DOCUMENT RESUME ED 399 170 SE 058 855 AUTHOR Dearn, … · report 1 communicating math progress to...
88
DOCUMENT RESUME ED 399 170 SE 058 855 AUTHOR Dearn, Ceri; And Others TITLE Assessment in Action: Collaborative Action Research Focused on Mathematics and Science Assessments. Reports of Twenty-Three Teacher-Research Projects. INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO.; Nebraska'Mathematics and Science Initiative, Lincoln.; Nebraska Univ., Lincoln. Dept. of Curriculum and Instruction. SPONS AGENCY Eisenhower Program for Mathematics and Science Education (ED), Washington, DC. PUB DATE Jun 95 NOTE 173p. AVAILABLE FROM Mid-Continent Regional Educational Laboratory, Suite 500, 2550 S. Parker Road, Aurora, CO 80014. PUB TYPE Reports Research/Technical (143) Tests /Evaluation Instruments (160) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Action Research; *Educational Assessment; Elementary Secondary Education; *Evaluation; *Mathematics Education; *Portfolio Assessment; Research Projects; *Science Education; Self Evaluation (Individuals) IDENTIFIERS *Alternative Assessment ABSTRACT The works reported in this book represent a second phase to a 2-day summer conference that focused on assessment in mathematics and science classrooms. This book presents research and findings of a subset of the conference participants who investigated a self-selected aspect of assessment in their educational environments. Action research was the tool for the investigations and assessment was the focus. Reports include: (1) "Communicating Math Progress to Parents Using Rubrics" (Bev Grueber and Joan Anthony); (2) "Improving Parent Communication through Alternative Assessments" (Candy Connery); (3) "Using Student Portfolios to Communicate Progress to Parents" (Trish Guinan); (4) "Will Students Benefit from Different Forms of Student Evaluation" (Russ Wissing); (5) "Self-Assessment and Self-Esteem with Portfolios" (Arlene Gnirk); (6) "Student-Teacher Created Visual Rubrics: Models To Guide and Assess Research Projects' (Suzanne Ratzlaff and Rod Diercks); (7) "Grand Slam/Base Hit/Strike Out" (Julia C. Polak); (8) "Creating Effective Student-Centered Rubrics" (Karen Barry); (9) "Using Rubrics to Assess Students' Writing in Mathematics" (Kim Potter); (10) "Using Multi-Modal Assessment for Hands-On Science Activities" (Shane Gallagher); (11) "Student Self-Motivation from Student-Teacher Assessment of a Sixth Grade Math Skills Checklist" (Guy R. Roggenkamp); (12) "Self-Assessment Activities to Improve Student Performance" (Brenda Charles); (13) "Self-Assessment in the 9th Grade Science Room: A Usable Document and Relationship to Learning" (Linda S. Graham); (14) "Using Checklists to Improve Student Self-Assessment" (Stephen Hamersky); (15) "In a State of Change" (Dot Snesrud); (16) "Connections between Perceived Competence and Understanding Assessment" (Caroline Winchester and Dianne Vorderstrasse); (17) "Alternative Assessment for a Geometry Benchmark" (Jackie Thomas and Donna Trout); (18) "Traditional vs Alternative Test Results" (Mary E. Stiverson); (19) "Testing for Algebra Readiness" (Vincent Moragues); (20) "Necessary Components of a Rubric" (Audrey Bacon); (21) "Do They Really Understand Fractions" (John Moon); (22) "The School Improvement Process" (Gail Sears); and (23) "The Marigold Project: A Reflective Conversation" (Kathryn A. Ahren and Suzanne Oldham). Appendices include Action Research Rubrics and a list of participants. (JRH)
Transcript of DOCUMENT RESUME ED 399 170 SE 058 855 AUTHOR Dearn, … · report 1 communicating math progress to...
DOCUMENT RESUME
ED 399 170 SE 058 855
AUTHOR Dearn, Ceri; And OthersTITLE Assessment in Action: Collaborative Action Research
Focused on Mathematics and Science Assessments.Reports of Twenty-Three Teacher-Research Projects.
INSTITUTION Mid-Continent Regional Educational Lab., Aurora, CO.;Nebraska'Mathematics and Science Initiative,Lincoln.; Nebraska Univ., Lincoln. Dept. ofCurriculum and Instruction.
SPONS AGENCY Eisenhower Program for Mathematics and ScienceEducation (ED), Washington, DC.
PUB DATE Jun 95NOTE 173p.AVAILABLE FROM Mid-Continent Regional Educational Laboratory, Suite
500, 2550 S. Parker Road, Aurora, CO 80014.PUB TYPE Reports Research/Technical (143)
Tests /Evaluation Instruments (160)
EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Action Research; *Educational Assessment; Elementary
Secondary Education; *Evaluation; *MathematicsEducation; *Portfolio Assessment; Research Projects;*Science Education; Self Evaluation (Individuals)
IDENTIFIERS *Alternative Assessment
ABSTRACTThe works reported in this book represent a second
phase to a 2-day summer conference that focused on assessment inmathematics and science classrooms. This book presents research andfindings of a subset of the conference participants who investigateda self-selected aspect of assessment in their educationalenvironments. Action research was the tool for the investigations andassessment was the focus. Reports include: (1) "Communicating MathProgress to Parents Using Rubrics" (Bev Grueber and Joan Anthony);(2) "Improving Parent Communication through Alternative Assessments"(Candy Connery); (3) "Using Student Portfolios to CommunicateProgress to Parents" (Trish Guinan); (4) "Will Students Benefit fromDifferent Forms of Student Evaluation" (Russ Wissing); (5)
"Self-Assessment and Self-Esteem with Portfolios" (Arlene Gnirk); (6)
"Student-Teacher Created Visual Rubrics: Models To Guide and AssessResearch Projects' (Suzanne Ratzlaff and Rod Diercks); (7) "GrandSlam/Base Hit/Strike Out" (Julia C. Polak); (8) "Creating EffectiveStudent-Centered Rubrics" (Karen Barry); (9) "Using Rubrics to AssessStudents' Writing in Mathematics" (Kim Potter); (10) "UsingMulti-Modal Assessment for Hands-On Science Activities" (ShaneGallagher); (11) "Student Self-Motivation from Student-TeacherAssessment of a Sixth Grade Math Skills Checklist" (Guy R.Roggenkamp); (12) "Self-Assessment Activities to Improve StudentPerformance" (Brenda Charles); (13) "Self-Assessment in the 9th GradeScience Room: A Usable Document and Relationship to Learning" (LindaS. Graham); (14) "Using Checklists to Improve StudentSelf-Assessment" (Stephen Hamersky); (15) "In a State of Change" (DotSnesrud); (16) "Connections between Perceived Competence andUnderstanding Assessment" (Caroline Winchester and DianneVorderstrasse); (17) "Alternative Assessment for a GeometryBenchmark" (Jackie Thomas and Donna Trout); (18) "Traditional vsAlternative Test Results" (Mary E. Stiverson); (19) "Testing for
Algebra Readiness" (Vincent Moragues); (20) "Necessary Components ofa Rubric" (Audrey Bacon); (21) "Do They Really Understand Fractions"(John Moon); (22) "The School Improvement Process" (Gail Sears); and(23) "The Marigold Project: A Reflective Conversation" (Kathryn A.Ahren and Suzanne Oldham). Appendices include Action Research Rubricsand a list of participants. (JRH)
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CO
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UN
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AT
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RO
GR
ESS
TO
USI
NG
RU
BR
ICS
1
Rep
ort 2
IMPR
OV
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PA
RE
NT
CO
MM
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HR
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RN
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?10
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ort 5
SEL
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ND
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LF-
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PO
RT
FOL
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13
Rep
ort 6
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E A
ND
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RO
JEC
TS
16
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ort 7
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UT
19
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ort 8
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Rep
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28
INT
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Rep
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31
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34
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Rep
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OM
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TS
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58
Rep
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1D
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61
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PRO
VE
ME
NT
PR
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64
Rep
ort 2
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RO
JEC
T: A
RE
FLE
CT
IVE
CO
NV
ER
SAT
ION
67
Bib
liogr
aphy
70
App
endi
ces
71
10iv
iii
ASS
ESS
ME
NT
IN
AC
TIO
N
- IN
TR
OD
UC
TIO
Nby
De
Ton
ack,
Ph.
D.
Neb
rask
a M
athe
mat
ics
and
Scie
nce
Initi
ativ
eC
olla
bora
tive
Act
ion
Res
earc
h Fa
cilit
ator
Ove
rvie
w o
f th
e Pr
ojec
t
The
re a
re m
any
desc
ript
ors
for
wha
t edu
catio
n is
bei
ng a
sked
to d
o: r
efor
m, r
estr
uctu
re, r
enov
ate,
ren
ew. W
hate
ver
the
term
s,th
e ch
alle
nge
appe
ars
to b
e th
e re
shap
ing
of e
duca
tion
into
a m
ore
effe
ctiv
e ve
hicl
e th
at is
attu
ned
to s
ocie
tal a
nd s
tude
ntne
eds.
Dur
ing
the
last
dec
ade,
edu
catio
nal j
ourn
als
and
lect
urer
s ha
ve c
ontin
uous
ly r
aise
d th
e ba
nner
of
chan
ge b
y de
liver
ing
philo
soph
ies
and
ratio
nale
s fo
r re
stru
ctur
ing
Am
eric
an e
duca
tion.
Wha
t may
be
need
ed m
ore
than
wor
ds g
oadi
ng p
eopl
e in
toac
tion
are
exam
ples
of
that
act
ion.
Con
fere
nces
and
wor
ksho
ps a
re c
omm
on v
ehic
les
for
conv
eyin
g an
d st
imul
atin
g ch
ange
and
act
ion.
Man
y co
nfer
ence
s,ho
wev
er, c
oncl
ude
with
par
ticip
ants
goi
ng h
ome,
som
e to
put
a f
ew th
ings
into
pra
ctic
e an
d so
me
to p
ut th
e m
ater
ials
and
idea
son
thei
r du
sty
offi
ce s
helv
es, a
long
with
oth
er f
orgo
tten
conf
eren
ce a
rtif
acts
. To
keep
the
mom
entu
m f
or c
hang
e an
d ac
tion
gene
rate
d by
a c
onfe
renc
e, p
erha
ps a
con
fere
nce
shou
ld b
e re
gard
ed a
s th
e fi
rst s
tep
in a
two-
step
pro
cess
. Tha
t was
the
view
adop
ted
by o
rgan
izer
s of
this
pro
ject
. The
wor
ks r
epor
ted
in th
is b
ook
repr
esen
t a s
econ
d ph
asea
"m
orni
ng a
fter
"to
a tw
o-da
y su
mm
er c
onfe
renc
e th
at f
ocus
ed o
n as
sess
men
t in
mat
hem
atic
s an
d sc
ienc
e cl
assr
oom
s. A
sub
set o
f th
e co
nfer
ence
part
icip
ants
ext
ende
d th
eir
com
mitm
ent t
o as
sess
men
t by
taki
ng a
ctio
n du
ring
the
follo
win
g sc
hool
yea
r. I
ndiv
idua
ls a
ndte
ams
of in
divi
dual
s in
vest
igat
ed a
sel
f-se
lect
ed a
spec
t of
asse
ssm
ent i
n th
eir
educ
atio
nal e
nvir
onm
ents
. Thi
s bo
ok p
rese
nts
thei
r re
sear
ch a
nd th
eir
find
ings
.
