Assessments & Rubrics PD 2.22.13
Transcript of Assessments & Rubrics PD 2.22.13
Designing Assessments &
Rubrics Aligned to Our Units of Study
Learning OutcomesConnections to previous PD
Criteria for quality common assessments & effective scoring guides
Collaborative planning session to:
Create a quality common assessment (with a scoring guide) to accurately infer student needs & curricular next steps
Plan appropriately matched learning tasks that will lead up to the developed assessment
Code of CooperationSuspend certainty
What happens in Vegas...
Listen as an ally
Speak from awareness
Celebrate diversity
Mind the schedule
_________________________
Connections to Prior Work
• Unwrapping the Standards
• Designing Curricular Units
• Levels of Bloom’s
• Artisan Teacher
http://www.hulu.com/watch/292079
Two Major Types of Assessments
Selected Response Constructed Response
Note: Performance-based assessments can be used to enable students to physically demonstrate their understanding.
Assessment Type Activity
In your groups, create a visual representation of the pros and cons of the type of assessment titled on your chart paper. When your group is finished post the chart paper on an accessible wall.
When all groups are finished, we will conduct a gallery walk. Discuss with your group any interesting findings or the similarities/differences between the group work.
Share out with the whole group.
Selected-Response Item Guidelines
Align with ‘unwrapped’ standards
Higher-order objectives
Application of knowledge vs. recall
Include new material - a true test of transfer
Be brief and clear
Use language that asks for the ‘best’ answer as opposed to the ‘correct’ answer
Use distractors which are all plausible
Constructed-Response Item Guidelines
Items are open-ended
Require students to create a response
Students demonstrate an integrated understanding
Items match the level of rigor
Scoring guide required
Note: Constructed-response items provide for more valid inferences concerning student level of mastery.
A Bucket of TroubleAn East Indian folk tale tells of two frogs on a farm that had the misfortune of jumping into a pail of fresh milk left by a careless son of the farmer. The frogs were unable to jump out of the pail and had no recourse but to paddle continuously around in the milk in order to stay afloat. The larger of the two finally gave up and sank beneath the white waves, while the other frog kept on, determined to keep on paddling as long as he had breath in his little body. At last, thoroughly exhausted and unable to swim another stroke, he began to sink to his demise, only to find himself resting upon something solid beneath him. With one final exertion, he jumped from the large pad of butter that he had churched by his incessant paddling out of the milk pail to freedom.
Creating QuestionsUse the Revised Bloom’s Taxonomy question stems to generate questions that could be used on a common assessment with a focus on the following standard:
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson
Sample Selected-Response Question:
Level 4: DRAW (inferences, conclusions, generalizations)
This tale best illustrates which one of the following generalizations:a. Danger can show up in the most ordinary places.b. Events sometimes take a surprising turn if you refuse to quit.c. Everyone fails some of the time.
Sample Constructed-Response Question:
Level 5: SUPPORT (inferences, conclusions with text evidence)
Extended ResponseWrite one paragraph defending your answer choice for the above multiple-choice question.
State your choice and three examples to support it from the tale. Write a concluding
sentence that summarizes and supports your answer choice.
Assessment Criteria
Objective scoring guides for constructed-response
Matched to the level of
rigor Results are analyzed to
guide instruction
Matched to the level of rigor
Blended assessments provide more
comprehensive data
Steps to Designing a Unit Assessment
Determine the assessment format to achieve the purpose
Reference the specific ‘unwrapped’ priority upon
which to base the assessment
Reference Bloom’s Taxonomy and begin
writing items
For selected-response questions, make all of the
distractors plausible
Be sure to include correct standard terminology
e.g., identify, not label; rotation, not turn
Limit the total number of questions so that student
work can be scored quickly
Grades K-1,Grades 2-3,Grades 4-5,
five or sixeight to tenten to twelve
Create a scoring guide for constructed-response
items
Develop learning experiences which are
congruent to the priority standard and
lead up to the unit assessment
Key Elements of Scoring Specific, measurable, observable, student-friendly language
Samples matched to criteria
Criteria provided before task
Student access during task
Criteria used to evaluate student work after task
Scoring guides help ALL students
succeed!
Steps to Designing a Scoring Guide
Determine performance levels (4-5)
Begin with criteria for the “goal” level
Create criteria by referring to details of the
assessment task
Write the elements as verb phrases
Create the criteria for the top level
e.g. “identifies the attributes of one main character in the story”
e.g. “identifies the attributes of two main characters in the story, noting similarities & differences between
them”
Create the criteria for the progressing level
e.g. Include only one criterion that reads,
“meets ______ of the Goal criteria” (quantity based on the number of criteria
for the goal level
Apply the same criteria for the final or “not yet”
level
e.g. Include only one criterion that reads,
“meets fewer than ______ of the Goal criteria”; and
“task to be repeated after reteaching”
The result:Objective rubrics for quick & accurate scoring!
Sample Constructed-Response Question:
Level 5: SUPPORT (inferences, conclusions with text evidence)
Extended ResponseWrite one paragraph defending your answer choice for the above multiple-choice question.
State your choice and three examples to support it from the tale. Write a concluding sentence that summarizes or supports your
answer choice.
A Bucket of Trouble Sample Scoring Guide:
Advanced: Meets all “Goal” criteria plus
Includes more than one reason for why the selected choice is better than other two choices
Includes real-life connections or experiences in support of selected choice
Goal
States answer choice
Supports answer choice with reason why selected choice is better than other two choices
Writes one paragraphs
Writes concluding sentence that summarizes or supports answer choice
Progressing
Meets 2-3 of the Goal criteria
Beginning
Meets fewer than 2 of the Goal criteria
A Bucket of Trouble Sample Scoring Guide:
Criteria Advanced (4) Proficient (3)Progressing
(2)Beginning
(1)
Drawing Conclusions
Selects the correct answer
Supporting Evidence
Provides more than 3 examples to support
answer choice; Includes real-life
connections to text
Provides 3 examples from the text to
support answer choice
Provides 2 examples from the text to
support answer choice
Provides 1-2 examples that may not support evidence from the text
Concluding Summarization
Writes 1 or more paragraphs with a
concluding sentence to summarize/support
answer choice
Writes 1 paragraph with a concluding
sentence to summarize/support
answer choice
Writes less than a paragraph that includes a concluding sentence to
summarize/support answer choice
Writes less than a paragraph that does not include a concluding
sentence to summarize/support answer choice
Developing Learning Criteria for developing learning experiences to lead up to the common assessment:
Engaging
Congruent
Increasing in thinking, skill, and rigor
Learning Task
Read Goldilocks
At your tables use Bloom’s Revised to create learning tasks (activities & products) for 4 of the 6 levels on the provided chart paper
Discuss whole group
Reflective Planning Create a common assessment based on an upcoming unit of study (use the ‘unwrapping’ organizer to guide questions)
Develop a scoring guide for constructed-response questions (rubistar/4teachers.org)
Plan 3-4 engaging learning experiences which are congruent with the created assessment and steadily increase in thinking, skill, and rigor
Tying It All Together
Artisan Connections
Share Out
Revised +/∆
What’s Next
What’s Next?Gwen will plan to meet with each grade level during the month of March to discuss your progress and gain insight into the process. It is expected that each grade level will have taught the designed learning experiences, administered the common assessment, utilized the developed rubrics to score the assessment, and collaboratively analyzed the data to inform instructional next steps.