1. Providing Effective Descriptive Feedback: Designing Rubrics, Part 2 --Are you assessing what you think you’re assessing? Princess Anne Middle School Instructional Strategies Training October 2011

2. Introduction • Rubrics provide criterion-based scoring procedures that guide teachers’ instruction and help them evaluate students’ performance more objectively. It takes skill and practice to create rubrics, but when they are done right, “rubrics are our friends!”

3. Goals for Today • To understand how well-constructed rubrics play a part in a balanced assessment system • To analyze/construct rubrics to evaluate student work with attention to providing high quality feedback for the learner

4. 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design 1. Identify desired results 2. Determine acceptable evidence

5. Unit Planning Summative Assessment Stage 2 Ongoing Assessment Stage 2 Ongoing Assessment Stage 2 End Pre-assessment of K-U-Ds Stage 2 Hook Sequence of Teaching & Learning: Stage 3 (differentiated according to readiness, interest and learning profile) Begin Establish K-U-Ds and EQs for the Unit: Stage 1

6. Balanced Assessment Model SUMMATIVE ASSESSMENT PRACTICES: FORMATIVE ASSESSMENT PRACTICES: • Informal teacher questions • Conversation with student • Informal observation • Rough drafts of written work • Learning log (in progress) • Reflective journal (multiple drafts) • Rehearsal of presentation • Practice checklist for do-overs • Practice rubrics • Homework, quizzes Assessment FOR Learning: provide on-going feedback to improve learning during the learning segment • Formal oral interview • Conference with student • Formal observation • Final copy of written work • Performance assessment • Final presentation • Showcase portfolio • Final rubrics • Teacher-made tests • High-stakes standardized tests Assessment OF Learning: Evaluate final efforts to prove learning at the end of the learning segment SOURCE: Burke, K. Balanced assessment: from formative to summative. Bloomington, IN: Solution Tree Press. 2010.

7. All Roads Lead to the Standards • Rubrics enable teachers to discern between different levels of quality in performance and products. • Rubrics should be based on stated performance standards and be composed of tiered descriptive levels of progress toward the standards. • Rubrics describe the different levels of quality that can be achieved on each criterion.

8. pd360 Video Segment • http://www.pd360.com/index.cfm?ContentId=1038 As you watch this brief video of teachers in action, pay close attention to Jay McTighe’s words of wisdom about the construction of rubrics. Please jot down your thoughts on the notes page as you view the video.

9. Types of Rubrics One Score gives a single score or the entire product or performance based on an overall impression Holistic: Analytic: Each criterion/domain scored separately

10. Rubric Components: • Specific criteria: Identifiedcomplex domains that evolve directly from the established set of KUDs • Levels of proficiency: (i.e., novice, apprentice, practitioner, expert) • Descriptors/indicators: Identified behaviors within the performance task for each criterion and level of performance

11. Constructing Rubrics: • each level should be stated in positive, specific defining behavior(s) that are directly linked to the task • each progressive level should be inclusive of the last • each level should be clear and distinct from the last • avoid negative behaviors unless absolutely necessary • the number of levels should reflect the nature of the task

12. Rubric Criteria • Language that is specific • Language that is measurable • Language that is observable • Language that is understandable • Language that is matched to task • Language that has directions • Language that is positive 2007 Office of Gifted Education

13. Goals Rubrics Achieve • Clarifies targets of instruction, especially complex tasks- no “mystery” • Provides valid and reliable assessment of student learning • Develops both teacher and student confidence • Improves student motivation and achievement by defining the nature of quality performance

14. Exploration Activity • At your table, locate the Probability and Statistics Performance Task and Rubric. • List of KUDs • Assignment/task in GRASPs • Using the highlighters, locate the KUDs in the task and the rubric. • What do you… • notice? • recommend? • question?

15. Summary of Steps for Developing Performance Assessments and Rubrics: • Identify the standards for your students (KUDs in Stage 1). (Benchmarks) • Identify the most complex domains from the standards for the summative performance task. These domains evolve directly from the KUDs and should be evidenced in the rubric criteria (Stage 2). (Benchmarks) • Develop a summative performancetask your most able students could perform that would indicate that they have met or exceeded the standards. (Benchmarks) • Identify the specific criteria and levels of proficiency (i.e., novice, apprentice, practitioner, expert for the rubric). (Benchmarks) • Develop descriptors/indicators for each criterion and level of performance on the rubric which will sufficiently discriminate among the level of student performance for each criterion. (Benchmarks)

16. Independent/Pair Practice • Using the Rubric for a Rubric, work on your own or with a member of your PLC to evaluate your rubric against the qualities of a solid, well-crafted rubric. • Using the information from your work today, what specifically do you need to work on to improve your rubric?

17. Name: Exit Ticket Use terms from this word splash to write three understandings you have about the construction of high-quality rubrics: criterionlearning targetsproficiency descriptors student learning effective feedback formative summative performance reliableassessmentalignmentgoalsstudent work achievementprogressive skills What question(s) do you have and/or what support do you think you may need in regards to construction of high-quality rubrics?