • Grade ideas, analysis, use of evidence, structure of the argument • Teach the rubric to students before writing

23. Tips for Grading • Standardize or grade a few with a fellow teacher first to establish a standard • Read through some of your students to see a spread of responses before you start grading • Have students grade according to rubric • Peer grade • Ratiocination

24. Tips for Grading • Full DBQ is summative – grading parts of the process before this step is crucial Examples: • Grade thesis one time • Grade use of evidence another time • Feedback must be timely • the more times you grade, the better you’ll get

26. Break- Lunch see you at 12:30

27. Session 3 12:30-1:50 Implementing DBQ skills

28. Speaker- describe what you know about the person who wrote the document Occasion- what was going on in history SOAPS Audience- who is the reader? Who is the person speaking to? Purpose- intent, reason, goal Subject- topic

29. Speaker- describe what you know about the person who wrote the document Occasion- what was going on in history Audience- who is the reader? Who is the person speaking to? SOAPPS Purpose- intent, reason, goal Point of view- authors background (bias?) Subject- topic Tone Implied attitude toward the subject and the audience

30. Overview- what do you think this is? Parts- pieces of the picture OPTIC Title- what is it and how does it help you understand the picture Interrelationship- connections between the parts and the title Conclusion- why is this picture important historically

31. On the Move Analysis • With your group choose a poster • Each person pick a letter that you will be responsible for (SOAPS- written documents, OPTIC-visuals) • On your sticky note write your letter and the correct response. • When all group members are complete • write one conclusion about the document at the bottom of the poster

32. Rotate! • At your new document: • Add 2 scaffolding questions that would help a student with analyzing this document • At your new document: • Answer the 2 scaffolding questions

33. Cubes • Tactile document analysis method • Label the cubes SOAPS or OPTIC • Each group completes one letter for the document • Presenter shares the document and the letter explanation that was rolled.

34. White Board Warm Ups • Source: Las Vegas & Greenland Tourism Boards 1.What do both of these places have in common as to how their physical geography impacts their human geography?

35. Bucketing • After reading through all the documents students determine where they will use them in their essay. Reason 3 Document A,D Reason 1 Document B Reason 2 Documents A,C

36. Shoes • Everyone throw one shoe in the center of the room • Volunteer #1 • Group the shoes anyway you want • Explain your grouping strategy • Volunteer #2 • Group the shoes in a different way • Explain your grouping strategy

37. Shoes • Group the shoes this time according to the following prompt: • “How can these shoes represent globalization?”

38. Understanding DBQ Prompts Verbs: Identify Describe Explain – How and why

39. a) Identify two animals.

40. b) Describe the two animals.

41. c) Explain how one has an advantage over the other.

42. Suggestions • The “primary reason” is one thing – If you laundry list you will not get credit. • Do not say “Because the dog is bigger.”—THAT IS DESCRIBING. Explain why the dog being bigger gives him an advantage over the kitty. • Explain – be able to answer “and so what?” – good idea is to use the sentence and throw in a “because” and be able to answer that.

44. Thesis Writing • Since it is NOT acceptable to simply restate the question we will be using a formula. The Thesis Formula: X. However, A, B, and C. Therefore, Y. • ‘X’ represents the strongest point against your argument. • ‘A, B, and C’ represent the three strongest points for your argument. • ‘Y’ represents the position you will be taking; in other words, your stand on the prompt.

45. Thesis Statement Main Idea #1 Question or Thesis Main Idea #2 Main Idea #3

46. The Good, the Bad, the Ugly The Question: Analyze the changes that occurred during the 1960s and the goals, strategies, and support of the movement for African American civil rights.

47. The Civil Rights movement in the United States gave more American Rights. UUUGGGGLLLYYY Does not answer the prompt

48. Many changes occurred in the 1960s in the goals, strategies, and changes in the movement for civil rights Bad Answers the prompt but is not very specific. Re-states the question.

49. Civil rights goals shifted from achieving legal equality to social and economic rights in the mid-1960s. As the movement broadened nationally, methods shifted from nonviolence to violence. Support for civil rights fractured along racial and generational lines. Good

50. Preparing for the DBQ: 15 Minute Drill • Read the prompt. What is the task? What is the prompt asking you to determine or answer? • Create your conceptual framework. • Brainstorm SPECIFIC background information. Place as much SPECIFIC information in the space provided below. Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on t he period 1964 to 1975