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Introducing… Creating Credible Criteria

Introducing… Creating Credible Criteria. Lead Team November 21, 2012. Purpose. To improve student learning by supporting teachers’ work in formative and summative assessment supporting AISI implementation. Outcomes. Differentiate between two different uses of criteria

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Introducing… Creating Credible Criteria

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  1. Introducing…Creating Credible Criteria Lead Team November 21, 2012

  2. Purpose To improve student learning by • supporting teachers’ work in formative and summative assessment • supporting AISI implementation

  3. Outcomes • Differentiate between two different uses of criteria • Be familiar with the content of AAC’s latest publication: Creating Credible Criteria • Understand the connections between AAC’s 3 publications: • Creating Credible Criteria • Building Better Rubrics • Scaffolding for Student Success

  4. Differentiating the Use of Criteria Complete the Q and A chart to articulate the difference between two different uses of criteria: • using criteria to make a judgement (also articulated as Success Criteria) • using criteria to articulate Programs of Study learner outcomes Handout: Differentiating the Use of Criteria

  5. Criteria: A Working Definition • Read pages 3 and 5. • Underline a statement that either: • Articulates a new learning for you • Confirms something you already know • With elbow partner, read the statement you underlined and say something about it. Handout: Excerpts from p 3, 5 (with hourglass)

  6. Articulating Criteria: Steps for Success 1. Highlight the words that designate the level of cognition in the outcome(s) 2. Create a summary statement that captures the essence of the outcome(s)- this is the criteria. 3. Develop rubric descriptors. 4. Determine instructional support and formative assessment opportunities.

  7. Which is the more effective example? Criteria for an effective example: • Stays true to the stated outcomes • Supports student learning • Satisfies the requirements in each of the 4 steps Handouts: Examples 1 and Example 2

  8. Scaffolding for Student Success- making the connection Step 4. Determine instructional support and formative assessment opportunities. NOTICE: • A formative assessment tool is NOT necessarily in rubric format • Components of the formative assessment tool are “criteria” as used in critical thinking

  9. Concluding Tweet Using #psd70 or an index card, please respond to one of the following: • What is your key learning from today? • How are students demonstrating the effects/power of using criteria in the classroom? • What can administrators do to support the use of criteria in the classroom? http://storify.com/cjensencfl/assessment-as-learning-and-critical-thinking-at-ps#publicize

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