The
col
labo
ratio
n an
d re
sear
ch, l
ed b
y D
e T
onac
k, N
ebra
ska
Mat
hem
atic
s an
d Sc
ienc
e In
itiat
ive,
wer
e fa
cilit
ated
by
thre
e al
l-da
y se
min
ars
invo
lvin
g th
e te
ache
r-re
sear
cher
s. C
omm
unic
atio
n be
twee
n se
min
ars
was
con
duct
ed v
ia e
lect
roni
c m
ail,
post
alm
ail,
and
phon
e ca
lls. T
he p
roje
ct c
oncl
uded
with
a m
ini-
conf
eren
ce in
whi
ch th
e re
sear
cher
s pr
esen
ted
thei
r fi
ndin
gsto
eac
hot
her
and
to in
vite
d gu
ests
. Som
e te
ache
r-re
sear
cher
s re
ceiv
ed c
olle
ge c
redi
t for
thei
r w
ork.
Cre
dit r
equi
red
a st
ruct
ured
port
folio
of
each
indi
vidu
al's
wor
k. T
he p
ortf
olio
s in
clud
ed th
e fo
llow
ing
item
s: ta
ble
of c
onte
nts,
rat
iona
le f
or s
elec
tion
ofite
ms
in th
e po
rtfo
lio, e
vide
nce
of in
vest
igat
ion
focu
sed
on a
sses
smen
t, ev
iden
ce to
sup
port
con
clus
ion(
s), e
vide
nce
ofre
flec
tion,
evi
denc
e of
col
labo
ratio
n, e
vide
nce
of r
evie
w o
f ou
tsid
e re
sour
ces,
pla
n of
act
ion
afte
r th
e in
vest
igat
ion
was
com
plet
ed, a
nd a
sel
f-de
sign
ed s
elf
asse
ssm
ent o
f th
e po
rtfo
lio. E
xhib
its in
this
boo
k in
clud
e so
me
of th
e ite
ms
from
the
port
folio
s. A
ppen
dix
A e
xhib
its th
e ru
bric
and
req
uire
men
ts f
or th
ose
part
icip
ants
rec
eivi
ng c
olle
ge c
redi
t. A
ppen
dix
B li
sts
the
part
icip
ants
and
thei
r ad
dres
ses.
INT
RO
DU
CT
ION
Act
ion
Res
earc
h
Act
ion
rese
arch
was
the
tool
for
the
inve
stig
atio
ns a
nd a
sses
smen
t was
the
focu
s. R
icha
rd S
agor
's w
ork,
How
to C
ondu
ctC
olla
bora
tive
Act
ion
Res
earc
h (1
992)
, was
the
guid
e bo
ok f
or th
e re
sear
ch p
roce
ss. S
agor
def
ined
res
earc
h as
any
eff
ort
tow
ard
disc
iplin
ed in
quir
y, in
volv
ing
a w
ide
arra
y of
met
hods
fro
m b
oth
the
quan
titat
ive
and
qual
itativ
e do
mai
ns. L
ike
any
rese
arch
, act
ion
rese
arch
is a
sys
tem
atic
pro
cess
to a
cqui
re v
alid
and
rel
iabl
e da
ta c
once
rnin
g so
me
phen
omen
on. A
ctio
nre
sear
ch in
volv
es f
orm
ulat
ing
the
prob
lem
, col
lect
ing
data
, ana
lyzi
ng d
ata,
rep
ortin
g re
sults
, and
pla
nnin
g th
e ne
xt s
teps
to p
utin
to a
ctio
n.A
ctio
n re
sear
cher
s m
ost o
ften
look
at w
hat t
hey
them
selv
es a
re o
r sh
ould
be
doin
g.In
edu
catio
n, a
ctio
nre
sear
cher
s of
ten
focu
s on
initi
atin
g ac
tion,
mon
itori
ng a
nd a
djus
ting
actio
n, o
r ev
alua
ting
som
e ac
tion.
Gen
eral
izab
ility
the
appl
icab
ility
of
the
rese
arch
fin
ding
s to
oth
er s
ites
and
situ
atio
nsis
usu
ally
res
tric
ted
to th
e im
med
iate
con
text
of
the
rese
arch
er. A
lthou
gh th
e re
sults
of
the
rese
arch
can
pro
vide
insi
ght f
or o
ther
indi
vidu
als
and
desc
ribe
pro
cedu
res
that
they
wis
h to
ena
ct a
nd in
vest
igat
e, th
e go
al o
f th
e in
vest
igat
ions
is to
und
erst
and
wha
t is
happ
enin
g in
the
rese
arch
er's
env
iron
men
tan
d w
hat m
ight
impr
ove
that
env
iron
men
t.
Col
labo
ratio
n is
per
haps
the
mos
t im
port
ant c
ompo
nent
of
the
actio
n re
sear
ch p
roce
ss. T
he p
ower
of
colla
bora
tion
and
netw
orki
ng w
as e
vide
nt in
eac
h of
the
proj
ect s
emin
ars
and
is e
vide
nt in
the
repo
rts
in th
is b
ook.
Edu
cato
rs tu
rned
to th
eir
colle
ague
s, th
eir
stud
ents
, the
par
ents
, and
a r
evie
w o
f as
sess
men
t lite
ratu
re to
test
and
dis
cove
r w
hat w
orke
d in
the
cont
ext o
fth
eir
clas
sroo
ms,
dis
tric
ts, o
r th
e st
ate.
In h
is c
ited
wor
k, R
icha
rd S
agor
com
men
ted,
"B
y tu
rnin
g to
col
labo
rativ
e ac
tion
rese
arch
, we
can
rene
w o
ur c
omm
itmen
t to
thou
ghtf
ul te
achi
ng a
nd a
lso
begi
n de
velo
ping
an
activ
e co
mm
unity
of
prof
essi
onal
s" (
pg. 1
0).
Em
ily C
alho
un, a
utho
r of
How
to U
se A
ctio
n R
esea
rch
in th
e Se
lf-R
enew
ing
Scho
ol (
1994
),su
mm
ariz
ed th
is p
roce
ss a
s "l
earn
ing
to in
quir
e to
geth
er, t
o ge
nera
te k
now
ledg
e an
d ac
tion
sim
ulta
neou
sly"
(co
ver)
.
Ass
essm
ent
Mea
suri
ng W
hat C
ount
s (1
993)
, a p
olic
y br
ief
by th
e M
athe
mat
ical
Sci
ence
s E
duca
tion
Boa
rd o
f th
e N
atio
nal R
esea
rch
Cou
ncil,
gav
e th
e or
gani
zatio
n an
d fo
cus
to th
e su
mm
er a
sses
smen
t con
fere
nce.
Con
sequ
ently
, the
bri
ef a
lso
beca
me
asp
ring
boar
d fo
r ou
r pr
ojec
t's f
ocus
on
asse
ssm
ent.
Alth
ough
the
brie
f sp
eaks
spe
cifi
cally
to m
athe
mat
ics
educ
atio
n, it
com
mun
icat
es to
all
educ
ator
s w
ho a
re in
vest
ing
time
in c
hang
ing
asse
ssm
ent.
It p
rese
nts
a co
ncep
tual
fra
mew
ork
for
asse
ssm
ent a
nd s
ugge
sts
thre
e fu
ndam
enta
l pri
ncip
les
as th
e fo
unda
tion
of a
ll as
sess
men
t:
The
Con
tent
Pri
ncip
le: A
sses
smen
t sho
uld
refl
ect t
he m
athe
mat
ics
that
is m
ost i
mpo
rtan
t for
stu
dent
s to
lear
n.T
he L
earn
ing
Prin
cipl
e: A
sses
smen
t sho
uld
enha
nce
mat
hem
atic
s le
arni
ng a
nd s
uppo
rt g
ood
inst
ruct
iona
l pra
ctic
e.T
he E
quity
Pri
ncip
le: A
sses
smen
t sho
uld
supp
ort e
very
stu
dent
's o
ppor
tuni
ty to
lear
n im
port
ant m
athe
mat
ics.
Mea
suri
ng W
hat C
ount
s al
so p
rese
nts
a ch
alle
nge
to e
duca
tors
: "A
sses
smen
t in
supp
ort o
f st
anda
rds
mus
t not
onl
y m
easu
rere
sults
, but
mus
t als
o co
ntri
bute
to th
e ed
ucat
iona
l pro
cess
as
wel
l" (
pg. v
ii). T
he in
vest
igat
ions
und
erta
ken
for
this
pro
ject
prov
ided
a m
eans
for
the
teac
her-
rese
arch
ers
to b
egin
to m
eet t
hat c
halle
nge.
vi
14.
15
ASS
ESS
ME
NT
IN
AC
TIO
N
The
Cou
rse
and
the
Tea
cher
-Res
earc
her
Part
icip
ants
Tw
enty
-one
of
the
twen
ty-e
ight
teac
her-
rese
arch
ers
com
plet
eda
thre
e ho
ur, t
uitio
n-fr
ee g
radu
ate
cour
se in
the
Cur
ricu
lum
and
Inst
ruct
ion
Dep
artm
ent o
f th
e U
nive
rsity
of
Neb
rask
a at
Lin
coln
. The
oth
ers
wer
e in
volv
ed f
or a
var
iety
of
repo
rted
rea
sons
incl
udin
g pr
ofes
sion
al g
row
th o
r ad
vanc
emen
t with
in th
eir
scho
ol d
istr
icts
, an
ince
ntiv
e to
try
alte
rnat
ive
asse
ssm
ents
, or
togi
ve o
r ge
t a s
uppo
rt g
roup
for
taki
ng r
isks
in m
akin
g ch
ange
.Se
vera
l of
the
part
icip
ants
wer
e m
embe
rs o
f th
e St
ate
Fram
ewor
ks te
am o
f ed
ucat
ors
that
was
cre
atin
g as
sess
men
t gui
delin
es a
nd m
odel
s fo
r cl
assr
oom
use.
No
stip
ends
or
mile
age
reim
burs
emen
ts w
ere
give
n to
the
part
icip
ants
. Fre
e tu
ition
and
fre
e lu
nch
wer
e th
e on
ly f
inan
cial
rem
uner
atio
ns. I
nitia
lly,
fort
y-ei
ght i
ndiv
idua
ls in
dica
ted
they
wer
e in
tere
sted
in p
ursu
ing
actio
n re
sear
ch p
roje
cts
and
atte
nded
the
firs
t mee
ting
for
the
proj
ect.
For
som
e, ti
me
com
mitm
ents
soo
n ov
erw
helm
ed th
eir
inte
ntio
ns, a
nd th
ey w
ithdr
ew f
rom
for
mal
par
ticip
atio
nin
the
proj
ect.
Seve
ral c
ontin
ued
to c
omm
unic
ate
with
oth
er p
artic
ipan
ts a
nd/o
r th
e pr
ojec
t lea
der,
how
ever
. Tea
cher
-res
earc
her
role
s ca
n pr
oduc
e co
nflic
ts. M
ost p
roje
ct p
artic
ipan
ts, a
tso
me
poin
t in
thei
r in
vest
igat
ions
, exp
ress
ed f
rust
ratio
ns a
ndco
mm
ents
sim
ilar
to, "
How
do
I do
bot
h? W
hat d
id I
get
mys
elf
into
? I'v
e ne
ver
done
res
earc
h be
fore
!" T
hose
sam
ein
divi
dual
s ex
pres
sed
affi
rmat
ions
of
the
proc
ess
upon
com
plet
ion
of th
eir
proj
ects
:"I
t has
bee
n on
e of
the
mos
t exc
iting
,co
nfid
ence
-bui
ldin
g, e
nric
hing
exp
erie
nces
of
our
care
ers.
