Formative Assessment Institute

1. Formative Assessment Institute Barb Rowenhorst Jennifer Nehl Jackie Jessop Rising Pam Lange

2. http://fai.tie.wikispaces.net/

3. Credit Options Remember to sign in each day • PTBS Credit • Graduate Credit – University of Wyoming

4. 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.

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

6. 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

7. September Survey Results

8. Homework PresentationsShare successes & challenges of assessment implementation. Pam

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

10. 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

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

12. Discussion Guide

13. 25 minutes

14. 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

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

16. 25 minutes

17. 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.

18. Analyzing Student WorkTo Create Rubric CriteriaBarb

19. “Show us what good work looks like and what we have to do to get there.” 8-year-old student

20. 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

21. 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.

22. Analyzing Student WorkRound #1: Social Studies

23. 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.

24. Analyzing Student WorkRound #2: Social Studies

25. Analyzing Student WorkCharts: Social Studies Advanced Proficient Basic/Below Basic

26. Let’s Do Another One!

27. 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.

28. Analyzing Student WorkRound #1: Science

29. 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.

30. Analyzing Student WorkRound #2: Science

31. Analyzing Student WorkCharts: Science Advanced Proficient Basic/Below Basic

32. 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?

33. 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.

34. Emily’s Story Revisited

35. 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

36. RubricsJen

37. 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

38. What makes a good rubric? • Performance Criteria • Qualities of a good rubric • Assessment for and of learning Stiggens, Arter, Chappius,Chappius

39. 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)

40. 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)

41. The purpose of your rubric shapes the design.

42. R4R (Rubric for Rubrics) • Insert snapshot of R4R

43. Rubrics Samples • Snap shot of sample number 1 rubric

44. Looking at Sample Rubrics • Look at R4R. • Based on what we’ve 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.

45. 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

46. Looking at Sample Rubrics • What did you find? • Sample #3 • Sample #2 • Sample #1

47. 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!!

48. 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.

49. Social Studies Rubric Development using Rubistar http://rubistar.4teachers.org/index.php Jackie Jessop Rising

50. 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?