Using the Sun West Rubric to Align Achievement Indicators

Jade BallekSun West Learning Consultant

I Learn 2012

August 27, 28, 2012

Explore the purpose of assessmentClarify the 5 levels of the Sun West

Rubric to achieve alignmentProvide some techniques for making

assessments more consistent and more accurate

Analyze measurement tools

Session Goals

Ground Rules

Honour the time – 1 hourCommunicate effectivelyRespect the learning

Use a sticky to write a question you have about the Sun West Rubric.

Or, write a sentence that describes what you hope to learn during this hour.

Please post it on the board.

Personal Learning Focus

What is the purpose of assessment?

What is your biggest concern about the Sun West Rubric?Think/Pair/Share

Why Assess?

ConsistentAccurateMeaningful

Ken O’Connor – A Repair Kit for Grading: 15 Fixes for Broken Grades

Assessment Should Be

Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.

This is what is meant by aligning achievement indicators.

Fix 8

How many “points”? … 6? … 5? …4?

Why 5?

Provincial assessment: where are we now?

Sun West Rubric

What is the difference?Know: Understand:Do:

Think/Pair/Share

Knowing, Understanding, Doing?

"Non satis scire — "To know is not enough.”

Motto of Hampshire CollegeWiggins and McTighe – Facets

of Understanding

“Understanding”

6 Facets of Understanding

When someone truly understands, they: Can explain concepts, principles, and

processes Can interpret Can apply Can demonstrate perspective Can display empathy Have self-knowledge

Performance Tasks – Applying Learning

The performance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understanding.

UbD FAQ - McTighe

TECHNIQUES FOR YOUR CLASSROOM

Know – nounsDo – verbsUnderstand – big idea, enduring

understanding, essential question

Health 7.6

Technique #1 – Know, Understand, Do (KUDs)

Using Bloom’s Taxonomy, choose the level that applies to each indicator for Science LT 1.1

Technique # 2 – Level of Thinking

Technique #3 – Levels of Importance

Bring students into the processWhat does quality “look like”?Build the assessment with your

students.Cleaning the bathroom

Technique #4 – Co-Constructing Criteria

Anchors show students what quality looks like

Use samples of different levels

Technique #5 – Use Anchors

How are you using the rubric with your students? e.g. Davidson School

Provincial – ELA Expressive Strands Project; Math Pre- and Post-Assessments Grades 1-9; Sun West Rubrics – Reading Assessment

Divide and conquer!

Technique #5 – Collegial Discussions

ANALYZING MEASUREMENT TOOLS

Choosing the right tool is important if the assessment is to be accurate.

Math Summative Assessments – levelling by question

Analyzing Current Assessments – e.g. Bio 20/30

Analyzing Measurement Tools

Clarify curriculum outcomes - unpacking

High quality assessment tasks - analyzing

Rubrics to describe what quality looks like - creating

Anchors to show what quality looks like - creating

Checklists to enable students to monitor their own progress - listing

Damian Cooper, 2010

Clear targets for Assessment

More questions about the Sun West Rubric?

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