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Formative Assessment Institute. Barb Rowenhorst Jennifer Nehl Jackie Jessop Rising Pam Lange. http://fai.tie.wikispaces.net/. Credit Options. Remember to sign in each day PTBS Credit Graduate Credit – University of Wyoming. Outcomes.

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Formative assessment institute

Formative Assessment Institute

Barb Rowenhorst

Jennifer Nehl

Jackie Jessop Rising

Pam Lange


Http fai tie wikispaces net

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


Credit options

Credit Options

Remember to sign in each day

  • PTBS Credit

  • Graduate Credit – University of Wyoming


Outcomes

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.


Agenda

Agenda

  • Welcome

  • Homework sharing

  • Creating rubric criteria

  • Developing rubrics

  • Technology integration

  • Closure


Norms

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


September survey results

September Survey Results


Homework presentations share successes challenges of assessment implementation pam

Homework PresentationsShare successes & challenges of assessment implementation. Pam


Review homework presentation

Review Homework Presentation

Review with team:

  • 5 minute discussion at your table

    • Challenges

    • Successes

    • If you could make one suggestion, what would it be?


Structure for discussion

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


First round

First Round

First Round Grouping

  • 4 to a group

  • Different schools per group

    Three minutes to group


Discussion guide

Discussion Guide


Formative assessment institute

25 minutes


Five minute reflection

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


Second round

Second Round

First Round Grouping

  • 4 to a group

  • Different schools per group

    Three minutes to group


Formative assessment institute

25 minutes


Ten minute reflection break

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.


Analyzing student work to create rubric criteria barb

Analyzing Student WorkTo Create Rubric CriteriaBarb


Formative assessment institute

“Show us what good work looks like and what we have to do to get there.”

8-year-old student


Analyzing student work

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


Analyzing student work round 1 social studies

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.


Analyzing student work round 1 social studies1

Analyzing Student WorkRound #1: Social Studies


Analyzing student work round 2 social studies

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.


Analyzing student work round 2 social studies1

Analyzing Student WorkRound #2: Social Studies


Analyzing student work charts social studies

Analyzing Student WorkCharts: Social Studies

Advanced

Proficient

Basic/Below Basic


Let s do another one

Let’s Do Another One!


Analyzing student work round 1 science

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.


Analyzing student work round 1 science1

Analyzing Student WorkRound #1: Science


Analyzing student work round 2 science

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.


Analyzing student work round 2 science1

Analyzing Student WorkRound #2: Science


Analyzing student work charts science

Analyzing Student WorkCharts: Science

Advanced

Proficient

Basic/Below Basic


Analyzing student work1

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?


Formative assessment institute

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.


Emily s story revisited

Emily’s Story Revisited


Assessment for learning

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


Rubrics jen

RubricsJen


Steps in rubric development with past student work

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


What makes a good rubric

What makes a good rubric?

  • Performance Criteria

  • Qualities of a good rubric

  • Assessment for and of learning

    Stiggens, Arter, Chappius,Chappius


Performance criteria of a good rubric

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)


Qualities of a good rubric

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)


The purpose of your rubric shapes the design

The purpose of your rubric shapes the design.


R4r rubric for rubrics

R4R (Rubric for Rubrics)

  • Insert snapshot of R4R


Rubrics samples

Rubrics Samples

  • Snap shot of sample number 1 rubric


Looking at sample rubrics

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.


  • Looking at sample rubrics1

    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


  • Looking at sample rubrics2

    Looking at Sample Rubrics

    • What did you find?

      • Sample #3

      • Sample #2

      • Sample #1


    Steps in rubric development using past student work

    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!!


    Steps in rubric development using past student work1

    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.


  • Social studies rubric development using rubistar http rubistar 4teachers org index php

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

    Jackie Jessop Rising


    Steps in rubric development using past student work2

    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?


    Steps in rubric development using past student work3

    Steps in Rubric Development(Using past student work)

    You will have 25 minutes to develop your

    Social Studies Rubric


    Peer rubric feedback

    Peer Rubric Feedback


    Day two

    Day Two


    Technology jackie http rubistar 4teachers org

    TechnologyJackiehttp://rubistar.4teachers.org


    Steps in rubric development without past student work

    Steps in Rubric Development(Without past student work)

    • Look at your unit, project or lesson for rubric development.

    • 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.


  • Wyoming standards

    Wyoming Standards

    Grade 4 Fine and Performing Arts

    4.2 AESTHETIC PERCEPTION - Students respond to, analyze, and make informed judgments about works in the arts.

    4.2.2 Students recognize and describe the skills, techniques, processes, and technologies relevant to artistic works of music.


    Formative assessment institute

    Proficient

    4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.


    Formative assessment institute

    Proficient

    How many traits or characteristics are we assessing? Four

    4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.


    Wyoming standards1

    Wyoming Standards

    Grade 11 Pysical Education

    11.1 MOVEMENT -Students demonstrate competency in movement forms and apply movement concepts and principles to the learning and development of motor skills.

    11.1.1 Students demonstrate movement skills as they would be employed in:

    A. rhythms or dance,

    B. regulation or form team activities,

    C. regulation or form individual or dual activities, and

    D. lifetime activities.


    Wyoming standards2

    Wyoming Standards

    Proficient

    11.1.1 Student demonstrates movement skills and forms and applies movement concepts of motor skills as they would be employed in:

    A. rhythms or dance,

    B. regulation or form team activities,

    C. regulation or form individual or dual activities, and

    D. lifetime activities.


    Steps in rubric development without past student work1

    Steps in Rubric Development(Without past student work)

    Snag rubric template


    Steps in rubric development without past student work2

    Steps in Rubric Development(without past student work)

    ALWAYS review, edit and improve!!!


    Suggested homework

    Suggested Homework

    • Differentiate your rubric use

      • Take this process/dialogue to a team

      • Fine-tune your rubric you developed today and use the rubric with your students

      • Evaluate existing rubrics you use


    Technology sites

    Technology Sites

    • http://rubistar.4teacher.org

    • www.rubrics4teachers.com

    • http://landmark-project.com/rubric_builder/

    • http://school.discoveryeducation.com/schrockguide/assess.html


    Suggested homework1

    Suggested Homework

    • Differentiate your rubric use

      • Take this process/dialogue to a team

      • Fine-tune your rubric you developed today and use the rubric with your students

      • Evaluate existing rubrics you use


    Safe travels

    Safe Travels

    • See you in February 11 and 12

    • Remember, FAI training is: Wednesday and Thursday


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