1 / 20

AUTHENTIC RUBRIC BUILDING WITHIN THE TLCP

AUTHENTIC RUBRIC BUILDING WITHIN THE TLCP. Sheraton Centre Hotel Thursday, July 3 rd , 2008. Marian Wall- Ryel Judit Sastre Bethan Sidey. “If you don’t know where you are going you may wind up someplace else.” Yogi Berra. Key Words. Intentionality. Alignment. Rationale. Intentionality:

emily
Télécharger la présentation

AUTHENTIC RUBRIC BUILDING WITHIN THE TLCP

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. AUTHENTIC RUBRIC BUILDING WITHIN THE TLCP Sheraton Centre Hotel Thursday, July 3rd, 2008 Marian Wall-Ryel JuditSastre BethanSidey

  2. “If you don’t know where you are going you may wind up someplace else.” • Yogi Berra

  3. Key Words • Intentionality • Alignment

  4. Rationale Intentionality: • Data helps us do a gap analysis that becomes the focus of our instruction • PLCs help us develop focused instructional strategies that address the needs of our students Alignment: • Assessment tools that are aligned with what has been taught and measure what we set out to teach our students

  5. Activity • Add Carton Here What does the author mean by, “Crayons can teach us a good lesson?” Explain your answer using proof from the cartoon and your own ideas.

  6. APE • What does the author mean by, “Crayons can teach us a good lesson?”Explain your answer using proof from the cartoon and your own ideas. What is this question asking students to do? • A = answer the question (rewrite the question as the topic sentence) • P = prove it (using specific details from the reading selection) • E = extend (by making connections, including prior knowledge and making inferences)

  7. Steps • Divide Table into Group A & Group B • Answer Question - UsingAPEformat • Determine Level 4 critieron using Anchors • Start breaking down “look fors” into remaining Level rubric cells

  8. Divide Table into Group A & Group B • Answer Question - UsingAPEformat • Determine Level 4 critieron using Anchors • Start breaking down “look fors” into remaining Level rubric cells

  9. Time

  10. Steps • Sort remaining work samples into High, Medium & Low or Levels • Group A and B compare results • Generate questions or comments for discussion

  11. Sort remaining work samples into High, Medium & Low or Levels • Group A and B compare results • Generate questions or comments for discussion

  12. Time

  13. Phase 1 Determine curriculum expectation Create a culminating activity Answer the culminating question– in your PLC groups - usingtheAPEformat Determine Level 4 “Look Fors” using teacher-generated responses Develop the rubric by breaking down each “Look For” for each level of achievement

  14. Phase 2 Use the “Look Fors” to teach with intentionality – implement best practices Post the “Look Fors” for student use Use the rubric during formative assessments to provide goal-setting feedback to students Use student work during formative assessment period to fine-tune the rubric Use student work as exemplars

  15. Phase 3 Administer culminating activity Participate in Moderated Marking within the PLC setting – select anchor pieces with rationales Discuss the alignment of the rubric, assessment question and teaching practices For sustainability and networking, create a Pathway Binder

  16. Key Word PROCESS

  17. “We don’t receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us”.Marcel Proust

More Related