"
The
fir
st a
ll-da
y se
min
ar w
as h
eld
in A
ugus
t, 19
94, a
t a h
otel
con
fere
nce
room
in L
inco
ln, N
ebra
ska.
A s
mor
gasb
ord
ofas
sess
men
t art
icle
s pr
ovid
ed b
y th
e fa
cilit
ator
gre
eted
the
part
icip
ants
as
they
sig
ned
in f
or th
e se
min
ar. T
hey
intr
oduc
edth
emse
lves
to e
ach
othe
r w
ith n
ame,
sch
ool,
and
why
they
wer
e th
ere.
Mos
t im
plie
d th
ey n
eede
den
cour
agem
ent a
nd s
uppo
rtto
do
wha
t the
y kn
ew th
ey s
houl
d be
doi
ng (
chan
ging
ass
essm
ent p
ract
ices
). N
ext,
part
icip
ants
vie
wed
an e
xcer
pt f
rom
aN
atio
nal E
duca
tion
Ass
ocia
tion
Lea
rnin
g C
ente
r vi
deo
show
ing
the
use
of a
ctio
n re
sear
ch. P
artic
ipan
ts d
ivid
ed in
to g
roup
s to
talk
abo
ut th
eir
defi
nitio
ns a
nd p
erce
ived
rea
sons
for
doi
ng a
ctio
n re
sear
ch. T
hey
had
rece
ived
Ric
hard
Sago
r's b
ook
How
toC
ondu
ct C
olla
bora
tive
Act
ion
Res
earc
h pr
ior
to th
e se
min
ar, a
nd it
was
the
reso
urce
for
the
disc
ussi
ons.
Fac
ilita
tor
De
Ton
ack
then
add
ress
ed a
nd in
tera
cted
with
the
grou
p ab
out t
he a
ctio
n re
sear
chpr
oces
s. N
ext,
the
focu
s sw
itche
d to
ass
essm
ent.
Inla
rge
and
smal
l gro
ups,
the
educ
ator
s di
scus
sed
type
s an
d de
fini
tions
of
asse
ssm
ent,
rubr
ics,
por
tfol
ios,
sel
f-as
sess
men
ts,
and
any
othe
r to
pics
they
rel
ated
to a
sses
smen
t.B
efor
e lu
nch,
sel
f-pa
ired
gro
ups
used
Sag
or's
pro
cess
cal
led
"ref
lect
ive
inte
rvie
ws"
to b
egin
the
disc
ussi
ons
of p
robl
ems
and
issu
es in
divi
dual
sw
ere
cons
ider
ing
for
thei
r in
vest
igat
ions
.In
are
flec
tive
inte
rvie
w, o
ne p
artn
er in
terv
iew
s th
e ot
her
for
twen
ty to
thir
ty m
inut
es. W
hen
the
lead
er c
alls
tim
e, th
e ro
les
reve
rse.
The
pro
cess
is a
n in
terv
iew
, not
a d
iscu
ssio
n. T
he in
terv
iew
er a
sks
clar
ifyi
ng q
uest
ions
and
giv
es a
ppro
pria
tepr
obes
to h
elp
the
inte
rvie
wee
exp
lore
his
fee
lings
and
idea
s. F
ive
univ
ersi
ty in
stru
ctor
s an
dtw
o st
aff
mem
bers
of
the
Eis
enho
wer
Hig
hPl
ains
Con
sort
ium
ass
iste
d D
r. T
onac
k in
fac
ilita
ting
the
inte
ract
ions
. The
sm
all g
roup
s pr
esen
ted
thei
r as
sess
men
t iss
ues
toth
e w
hole
gro
up. F
rom
this
rep
ortin
g, n
ine
initi
al c
ateg
orie
s su
rfac
ed: r
ubri
cs, s
elf-
asse
ssm
ent,
com
mun
icat
ion
to p
aren
ts,
port
folio
s, w
ritin
g, p
erfo
rman
ce ta
sks,
gro
up a
nd p
roje
ct w
ork,
teac
her
or s
tude
nt c
hang
e, a
nd te
st s
core
cor
rela
tions
.
Aft
er lu
nch,
par
ticip
ants
met
in g
roup
s re
pres
entin
g th
e ni
ne c
ateg
orie
s de
fine
d be
fore
lunc
h. T
hegr
oups
, ass
iste
d by
the
faci
litat
ors,
use
d a
proc
ess
calle
d "a
naly
tic d
isco
urse
," a
s de
scri
bed
in S
agor
's w
ork.
Thi
s fo
rm o
f di
scou
rse
assu
mes
an
inte
rvie
w f
orm
at. T
he in
terv
iew
ers
can
only
ask
que
stio
ns, c
an m
ake
no c
ritic
al c
omm
ents
, and
can
off
er n
o so
lutio
ns. T
hepu
rpos
e is
to h
elp
the
inte
rvie
wee
com
e to
a f
ull u
nder
stan
ding
of
his/
her
know
ledg
e ab
out t
he is
sue
in q
uest
ion.
The
afte
rnoo
n pr
esen
tatio
n in
clud
ed a
des
crip
tion
of d
ata-
gath
erin
g m
etho
ds. T
he s
mal
lgr
oups
, aft
er s
ome
resh
uffl
ing,
con
tinue
d
16vu
17
INT
RO
DU
CT
ION
with
a d
iscu
ssio
n of
thei
r po
ssib
le r
esea
rch
ques
tions
and
dat
a-ga
ther
ing
tech
niqu
es. P
artic
ipan
tsle
ft th
e m
eetin
g w
ith f
orm
sfo
r re
port
ing
prob
lem
sta
tem
ents
, res
earc
h qu
estio
ns, p
ropo
sed
data
col
lect
ion
met
hods
, col
labo
rato
rs,
and
criti
cal f
rien
ds.
Man
y al
so le
ft w
ith a
com
bina
tion
of e
xcite
men
t and
anx
iety
. The
for
ms
wer
e re
turn
ed w
ithin
afe
w w
eeks
. Nam
es,
addr
esse
s, p
hone
num
bers
, and
are
as o
f in
vest
igat
ion
wer
e m
aile
d to
all
part
icip
ants
in S
epte
mbe
r,19
94.
The
sec
ond
sem
inar
was
hel
d in
Nov
embe
r in
Gra
nd I
slan
d, N
ebra
ska.
Aga
in, p
artic
ipan
ts w
ere
gree
ted
with
an
asso
rtm
ent o
far
ticle
s fo
cusi
ng o
n as
sess
men
t pra
ctic
es. T
he m
eetin
g w
as o
pene
d w
ith e
xcer
pts
from
an
asse
ssm
ent
vide
o pr
epar
ed a
nddi
stri
bute
d by
the
Ass
ocia
tion
for
Supe
rvis
ion
and
Cur
ricu
lum
Dev
elop
men
t. Si
nce
man
y re
sear
cher
s w
ere
inve
stig
atin
gru
bric
s, a
rol
e pl
ay s
ituat
ion
was
use
d to
stim
ulat
e a
disc
ussi
on o
n th
e is
sue.
Gro
ups
wer
e gi
ven
the
leng
th o
f th
e ra
dius
bon
eof
a f
ictit
ious
cri
me
vict
im f
rom
whi
ch th
ey w
ere
to d
eter
min
e ot
her
feat
ures
of
the
vict
im. O
nem
embe
r of
eac
h gr
oup
was
give
n a
prep
ared
rub
ric
to e
valu
ate
the
othe
r m
embe
rs o
f th
e gr
oup.
Unk
now
n to
oth
erpa
rtic
ipan
ts, o
ne g
roup
was
purp
osef
ully
ask
ed to
mis
cons
true
the
inst
ruct
ions
and
the
mat
hem
atic
s in
volv
ed w
hile
mee
ting
allp
oint
s on
the
rubr
ic. A
nev
alua
tor
in a
noth
er g
roup
was
ask
ed to
giv
e lo
w s
core
s, e
ven
thou
gh th
e gr
oup
perf
orm
edw
ell.
Whe
n th
ese
scen
ario
s w
ere
enac
ted
duri
ng th
e re
port
ing
of th
e gr
oups
, the
dif
ficu
lties
in m
akin
g us
eful
rub
rics
and
ass
igni
ngpo
int v
alue
s fo
r an
alyt
icsc
orin
g w
ere
high
light
ed a
nd d
iscu
ssed
. Dr.
Ton
ack
had
prep
ared
a d
raft
of
a ru
bric
for
thos
ere
ceiv
ing
colle
ge c
redi
t as
show
n in
App
endi
x A
. The
par
ticip
ants
dis
cuss
ed a
nd m
ade
sugg
estio
ns to
ref
ine
the
rubr
ic.
The
rem
aind
er o
f th
e da
y w
assp
ent w
ith la
rge
and
smal
l gro
ups
talk
ing
abou
t the
ir r
esea
rch
ques
tions
, the
ir d
ata
gath
erin
g, a
nd th
eir
prog
ress
and
frus
trat
ions
. The
dis
cuss
ions
wer
e in
ters
pers
ed w
ith s
ugge
stio
ns f
rom
Dr.
Ton
ack
for
anal
yzin
g da
taan
d ac
tiviti
es a
ddre
ssin
geq
uity
in a
sses
smen
t led
by
Dr.
Ter
esita
Agu
ilar.
The
thir
d se
min
ar w
as c
ondu
cted
in F
ebru
ary,
199
5, in
Lin
coln
. The
ses
sion
ope
ned
with
colla
bora
tors
talk
ing
and
inte
ract
ing.
The
re w
as n
o ne
ed to
pro
mpt
thei
r di
scus
sion
s. T
hey
wer
e ca
ptiv
ated
by
asse
ssm
ent,
actio
n re
sear
ch,a
nd n
etw
orki
ng. S
ever
alha
d vi
site
d ea
ch o
ther
's c
lass
room
s be
fore
this
sem
inar
. Oth
ers
wer
e ta
lkin
g ab
out l
inki
ngth
eir
clas
sroo
ms
via
Inte
rnet
. The
yth
en tu
rned
thei
r at
tent
ion
to s
hari
ng th
eir
revi
ew o
f lit
erat
ure
on a
sses
smen
t. T
he r
est o
fth
e da
y w
as s
pent
with
indi
vidu
als
and
team
s gi
ving
glim
pses
of
thei
r re
sear
ch to
all
the
part
icip
ants
. Thi
s tim
e, th
ey le
ft th
ese
min
ar e
xhila
rate
d. T
hey
had
done
rese
arch
; the
ir r
esul
ts w
ere
usef
ul a
nd p
ract
ical
; the
y w
ere
beco
min
g th
e ex
pert
s in
thei
red
ucat
iona
l env
iron
men
ts.
The
fou
rth
sem
inar
was
the
min
i-co
nfer
ence
hel
d in
Mar
ch a
t the
Uni
vers
ity o
f L
inco
ln c
ampu
s.In
add
ition
to th
e pr
esen
ters
,ap
prox
imat
ely
sixt
y in
vite
d gu
ests
cam
e to
hea
r th
e fo
ur r
ound
s of
pre
sent
atio
ns, e
ach
with
five
pre
sent
atio
ns. T
his
prov
ided
clos
ure
to th
e pr
ojec
t, an
opp
ortu
nity
to s
hare
fin
ding
s, a
nd s
umm
ary
to th
e re
sear
ch.
Wha
t Did
We
Lea
rn?
Wha
t Did
We
Col
lect
ivel
y Sa
y?
The
sta
tem
ents
that
fol
low
ref
lect
new
und
erst
andi
ngs
abou
t ass
essm
ent,
teac
hing
, lea
rnin
g,an
d co
llabo
ratio
n th
at th
e te
ache
r-re
sear
cher
s de
velo
ped
thro
ugh
thei
r pa
rtic
ipat
ion
in th
e pr
ojec
t.
My
nam
e is
n't D
orot
hy, i
t's A
udre
y. T
his
isn'
t Kan
sas,
it's
Neb
rask
a. B
ut th
e Ju
ne13
-14,
199
4, A
sses
smen
tC
onfe
renc
e w
as a
"st
orm
cel
l" th
at e
volv
ed in
to a
"to
rnad
o" in
my
life!
Fol
low
my
"Yel
low
Rub
ric
Roa
d" to
see
wha
t hap
pene
d si
nce
then
!
18vi
ii19
ASS
ESS
ME
NT
IN
AC
TIO
N
Pare
nts
said
talk
ing
thro
ugh
the
rubr
ics
show
ed m
uch
mor
e ab
out r
eal u
nder
stan
ding
than
a nu
mbe
r gr
ade
ona
repo
rt c
ard.
It ta
kes
som
e tim
e, h
owev
er, t
o un
ders
tand
and
bec
ome
accu
stom
ed to
rub
rics
. Stu
dent
and
pare
nts
talk
ing
abou
t the
stu
dent
por
tfol
io c
reat
es a
n ef
fect
ive
pare
nt c
onfe
renc
e an
d st
imul
ates
com
mun
icat
ion.
Col
labo
ratio
n is
bes
t whe
n ba
sed
on m
utua
l ben
efit
and
trus
t. E
ach
indi
vidu
al h
as s
omet
hing
to g
ive
that
bene
fits
the
othe
r. R
efle
ctiv
e co
nver
satio
ns s
urfa
ce th
e ra
tiona
le f
or a
nd d
efin
ition
s of
alte
rnat
ive
asse
ssm
ents
.C
olla
bora
tion
is ti
me
cons
umin
g an
d m
oves
in u
neve
n en
erge
tic b
urst
s. C
olla
bora
tion
and
netw
orki
ngar
e th
epo
wer
with
in a
ctio
n re
sear
ch.
Whe
n w
e ch
ange
d ou
r as
sess
men
t, w
e ch
ange
d ou
r in
stru
ctio
n.
Rub
rics
use
d fo
r as
sess
men
t of
stud
ent p
erfo
rman
ce ta
sks
shou
ld b
e sh
ared
with
the
stud
ents
and
the
stud
ents
shou
ld u
nder
stan
d w
hat i
s ex
pect
ed. F
or s
tude
nts
to r
each
the
high
est
succ
ess
leve
ls o
n th
e pe
rfor
man
ce ta
sks,
they
nee
d to
hav
e ow
ners
hip
of th
e as
sess
men
t ins
trum
ent.
Thi
s is
bes
t ach
ieve
d by
allo
win
g th
e st
uden
tsto
wri
te th
eir
own
rubr
ic o
r to
rew
rite
a te
ache
r-cr
eate
d on
e. S
tude
nts
will
nee
d gu
idan
ce a
nd h
elpf
ul s
ugge
stio
nsat
the
outs
et o
f th
e at
tem
pt to
wri
te r
ubri
cs, b
ut th
e m
ore
they
are
allo
wed
to d
o, th
e ea
sier
the
proc
ess
beco
mes
for
both
stu
dent
and
teac
her.
Whe
n st
uden
ts o
wn
the
rubr
ics
to m
easu
re th
eir
perf
orm
ance
, the
ir p
erfo
rman
ceim
prov
es.
Vis
uals
hel
p ru
bric
s co
me
to li
fe a
nd h
ave
mor
e m
eani
ng f
or s
tude
nts.
Rub
rics
, pre
test
s, a
nd c
heck
lists
can
be
used
to s
et g
oals
as
wel
l as
to e
valu
ate
lear
ning
.
If s
tude
nts
can
see
thei
r w
ork
in p
ortf
olio
s, th
ey c
an s
ee th
eir
prog
ress
and
gai
n de
serv
ed s
elf-
este
em.
It is
dif
ficu
lt to
han
d ov
er s
ome
of th
e co
ntro
l and
dec
isio
n m
akin
g to
the
stud
ents
; it i
s ha
rd to
"st
ep b
ack
and
let g
o."
Eva
luat
ing
alte
rnat
ive
asse
ssm
ents
take
s m
ore
time
than
eva
luat
ing
trad
ition
al a
sses
smen
ts. G
radi
ngca
n be
are
ality
bar
rier
to in
nova
tive
alte
rnat
ive
asse
ssm
ents
.
Stud
ents
bel
ieve
alte
rnat
ive
asse
ssm
ents
can
mor
e ac
cura
tely
rev
eal w
hat t
he s
tude
nt k
now
s, b
utso
me
stud
ents
,in
ope
n ho
nest
y, r
emar
k th
at th
ey d
o no
t lik
e al
tern
ativ
e as
sess
men
ts b
ecau
se th
ey c
anno
tgu
ess
the
answ
ers.
Act
ion
rese
arch
nev
er e
nds.
ix
2j
INT
RO
DU
CT
ION
Res
earc
h Pr
ojec
ts a
nd R
epor
ts
The
deg
ree
of r
esea
rch
colla
bora
tion
vari
ed.
Tw
elve
of
the
teac
her-
rese
arch
ers
cond
ucte
d re
sear
ch p
roje
cts
with
out a
colle
ague
doi
ng th
e sa
me
rese
arch
, alth
ough
they
had
cri
tical
fri
ends
with
in th
eir
own
dist
rict
s or
tow
ns to
sup
port
and
cri
tique
thei
r w
ork,
and
they
had
sup
port
with
in th
e to
tal g
roup
that
met
at t
he s
emin
ars.
Thr
ee in
divi
dual
s fo
cuse
d on
the
sam
e to
pic
and
pres
ente
d to
geth
er b
ut c
ondu
cted
thei
r ow
n re
sear
ch. S
ever
al g
roup
s w
ere
from
the
sam
e sc
hool
dis
tric
t and
, alth
ough
they
wer
e an
swer
ing
diff
eren
t que
stio
ns, d
id p
aral
lel s
tudi
es. O
ne r
esea
rche
r st
udie
d th
e st
uden
ts in
ano
ther
res
earc
her's
cla
ss. O
nest
udie
d an
othe
r te
ache
r's a
ctio
ns a
nd a
ssis
ted
her
whi
le th
e te
ache
r en
acte
d di
ffer
ent p
roce
dure
s an
d as
sess
men
ts f
or s
tude
nts
who
wer
e do
ing
rese
arch
them
selv
es. T
wo
mat
h te
ache
rs f
rom
the
sam
e hi
gh s
choo
l wor
ked
at d
evel
opin
g a
benc
hmar
kas
sess
men
t for
thei
r di
stri
ct. T
wo
teac
hers
, act
ivel
y in
volv
ed in
team
teac
hing
, use
d th
eir
com
bine
d ef
fort
s an
d cl
assr
oom
s to
crea
te v
isua
l rub
rics
. Sev
eral
res
earc
hers
wer
e fr
om d
iffe
rent
sch
ool d
istr
icts
but
had
sim
ilar
ques
tions
. The
y jo
ined
eff
orts
and
feed
back
to c
reat
e on
e pr
esen
tatio
n of
thei
r re
sear
ch.
Eac
h re
port
in th
is b
ook
begi
ns w
ith a
n ab
stra
ct b
rief
ly d
escr
ibin
g th
e re
sear
ch a
nd c
oncl
usio
ns. F
ollo
win
g ea
ch a
bstr
act a
reex
hibi
ts r
efle
ctiv
e of
key
ele
men
ts o
f th
e w
ork.
The
exh
ibits
may
incl
ude
surv
eys,
sur
vey
resu
lts, s
tude
nt w
ork,
rub
rics
, or
refl
ectio
ns f
rom
the
rese
arch
er, s
tude
nt, o
r pa
rent
.
We
have
incl
uded
nam
es, h
ome
addr
esse
s an
d sc
hool
s of
the
teac
her-
rese
arch
ers
in A
ppen
dix
B.
Ack
now
ledg
men
ts
Fund
ing
sour
ce f
or th
e ac
tion
rese
arch
pro
ject
was
the
Neb
rask
a M
athe
mat
ics
and
Scie
nce
Initi
ativ
e, S
andy
Sco
fiel
d, D
irec
tor.
Thi
s is
a p
roje
ct s
uppo
rted
in p
art b
y th
e N
atio
nal S
cien
ce F
ound
atio
n. F
undi
ng f
or th
e pu
blic
atio
n an
d di
stri
butio
n of
this
book
was
thro
ugh
the
Mid
-con
tinen
t Reg
iona
l Edu
catio
nal L
abor
ator
y an
d its
Eis
enho
wer
Hig
h Pl
ains
Con
sort
ium
for
Mat
hem
atic
s an
d Sc
ienc
e, J
ohn
Sutto
n, D
irec
tor.
Allo
wan
ce f
or th
e co
llege
cre
dit w
as p
rovi
ded
thro
ugh
the
Cur
ricu
lum
and
Inst
ruct
ion
Dep
artm
ent,
L. J
ames
Wal
ter,
Cha
ir, U
nive
rsity
of
Neb
rask
a-L
inco
ln.
Tha
nk y
ou to
Cer
i Dea
n an
d Je
ff J
ohns
on, E
isen
how
er H
igh
Plai
ns C
onso
rtiu
m, f
or th
eir
cons
iste
nt c
onsu
ltatio
n, s
uppo
rt a
ndat
tend
ance
at t
he s
emin
ars.
Tha
nk y
ou to
L. J
ames
Wal
ter,
Eliz
abet
h K
ean,
Rog
er B
runi
ng, J
ames
Lei
tzel
, Sal
ly R
obis
on, a
ndT
eres
ita A
guila
r, U
nive
rsity
of
Neb
rask
a, f
or th
eir
assi
stan
ce in
sem
inar
s an
d ev
alua
tions
.
De
Ton
ack
Neb
rask
a M
athe
mat
ics
and
Scie
nce
Initi
ativ
eB
ox 8
8023
1L
inco
ln, N
E 6
8588
-023
140
2-47
2-93
07
- R
EPO
RT
1C
OM
MU
NIC
AT
ING
MA
TH
PR
OG
RE
SS T
O P
AR
EN
TS
USI
NG
RU
BR
ICS
Bev
Gru
eber
and
Joa
n A
ntho
ny
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
Pare
nts
at E
lkho
rn H
illri
se E
lem
enta
ry a
nd N
orth
Ben
d E
lem
enta
ry h
ave
expr
esse
d co
ncer
n ab
out t
heir
chi
ldre
n's
prog
ress
inm
athe
mat
ics.
We
belie
ve th
is is
due
to th
e la
ck o
f do
cum
ente
d ev
iden
ce c
olle
cted
and
sha
red
with
the
pare
nts
by th
e te
ache
r.W
e w
ant p
aren
ts to
hav
e so
lid e
vide
nce
abou
t the
ir c
hild
ren'
s pr
ogre
ss in
mat
h. W
e w
onde
red
if r
ubri
cs c
ould
pro
vide
suc
hev
iden
ce; t
here
fore
, we
aske
d an
d te
sted
the
ques
tion,
"C
an r
ubri
cs b
e us
ed f
or im
prov
ing
com
mun
icat
ion
abou
t mat
h pr
ogre
ssto
ele
men
tary
par
ents
?" A
fter
usi
ng r
ubri
cs a
t the
con
clus
ion
of f
our
mat
h un
its, w
e fo
und
pare
nt a
nd s
tude
nt c
omm
ents
beca
me
mor
e fa
vora
ble.
Par
ents
und
erst
ood
wha
t a r
ubri
c w
as a
nd a
ppre
ciat
ed th
e us
eful
ness
of
rubr
ics
for
com
mun
icat
ing
info
rmat
ion
abou
t the
ir c
hild
's p
rogr
ess
in m
athe
mat
ics.
Stud
ents
are
typi
cally
giv
en c
ompu
tatio
nal o
r fi
ll-in
-the
-bla
nk te
sts
to a
sses
s pr
ogre
ss a
t the
end
of
a un
it in
mat
h. I
n ou
rre
sear
ch, d
iffe
rent
met
hods
of
asse
ssm
ent w
ere
used
for
chi
ldre
n in
the
thir
d an
d fo
urth
gra
des.
At t
he e
nd o
f fo
ur d
iffe
rent
units
, stu
dent
s w
ere
aske
d to
sol
ve a
rea
l-lif
e pr
oble
m a
nd c
omm
unic
ate
thei
r th
inki
ng. C
hild
ren
wer
e as
ked
to s
pend
$10
0 fo
rgi
fts,
pla
n a
picn
ic, p
lan
a N
ebra
ska
birt
hday
cel
ebra
tion,
and
dec
ide
whe
ther
to b
uy a
zoo
mem
bers
hip
or p
ay e
ach
time.
Chi
ldre
n w
ere
free
to s
olve
the
prob
lem
any
way
they
cho
se. A
n im
port
ant p
art o
f th
e as
sess
men
t was
the
child
'sco
mm
unic
atio
n of
how
he
or s
he c
hose
to s
olve
the
prob
lem
. The
con
tent
, str
ateg
ic th
inki
ng, a
nd c
omm
unic
atio
n of
the
proj
ect w
ere
scor
ed u
sing
a r
ubri
c as
sho
wn
in th
e ex
hibi
ts.
The
sco
red
proj
ect a
nd r
ubri
c w
ere
sent
hom
e w
ith th
epa
rent
/lear
ner
asse
ssm
ent f
orm
. The
for
m g
ave
pare
nts
and
child
ren
the
oppo
rtun
ity to
dis
cuss
the
proj
ect.
Pare
nts
refl
ecte
don
thei
r ch
ild's
wor
k, s
core
d it
acco
rdin
gly,
and
, tog
ethe
r w
ith th
eir
child
, com
men
ted
on th
e le
arni
ng.
Pare
nts
felt
that
the
proj
ects
wer
e m
eani
ngfu
l and
that
the
rubr
ics
and
the
mea
n an
d m
edia
n sc
ores
gav
e th
em th
e in
form
atio
nth
ey n
eede
d to
und
erst
and
the
prog
ress
thei
r ch
ild w
as m
akin
g in
our
mat
hem
atic
s cu
rric
ulum
. Par
ents
cal
led
abou
t exc
iting
prog
ress
and
are
as o
f co
ncer
n m
ore
than
eve
r be
fore
. The
y co
mm
ente
d th
at it
was
the
firs
t tim
e th
ey h
ad e
ver
sat d
own
with
thei
r ch
ild a
nd r
eally
com
mun
icat
ed a
bout
wha
t the
y w
ere
doin
g an
d th
e pr
oces
ses
thei
r ch
ild w
as u
sing
. Thi
s re
actio
n w
astr
ue r
egar
dles
s of
the
child
's s
core
.
The
res
pons
e of
par
ents
is th
e ca
taly
st f
or c
ontin
uing
the
use
of r
ubri
cs. T
hus,
our
pro
ject
with
rub
rics
is n
ot c
ompl
eted
.R
athe
r, it
is ju
st b
egin
ning
. Ext
ensi
ons
incl
ude
stud
ent-
wri
tten
rubr
ics,
par
ent/c
hild
-sco
red
proj
ects
usi
ng r
ubri
cs, a
ndin
corp
orat
ion
of r
ubri
cs in
oth
er s
ubje
ct a
reas
. To
build
an
effe
ctiv
e co
mm
unity
of
lear
ners
, tea
cher
s an
d st
uden
ts a
like
mus
tbe
em
pow
ered
to m
ake
chan
ges
and
be a
ccou
ntab
le f
or th
eir
lear
ning
.A
uthe
ntic
ass
essm
ent a
nd th
e us
e of
rub
rics
are
chan
nels
for
cha
nge.
CO
MM
UN
ICA
TIN
G M
AT
H P
RO
GR
ESS
TO
PA
RE
NT
S U
SIN
G R
UB
RIC
S
EX
HIB
ITS
- R
epor
t 1
A. P
aren
t/Gua
rdia
n/L
earn
er A
sses
smen
t For
mN
ame:
Ass
ignm
ent t
itle
or d
escr
iptio
n:D
ate
assi
gnm
ent c
ompl
eted
:B
egin
the
asse
ssm
ent b
y sh
owin
g th
em th
e w
ork
and
expl
aini
ng to
you
r pa
rent
(s)
or g
uard
ian(
s):
( )
wha
t the
ass
ignm
ent w
as a
bout
( )
wha
t you
thin
k yo
u le
arne
d(
) w
hat y
ou th
ink
you
did
wel
l(
) w
hat y
ou th
ink
you
coul
d do
a b
ette
r jo
b on
( )
wha
t you
had
dif
ficu
lty o
n an
d w
hyPa
rent
/gua
rdia
n re
flec
tion
on s
tude
nt w
ork:
Ran
k yo
ur s
atis
fact
ion
with
you
r st
uden
t's e
ffor
t lev
el. U
se te
n as
the
high
and
one
as
the
low
.G
ive
your
stu
dent
a s
core
of
one
to te
n on
the
appe
aran
ce o
f th
eir
wor
k. T
en is
hig
h an
d on
e is
low
.A
re y
ou s
atis
fied
with
the
wor
k yo
ur le
arne
r ha
s ac
com
plis
hed?
If y
ou a
re v
ery
satis
fied
, a te
n is
the
scor
e, e
tc.,
dow
n to
a o
ne.
If d
issa
tisfi
ed, w
hat w
ould
you
like
to s
ee im
prov
ed?
Com
men
ts.
B. R
ubri
c fo
r St
uden
t Pro
ject
4C
omm
enda
ble
3Sa
tisfa
ctor
y2
Som
e le
vel o
fac
hiev
emen
t
1
Lea
rnin
g in
Pro
gres
s
Con
tent
appl
ies
cont
ent t
o ot
her
situ
atio
ns &
cur
ricu
lar
area
s
dem
onst
rate
sfu
ndam
enta
l con
tent
know
ledg
e
dem
onst
rate
s pa
rtia
lm
aste
ry o
f co
nten
tde
mon
stra
tes
a la
ck o
fco
nten
t kno
wle
dge
Stra
tegi
c T
hink
ing
able
to v
isua
lize
and
solv
e pr
oble
ms
in a
vari
ety
of w
ays
able
to v
isua
lize
prob
lem
s bu
t is
limite
dto
one
sol
utio
n
atte
mpt
s so
lutio
ns b
utom
its s
igni
fica
nt p
arts
show
s no
und
erst
andi
ngof
pro
blem
s; f
ails
toco
mpl
ete
prob
lem
sC
omm
unic
atio
nco
mm
unic
ates
, ref
lect
s,an
d ge
nera
lizes
abo
utpr
oces
ses
and
purp
oses
lang
uage
use
d to
ref
lect
and
gene
raliz
e is
at t
helit
eral
leve
l
wor
ks a
t sol
ving
prob
lem
s bu
t has
diff
icul
ty e
xpla
inin
gpr
oces
ses
unab
le to
com
mun
icat
epr
oces
ses
and
purp
oses
of p
robl
em s
olvi
ng
262
27
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 1
C. P
aren
t Com
men
tsN
ow I
und
erst
and
exac
tly w
hat c
once
pts
my
son
real
ly u
nder
stan
ds.
My
son
was
tota
lly c
onfu
sed
abou
t wha
t sub
ject
he
was
eve
n w
orki
ng o
n. H
e ca
n m
ultip
ly b
ut d
oesn
't ha
ve a
clu
e ab
out
how
to r
ead
and
solv
e a
prob
lem
. He
said
he
likes
pro
blem
s w
ith n
umbe
rs w
ritte
n ou
t.M
y da
ught
er s
hare
d a
lot w
ith m
e. I
t's o
bvio
us, a
bstr
act t
hing
s ar
e to
ugh
for
her.
It w
as in
tere
stin
g to
hea
r m
y so
n ex
plai
n m
ath
to m
e. H
e se
es it
fro
m a
dif
fere
nt v
iew
than
I d
o, b
ut f
ound
a s
olut
ion
heco
uld
unde
rsta
nd a
nd e
xpla
in.
Aft
er I
und
erst
ood
wha
t a r
ubri
c w
as, w
e ar
e ve
ry s
atis
fied
to s
ee h
er p
rogr
ess
in th
is f
orm
. Doe
sn't
it ta
ke a
lot o
f ex
tra
time
to d
o it
this
way
?If
our
son
doe
s hi
s da
ily w
ork
in a
rus
h lik
e w
hen
he e
xpla
ined
the
pack
et to
us,
we
can
see
why
he
omits
impo
rtan
tpar
ts. I
nou
r ch
at, w
e en
cour
aged
him
to s
low
dow
n an
d be
lieve
in h
imse
lf.
I th
ink
our
child
doe
s ve
ry w
ell,
but s
he s
kips
ste
ps in
exp
lain
ing
and
we
enco
urag
ed h
er to
slo
w d
own.
She
enj
oys
the
wor
ksh
e is
doi
ng a
nd s
ays
this
way
she
can
be
a m
ath
dete
ctiv
e. W
e're
ple
ased
with
rep
ortin
g re
al p
rogr
ess
this
way
.It
wou
ld b
e un
real
istic
to g
ive
my
child
all
4's.
She
had
som
e tr
oubl
e ex
plai
ning
in d
etai
l how
she
sol
ved
the
prob
lem
.O
vera
ll, I
'm p
leas
ed w
ith h
er p
erfo
rman
ce. I
nter
estin
g ap
proa
ch to
sha
ring
my
child
's p
rogr
ess.
Our
son
get
s re
ally
ups
et if
he
can'
t fig
ure
som
ethi
ng o
ut r
ight
aw
ay. B
ut ta
lkin
g ab
out t
his
with
him
, we
kept
enc
oura
ging
him
not
to g
ive
up.
Why
don
't w
e us
e ru
bric
s fo
r sh
arin
g pr
ogre
ss in
all
area
s?
D. S
tude
nt C
omm
ents
Tel
ling
my
mom
rea
lly m
ade
me
thin
k. I
'm g
lad
I co
uld
unde
rsta
nd a
nd r
emem
ber.
Mom
like
d ta
lkin
g to
me
abou
t mat
h.D
oing
this
was
inte
rest
ing.
It w
as in
bet
wee
n ha
rd a
nd in
tere
stin
g.It
is h
ard
to w
rite
dow
n ho
w I
kno
w th
ings
. It w
as e
asie
r to
just
tell
them
to m
y m
om a
nd y
ou.
Thi
s w
as d
iffi
cult.
I'm
not
goo
d at
telli
ng a
bout
wor
d pr
oble
ms.
I li
ke ju
st n
umbe
rs.
I lik
ed d
oing
it b
ette
r th
an e
xpla
inin
g. I
like
to d
o ch
alle
ngin
g th
ings
.It
was
dif
ficu
lt bu
t I li
ked
it be
caus
e I
had
to k
now
how
to d
o it
to te
ll da
d. H
e ha
d so
me
silly
que
stio
ns.
I w
ant m
ath
to b
e ki
nd o
f ea
sy a
nd h
ave
num
bers
so
it is
n't h
ard
to th
ink.
I lik
e th
inki
ng m
ath
thin
gs. N
ever
told
any
one
how
I th
ink
befo
re.
IMPR
OV
ING
PA
RE
NT
CO
MM
UN
ICA
TIO
N T
HR
OU
GH
AL
TE
RN
AT
IVE
ASS
ESS
ME
NT
S
- R
EPO
RT
2IM
PRO
VIN
G P
AR
EN
T C
OM
MU
NIC
AT
ION
TH
RO
UG
H A
LT
ER
NA
TIV
E A
SSE
SSM
EN
TS
Can
dy C
onne
ry
AB
STR
AC
T
Thi
s st
udy
exam
ined
alte
rnat
ive
asse
ssm
ents
that
enh
ance
par
ent c
omm
unic
atio
n: jo
urna
ls, p
ortf
olio
s an
d le
arni
ng b
ucke
ts.
Alth
ough
I h
ave
had
stud
ents
jour
nalin
g fo
r th
e pa
st s
ix y
ears
, thi
s w
as th
e fi
rst y
ear
I sh
ared
a g
reat
dea
l with
par
ents
abo
utho
w I
use
this
tool
to d
irec
t tea
chin
g an
d le
arni
ng. D
ata
wer
e ga
ther
ed f
rom
six
teen
set
s of
kin
derg
arte
n pa
rent
s th
roug
hjo
urna
l sur
veys
, fee
dbac
k af
ter
usin
g tw
elve
lear
ning
buc
kets
, and
a p
ortf
olio
con
fere
nce.
Stud
ent j
ourn
alin
g w
as d
one
on a
dai
ly b
asis
for
the
firs
t thi
rty
min
utes
of
the
scho
ol d
ay. I
t con
sist
ed o
f st
uden
t illu
stra
tions
of d
aily
eve
nts,
incl
udin
g m
ath
and
scie
nce
activ
ities
, acc
ompa
nied
by
dict
atio
n to
the
teac
her.
Dra
mat
ic p
rogr
ess
was
not
edfo
r al
l stu
dent
s' d
etai
l and
acc
urac
y of
illu
stra
tions
as
wel
l as
abili
ty to
wri
te a
nd v
erba
lly c
omm
unic
ate.
Lea
rnin
g bu
cket
s fe
atur
ed th
e ch
ild a
s th
e te
ache
r to
the
pare
nts
in a
var
iety
of
form
ats
with
sci
ence
/mat
h m
anip
ulat
ives
. Abu
cket
of
mat
h or
sci
ence
mat
eria
ls w
as s
ent h
ome
for
one
nigh
t with
the
inte
ntio
n th
at th
e ch
ild w
ould
teac
h hi
s/he
r pa
rent
san
d si
blin
gs a
t hom
e. D
irec
tions
and
sug
gest
ions
for
ext
ensi
ons
wer
e in
clud
ed w
ith th
e m
ater
ials
. An
optio
nal s
urve
yac
com
pani
ed e
ach
lear
ning
buc
ket.
Pare
nts
wer
e as
ked
to c
omm
ent o
n w
hich
pro
cess
ski
lls th
ey o
bser
ved
thei
r ch
ild u
sing
inth
e ac
tivity
. The
se p
roce
ss s
kills
wer
e ta
ken
dire
ctly
fro
m th
e N
ebra
ska
Mat
h an
d Sc
ienc
e Fr
amew
orks
.
Port
folio
s co
nsis
ted
of s
tude
nt w
ork
that
rep
rese
nted
gro
wth
in m
ath,
sci
ence
, lan
guag
e an
d w
ritin
g. A
por
tfol
io c
onfe
renc
ew
as s
ched
uled
with
par
ents
in M
arch
.
Res
earc
h re
veal
ed th
at p
aren
tal p
erce
ptio
n of
stu
dent
goa
ls c
lose
ly r
esem
bled
thos
e of
the
educ
ator
. Par
ents
do
unde
rsta
nd th
atm
uch
lear
ning
take
s pl
ace
in a
sci
ence
/mat
h ha
nds-
on a
ctiv
ity, a
nd s
endi
ng m
ater
ials
hom
e he
lps
pare
nts
obse
rve
this
impo
rtan
t cha
ract
eris
tic o
f an
eff
ectiv
e pr
imar
y pr
ogra
m. E
vide
nce
sugg
este
d th
at p
aren
ts h
ighl
y va
lue
jour
nals
and
por
tfol
ios
as a
sses
smen
t too
ls. P
aren
ts p
erce
ived
mul
tiple
pro
cess
ski
lls in
the
mat
h an
d sc
ienc
e ac
tiviti
es th
ey s
hare
d w
ith th
eir
child
ren
at h
ome.
304
31
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 2
A. R
esea
rche
r R
efle
ctio
ns
I se
e gr
eat v
alue
in a
ll th
ree
of th
e al
tern
ativ
e as
sess
men
ts I
wor
ked
with
dur
ing
the
scho
ol y
ear.
How
ever
, if
I on
ly h
ad ti
me
for
one
I w
ould
cho
ose
jour
nals
. I s
ee th
ings
in jo
urna
ls th
at I
wou
ld n
ot o
ther
wis
e le
arn
abou
t my
stud
ents
. For
exa
mpl
e, N
eil
is a
n ac
tive
child
who
, giv
en a
cho
ice,
will
cho
ose
mov
emen
t or
nons
eden
tary
act
iviti
es e
very
tim
e. N
ever
has
he
volu
ntar
ilych
osen
the
libra
ry, a
rt c
ente
r or
"of
fice
." H
is c
ente
r ch
oice
has
alw
ays
been
blo
cks
(bui
ldin
g), d
ram
atic
pla
y or
mus
ic a
ndm
ovem
ent.
He
has
a di
ffic
ult t
ime
with
cou
ntin
g, r
ecog
nizi
ng le
tters
and
dis
crim
inat
ing
lette
r so
unds
. How
ever
, ove
r th
e pa
stfe
w m
onth
s, N
eil h
as d
evel
oped
into
a s
kille
d ar
tist a
nd s
hare
s th
is ta
lent
with
us
in h
is jo
urna
l eac
h m
orni
ng. H
e be
gan
byre
plic
atin
g bl
ock
stru
ctur
es h
e ha
d bu
ilt th
e da
y be
fore
and
pro
gres
sed
to d
raw
ings
of
thin
gs li
ke th
e Sa
n Fr
anci
sco
Bri
dge.
B. P
aren
t Sur
vey
Con
cern
ing
Stud
ent J
ourn
als
Dea
r Pa
rent
s,D
o yo
u re
mem
ber
your
initi
al r
eact
ion
to a
kin
derg
arte
n jo
urna
l and
if y
ou d
o, w
ould
you
ple
ase
shar
e it?
Wha
t is
your
rea
ctio
n no
w th
at y
ou'v
e ha
d a
chan
ce to
see
fou
r or
fiv
e jo
urna
ls?
I ha
d pr
evio
usly
list
ed th
ese
item
s as
my
reas
ons
for
usin
g jo
urna
ls.
Plea
se r
ank
1-5
(1 b
eing
hig
hest
) in
thei
r or
der
ofim
port
ance
to y
ou:
awar
enes
s of
tim
e (l
ast n
ight
, yes
terd
ay, t
oday
)fa
ntas
y/re
ality
evid
ence
of
lear
ning
(us
es p
atte
rns,
rep
orts
on
som
ethi
ng w
e di
d in
cla
ss)
pres
ence
of
wri
ting
(let
ters
, wor
ds, n
umbe
rs, s
crib
blin
g co
unts
too!
)so
cial
aw
aren
ess
(rep
orts
on
othe
rs)
prog
ress
of
illus
trat
ions
dict
atio
n (i
s it
clea
r? d
oes
it m
ake
a se
nten
ce?)
do s
ente
nces
rel
ate
to e
ach
othe
r? (
is it
flu
ent?
)w
ritin
g ow
n w
ords
with
in d
icta
tion
(thi
s us
ually
occ
urs
afte
r se
vera
l mon
ths)
inve
nted
spe
lling
s ("
I w
t skt
" fo
r "I
wen
t ska
ting.
")sc
hem
a (r
ecur
ring
them
es in
dra
win
gs)
In th
e or
der
of n
umbe
r of
par
ents
sel
ectin
g th
e ite
m a
s fi
rst c
hoic
e, th
e fo
llow
ing
wer
e ra
ted
mos
t im
port
ant:
fant
asy/
real
ity,
awar
enes
s of
tim
e, p
rese
nce
of w
ritin
g, s
ocia
l aw
aren
ess,
pro
gres
s of
illu
stra
tions
, and
evi
denc
e of
lear
ning
. Obs
erva
tions
abou
t the
ir c
hild
ren
incl
uded
com
men
ts a
bout
the
child
as
a le
arne
r (o
bser
vant
, cre
ativ
e, p
atie
nt, f
luen
t, in
telli
gent
, sel
f-m
otiv
ated
) an
d ab
out w
hat t
he c
hild
had
acc
ompl
ishe
d (i
nter
pret
ed d
ata,
obs
erve
d di
ffer
ently
"th
an I
wou
ld,"
con
cent
rate
d,le
arne
d te
rms,
con
cept
ualiz
ed b
ette
r th
an e
xpec
ted,
sol
ved
prob
lem
s, m
ixed
pla
ying
with
lear
ning
).
325
33
IMPR
OV
ING
PA
RE
NT
CO
MM
UN
ICA
TIO
N T
HR
OU
GH
AL
TE
RN
AT
IVE
ASS
ESS
ME
NT
S
EX
HIB
ITS
- R
epor
t 2
C. L
earn
ing
Buc
ket I
nfor
mat
ion
and
Pare
nt S
urve
y
Dea
r Pa
rent
s,Y
ou h
ave
not r
ecei
ved
a le
arni
ng b
ucke
t in
a w
hile
. We
got
very
bus
y w
ith s
easo
nal a
ctiv
ities
. The
exp
erim
ent y
ou a
re a
bout
to tr
y is
tech
nica
lly c
alle
d ch
rom
atog
raph
y, th
e pr
oces
s of
dra
win
g in
divi
dual
pig
men
ts o
r co
lors
on
a m
ediu
m (
in th
is c
ase,
aco
ffee
filt
er)
thro
ugh
a so
lven
t (in
this
cas
e, w
ater
). F
or th
e ki
nder
gart
ners
,w
e ca
ll th
is "
Col
or C
hang
es."
Mat
eria
ls a
re c
offe
efi
lters
, hal
f ga
llon
milk
con
tain
er o
r T
uppe
rwar
e tu
b, b
lack
pen
s, c
olor
edpe
ns, s
traw
s, a
nd ta
pe.
Proc
edur
e:1.
Fill
tub
with
abo
ut 1
to 2
inch
es o
f w
ater
.2.
Use
a f
ilter
pap
er a
ttach
ed to
a s
traw
. Hav
e yo
ur c
hild
dra
w a
sin
gle
line
abou
t 3/4
inch
fro
m th
e bo
ttom
of
the
filte
rpa
per.
3.Se
t the
str
aw o
n to
p of
the
tub
so th
e w
ater
bar
ely
hits
the
botto
m o
f th
e fi
lter
pape
r bu
t doe
s no
t hit
the
ink
line.
4.R
esul
ts w
ill b
e dr
amat
ic f
or m
ost p
ens.
Per
man
ent p
ens
are
not w
ater
sol
uble
. Bal
l poi
nts
are
not e
ffec
tive,
eith
er.
5.R
epea
t the
pro
cess
with
oth
er b
lack
pen
s. H
ave
your
chi
ld g
ive
you
an e
xpla
natio
n of
this
phe
nom
enon
. You
will
lear
na
lot a
bout
them
thro
ugh
thei
r ex
plan
atio
n. A
ccep
t any
exp
lana
tion
and
don'
t exp
ect E
inst
ein.
6.E
xten
sion
s: T
ry c
olor
ed p
ens.
You
r ch
ild c
an p
redi
ct w
hat c
olor
s w
ill c
ome
out o
f an
oran
ge m
arke
r, e
tc. D
o al
l ora
nge
mar
kers
pro
duce
the
sam
e pa
ttern
and
col
ors?
Try
blu
es, b
row
ns, a
nd r
eds.
You
may
thin
k of
oth
er e
xten
sion
s. W
e tr
ied
putti
ng ic
e in
the
wat
er to
see
if th
ere
was
a c
hang
e.Pl
ease
take
a m
omen
t to
fill
out t
he e
valu
atio
n fo
rm.
You
r ch
ild h
as b
roug
ht h
ome
a le
arni
ng b
ucke
t he
or s
he s
houl
d be
abl
e to
sha
re w
ith y
ou. I
f th
ere
is ti
me,
ple
ase
fill
out
the
surv
ey f
ollo
win
g th
e ac
tivity
. Thi
s is
a c
onfi
dent
ial a
nd v
olun
tary
sur
vey,
so
you
do n
ot n
eed
to s
ign
your
nam
e. I
t will
be
used
for
res
earc
h in
alte
rnat
ive
asse
ssm
ent a
nd c
omm
unic
atio
n w
ith p
aren
ts.
1. W
hat d
o yo
u th
ink
your
chi
ld le
arne
d fr
om th
is a
ctiv
ity?
2. W
hat d
id y
ou le
arn
abou
t you
r ch
ild?
3. W
hich
pro
cess
ski
lls d
o yo
u th
ink
are
invo
lved
in th
is a
ctiv
ity?
clas
sify
ing
patte
rnin
gco
mm
unic
atin
gin
ferr
ing
prob
lem
sol
ving
pred
ictin
gin
terp
retin
g da
taqu
estio
ning
mea
suri
ngre
ason
ing
obse
rvin
g
Mos
t par
ents
cho
se a
t lea
st th
ree
proc
ess
skill
s in
eac
h ac
tivity
. Obs
ervi
ng, c
lass
ifyi
ng, a
nd p
atte
rnin
g w
ere
chos
en m
ost o
ften
.
ASS
ESS
ME
NT
IN
AC
TIO
N
- R
EPO
RT
3U
SIN
G S
TU
DE
NT
PO
RT
FOL
IOS
TO
CO
MM
UN
ICA
TE
PR
OG
RE
SS T
O P
AR
EN
TS
Tri
sh G
uina
n
AB
STR
AC
T
Thi
s pr
ojec
t inv
olve
d st
uden
ts c
onfe
renc
ing
with
thei
r pa
rent
s ab
out t
he s
tude
nt's
pro
gres
s in
mat
h cl
ass.
A tr
igon
omet
ry c
lass
com
pose
d of
thir
teen
sen
iors
was
use
d in
the
expe
rim
ent.
Pare
nts
wer
e re
ques
ted
to jo
in th
eir
child
for
an
even
ing
conf
eren
ceto
dis
cuss
the
stud
ent's
pro
gres
s af
ter
seve
n w
eeks
in th
e co
urse
. As
with
our
sch
ool's
"re
gula
r" p
aren
t-te
ache
r co
nfer
ence
s,th
ere
was
no
requ
irem
ent t
hat t
he f
amily
mus
t atte
nd.
The
lette
r as
sho
wn
in th
e ex
hibi
ts w
as s
ent h
ome
to th
e pa
rent
s to
info
rm th
em o
f th
e sp
ecia
l con
fere
nces
. Due
to a
snow
stor
m th
e ni
ght b
efor
e th
e co
nfer
ence
, las
t min
ute
conf
licts
pre
vent
ed s
ome
stud
ents
/par
ents
fro
m a
ttend
ing.
Tw
ost
uden
ts w
ere
on f
amily
vac
atio
n th
e ni
ght o
f th
e co
nfer
ence
.
A p
reco
nfer
ence
and
pos
tcon
fere
nce
surv
ey w
ere
dist
ribu
ted
to th
e pa
rent
s to
eva
luat
e th
e pr
oces
s. T
he r
ate
of r
etur
n fo
r th
epo
stco
nfer
ence
eva
luat
ion
was
a p
robl
em. T
he r
etur
n ra
te m
ight
hav
e be
en im
prov
ed b
y ha
ving
par
ents
com
plet
e th
e su
rvey
the
nigh
t of
the
conf
eren
ce.
The
stu
dent
s ha
d tw
o po
rtfo
lios
to s
hare
with
thei
r pa
rent
s. O
ne w
as a
not
eboo
k th
at th
ey b
roug
ht to
cla
ss d
aily
. It i
nclu
ded
agr
ade
shee
t with
a c
ompu
ted,
cur
rent
cou
rse
grad
e. I
t als
o co
ntai
ned
clas
s no
tes
and
som
e ho
mew
ork
assi
gnm
ents
. The
oth
erpo
rtfo
lio w
as a
n in
divi
dual
fol
der
that
rem
aine
d in
the
clas
sroo
m a
t all
times
. Thi
s po
rtfo
lio c
onta
ined
som
e te
sts
and
quiz
zes,
alon
g w
ith s
ome
grad
ed a
nd n
on-g
rade
d ho
mew
ork
assi
gnm
ents
.
The
stu
dent
s as
sist
ed in
dev
elop
ing
an o
utlin
e of
topi
cs th
at w
ould
be
disc
usse
d w
ith th
eir
pare
nts
at th
e co
nfer
ence
. Dur
ing
the
15-2
0 m
inut
es th
at th
e co
nfer
ence
s to
ok p
lace
, I w
as a
ble
to v
isit
with
eac
h gr
oup.
I fo
und
the
pare
nts
had
very
few
ques
tions
bec
ause
the
stud
ents
had
alr
eady
ans
wer
ed th
em. T
he p
aren
ts r
espo
nded
ver
y po
sitiv
ely
to th
e po
rtfo
lios.
The
yen
joye
d se
eing
phy
sica
l evi
denc
e of
thei
r ch
ild's
pro
gres
s. P
aren
ts w
ere
invi
ted
to v
isit
with
me
priv
atel
y fo
llow
ing
the
conf
eren
ce, b
ut o
nly
a fe
w f
elt a
nee
d to
do
so. I
fou
nd th
e ev
enin
g to
be
very
ple
asan
t and
com
fort
able
, des
pite
my
role
as
afa
cilit
ator
of
the
conf
eren
ces.
The
stu
dent
s se
emed
ver
y co
mfo
rtab
le, a
lso.
Thi
s m
ay b
e du
e to
the
use
of c
oope
rativ
e le
arni
ngon
a f
requ
ent b
asis
in th
is c
lass
.
The
sur
vey
resu
lts w
ere
very
pos
itive
and
indi
cate
d a
need
for
this
type
of
com
mun
icat
ion
to c
ontin
ue.
367
37
USI
NG
ST
UD
EN
T P
OR
TFO
LIO
S T
O C
OM
MU
NIC
AT
E P
RO
GR
ESS
TO
PA
RE
NT
S
EX
HIB
ITS
- R
epor
t 3
A. P
aren
t Inv
itatio
n to
Con
fere
nce
To:
Par
ents
/Gua
rdia
ns o
f 7t
h Pe
riod
Tri
g C
lass
Stu
dent
s
As
you
are
awar
e,is
cur
rent
ly e
nrol
led
in m
y 7t
h pe
riod
Tri
g cl
ass.
You
rec
ently
rec
eive
d a
rem
inde
r ab
out
the
Hig
h Sc
hool
Par
ent/T
each
er C
onfe
renc
es c
omin
g up
nex
t wee
k. T
his
is a
n op
port
unity
for
you
to f
ind
out h
ow y
our
child
is d
oing
in h
is/h
er c
lass
es d
urin
g th
e se
cond
sem
este
r.
Som
e pa
rent
s m
ay f
ind
the
curr
ent m
etho
d of
con
fere
ncin
g un
com
fort
able
and
impe
rson
al. A
t pea
k tim
es, t
here
are
oft
en li
nes
to w
ait i
n to
see
var
ious
teac
hers
. Onc
e yo
u re
ach
the
fron
t of
the
line,
ther
e m
ay b
e ot
hers
wai
ting
righ
t beh
ind
you,
and
they
may
ove
rhea
r yo
ur c
onve
rsat
ion
with
the
teac
her.
It's
dif
ficu
lt to
sec
ure
priv
acy.
For
thes
e re
ason
s, I
hav
e de
cide
d to
exp
erim
ent w
ith a
new
type
of
conf
eren
cing
. I a
m c
urre
ntly
taki
ng a
n ac
tion
rese
arch
asse
ssm
ent c
lass
and
I'm
inte
rest
ed in
hel
ping
stu
dent
s do
mor
e se
lf-a
sses
smen
t. I
have
ask
ed th
e st
uden
ts in
7th
per
iod
Tri
gcl
ass
to a
ttend
a s
peci
al c
onfe
renc
e w
ith th
eir
pare
nts
on T
uesd
ay, M
arch
7th
, at 6
:30
p.m
. Aft
er a
bri
ef e
xpla
natio
n, I
will
ask
each
stu
dent
to c
onfe
renc
e w
ith th
eir
own
pare
nts
abou
t how
they
are
per
form
ing
in T
rig
clas
s. S
ince
all
of th
e st
uden
ts in
this
clas
s ar
e se
nior
s, I
fee
l thi
s is
an
oppo
rtun
ity f
or th
em to
com
mun
icat
e w
ith th
eir
pare
nts
abou
t the
ir e
duca
tiona
ste
p th
atm
ay b
e im
port
ant i
n th
e fu
ture
as
mos
t of
them
pla
n to
fur
ther
thei
r ed
ucat
ion
next
yea
r.
I am
ask
ing
that
one
or
both
par
ents
(or
gua
rdia
n) p
leas
e jo
in y
our
child
for
this
spe
cial
con
fere
nce
on T
uesd
ay, M
arch
7th
, in
room
B13
4 at
the
Hig
h Sc
hool
. Aft
er a
sho
rt in
trod
uctio
n, th
e st
uden
ts w
ill c
onfe
renc
e w
ith th
eir
pare
nts
for
appr
oxim
atel
y 15
min
utes
. We
will
hav
e th
ree
clas
sroo
ms
avai
labl
e to
con
fere
nce
in a
nd I
will
be
circ
ulat
ing
to a
ll gr
oups
(th
ere
are
13 s
tude
nts
in th
is c
lass
) to
ans
wer
any
que
stio
ns/c
once
rns.
You
will
hav
e a
chan
ce to
see
sam
ples
of
the
wor
k yo
ur c
hild
has
don
e in
clas
s, in
clud
ing
test
s an
d ho
mew
ork
assi
gnm
ents
. The
stu
dent
may
leav
e at
the
end
of th
e co
nfer
ence
, and
you
are
then
wel
com
e to
spe
ak w
ith m
e in
pri
vate
if y
ou s
o de
sire
.
Plea
se R
SVP
thro
ugh
your
chi
ld. I
will
be
aski
ng f
or a
fin
al c
onfi
rmat
ion
duri
ng c
lass
on
Mon
day,
Mar
ch 6
th. I
f yo
u ar
e ab
leto
atte
nd th
is s
peci
al c
onfe
renc
e, th
ere
is n
o ne
ed to
sto
p by
my
desk
at t
he r
egul
ar P
aren
t/Tea
cher
Con
fere
nces
on
Mon
day
even
ing.
If
you
are
unab
le to
atte
nd, p
leas
e fe
el f
ree
to v
isit
with
me
on M
onda
y ev
enin
g or
cal
l me
at a
ny o
ther
tim
e.
388
39
EX
HIB
ITS
- R
epor
t 3
B. O
utlin
e fo
r St
uden
t-Pa
rent
Con
fere
nce
I.W
elco
me
and
intr
oduc
tions
II.
Stud
ents
sha
re p
rogr
ess
with
par
ents
A.
Not
eboo
ks1.
Exp
lain
the
purp
ose
of th
e no
tebo
ok.
2.Is
my
note
book
org
aniz
ed?
B.
Gra
de s
heet
exp
lana
tion
1. D
o I
keep
trac
k of
my
grad
es?
2. H
ow o
ften
do
I in
form
my
pare
nts
of m
y pr
ogre
ss?
C.
Hom
ewor
k1.
Is m
y ho
mew
ork
done
on
time?
2. H
ow a
ccur
ate
is m
y ho
mew
ork?
3. W
hen
and
whe
re d
o I
wor
k on
my
hom
ewor
k?4.
Des
crib
e ho
w h
omew
ork
has
help
ed m
e on
the
test
s.D
.T
ests
/qui
zzes
1. H
ow d
o I
prep
are
for
exam
s?2.
Do
I co
me
in f
or h
elp
whe
n ne
eded
?E
.B
ehav
ior
1. H
ow d
o I
activ
ely
part
icip
ate
in c
lass
?2.
Has
my
atte
ndan
ce b
een
a fa
ctor
in m
y gr
ade?
3.In
cla
ss, h
ow d
o I
focu
s on
Tri
g an
d th
ink
mat
hem
atic
ally
?F.
Oth
er1.
How
hav
e I
impr
oved
in m
ath
this
yea
r?2.
Wha
t par
t of
Tri
g am
I d
oing
wel
l on?
Why
?3.
Wha
t par
t of
Tri
g do
I n
eed
to im
prov
e on
? W
hy?
4.If
app
ropr
iate
, dur
ing
the
last
10
wee
ks w
hat m
ight
I d
o di
ffer
ently
?II
I.C
losu
re a
nd p
ostc
onfe
renc
e ev
alua
tion
C. P
aren
t Pos
tcon
fere
nce
Eva
luat
ion
1. W
hat i
nfor
mat
ion
did
you
rece
ive
and
was
it h
elpf
ul?
2. W
hat s
kills
did
you
r so
n/da
ught
er d
escr
ibe?
3. H
ow d
id it
fee
l to
have
you
r so
n/da
ught
er le
ad th
e co
nfer
ence
?4.
Did
you
fin
d th
e co
nfer
ence
to b
e pr
oduc
tive
and
insi
ghtf
ul?
5. A
ny c
omm
ents
or
sugg
estio
ns?
409
ASS
ESS
ME
NT
IN
AC
TIO
N
41
WIL
L S
TU
DE
NT
S B
EN
EFI
T F
RO
M D
IFFE
RE
NT
FO
RM
S O
F ST
UD
EN
T E
VA
LU
AT
ION
?
RE
POR
T 4
WIL
L S
TU
DE
NT
S B
EN
EFI
T F
RO
M D
IFFE
RE
NT
FO
RM
S O
F ST
UD
EN
T E
VA
LU
AT
ION
?
Rus
s W
issi
ng
AB
STR
AC
T
Dur
ing
this
stu
dy, I
use
d di
ffer
ent s
tude
nt s
elf-
eval
uatio
n fo
rms
tose
e if
they
wou
ld p
rodu
ce a
var
iety
of
posi
tive
outc
omes
. Ich
ose
this
app
roac
h to
impr
ove
stud
ents
' acc
ount
abili
ty f
or th
eir
actio
ns a
nd to
mak
e th
e ev
alua
tion
proc
ess
mor
e m
eani
ngfu
lto
the
stud
ents
.
I te
ach
Pre-
Alg
ebra
and
Alg
ebra
I c
lass
es in
a s
choo
l sys
tem
that
bel
ieve
s in
alg
ebra
for
all
eigh
th g
rade
stu
dent
s. T
he s
tude
nts
in A
lgeb
ra I
wer
e of
var
ying
abi
litie
s, a
nd m
ost h
ad e
xper
ienc
ed d
iffi
culty
with
mat
hem
atic
s in
the
past
. The
stu
dent
s in
Pre
-A
lgeb
ra h
ad s
trug
gled
with
mat
hem
atic
s, a
nd s
ome
of th
ese
stud
ents
had
lear
ning
or d
isci
plin
e di
ffic
ultie
s.
I be
gan
the
year
with
the
stud
ents
usi
ng a
goa
l she
et to
set
som
e ex
pect
atio
ns f
or th
e cl
ass
and
to li
stso
me
thin
gs th
at th
eyw
ould
hav
e to
do
to e
xcel
in th
e cl
ass.
The
y de
velo
ped
a lis
t of
good
stu
dy h
abits
that
incl
uded
suc
h ite
ms
as c
ome
prep
ared
tocl
ass,
turn
wor
k in
on
time,
pay
atte
ntio
n, e
tc. F
or th
e fi
rst f
ive
wee
ks o
f th
eye
ar, I
pic
ked
one
of th
ese
stud
y ha
bits
per
wee
kan
d as
ked
stud
ents
to e
valu
ate
them
selv
es o
n ho
w th
ey h
ad p
erfo
rmed
in c
lass
that
wee
k. I
kep
t per
sona
l obs
erva
tion
note
s to
desc
ribe
how
wel
l I a
nd a
n ai
de th
ough
t the
stu
dent
s w
ere
doin
g on
the
part
icul
ar s
tudy
hab
it.
Ove
rall,
the
stud
ents
wer
e ho
nest
in th
eir
self
-eva
luat
ions
. The
stu
dent
s w
how
ere
havi
ng tr
oubl
e in
cla
ss c
ould
see
a d
irec
tco
rrel
atio
n be
twee
n th
eir
stud
y ha
bits
and
thei
r pe
rfor
man
ce in
cla
ss a
nd o
n te
sts.
I us
ed th
ese
self
-eva
luat
ions
as
a ba
sis
for
coun
selin
g an
d tr
ying
to m
odif
y st
uden
t con
duct
. As
I ex
pect
ed, t
he P
re-A
lgeb
racl
ass
took
a li
ttle
mor
e tim
e to
foc
us o
n th
e co
nnec
tion
betw
een
stud
y ha
bits
and
per
form
ance
and
wer
e m
ore
apt t
o m
ake
self
-ev
alua
tions
that
I d
idn'
t con
side
r ju
stif
iabl
e. W
ith g
uida
nce
and
prac
tice,
they
bec
ame
bette
r at
the
proc
ess
of s
elf-
eval
uatio
nan
d at
the
part
icul
ar s
tudy
hab
it as
wel
l. W
ith s
elf-
eval
uatio
n, s
tude
nt a
ccou
ntab
ility
for
act
ions
and
stu
dent
con
duct
impr
oved
.In
fac
t, us
e of
a s
tude
nt-s
elf-
eval
uatio
n fo
rm w
hene
ver
a di
scip
line
prob
lem
occ
urre
d in
cla
ss, d
ecre
ased
the
num
ber
of o
ffic
ere
ferr
als
by o
ne-h
alf.
I fo
und
that
ther
e w
ere
two
cond
ition
s fo
r th
e ef
fect
ive
use
of s
elf-
eval
uatio
n to
enh
ance
stu
dent
perf
orm
ance
: Stu
dent
s ne
ed to
be
taug
ht h
ow to
eva
luat
e th
emse
lves
and
they
nee
d to
be
eval
uate
don
wha
t the
y w
ere
taug
htin
cla
ss.
42
1043
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 4
A. S
ampl
e Fo
rm-
Self
-Eva
luat
ion
Wha
t gra
de w
ould
you
giv
e yo
urse
lf f
or b
eing
pre
pare
d fo
r cl
ass
this
wee
k?A
BC
DF
Wha
t gra
de w
ould
you
giv
e yo
urse
lf f
or tu
rnin
g in
you
r w
ork
whe
n it
was
ass
igne
d?A
BC
DF
Wha
t gra
de w
ould
you
giv
e yo
urse
lf f
or c
orre
ctin
g yo
ur m
ista
kes
this
wee
k?A
BC
DF
Did
you
ask
a q
uest
ion
each
tim
e yo
u di
d no
t und
erst
and
a co
ncep
t thi
s w
eek?
If th
e an
swer
giv
en b
y th
e te
ache
r fo
r a
ques
tion
you
aske
d di
d no
t mak
e th
ings
cle
arer
, did
you
ask
for
fur
ther
exp
lana
tion?
Did
you
com
e in
dur
ing
acce
ss ti
me
this
wee
k fo
r he
lp in
cla
rify
ing
any
prob
lem
s yo
u w
ere
havi
ng tr
oubl
e w
ith?
Do
you
unde
rsta
nd a
ll th
e co
ncep
ts th
at w
ere
cove
red
in c
lass
this
wee
k?W
hat g
rade
wou
ld y
ou g
ive
your
self
for
ask
ing
ques
tions
this
wee
k?A
B C
D F
B. S
aMpl
e Fo
rm-S
tude
nt E
valu
atio
n of
Cou
rse
Prog
ress
Wha
t gra
de d
id y
ou p
ut a
s a
goal
for
this
cou
rse?
Wha
t gra
de d
o yo
u th
ink
you
curr
ently
des
erve
, bas
ed o
n th
e kn
owle
dge
of th
e su
bjec
t mat
ter
cove
red
so f
ar?
How
do
you
rate
the
job
that
I a
m d
oing
as
a te
ache
r th
us f
ar?
Wha
t can
I d
o be
tter
to h
elp
you
lear
n th
e su
bjec
t mat
ter?
Wha
t has
bee
n go
ing
wel
l. W
hat t
hing
s ha
ve h
elpe
d yo
u to
lear
n th
e su
bjec
t mat
ter?
Wha
t cou
ld y
ou d
o be
tter
to h
elp
you
lear
n th
e su
bjec
t mat
ter?
Wha
t thi
ngs
have
you
bee
n do
ing
to le
arn
the
mat
eria
l and
do
wel
l in
this
cla
ss?
Wha
t gra
de d
o yo
u cu
rren
tly h
ave
in th
is c
lass
?E
xpla
in th
e di
ffer
ence
s be
twee
n yo
ur s
elf-
give
n gr
ade
and
your
cur
rent
gra
de.
C. S
ampl
e Fo
rm-S
tude
nt E
valu
atio
n of
Pre
pare
dnes
s
1.D
id y
ou b
ring
all
mat
eria
ls to
cla
ss e
ach
day
this
wee
k? (
boo
k, c
alcu
lato
r, 3
rin
g bi
nder
)
2. D
id y
ou h
ave
all y
our
assi
gnm
ents
com
plet
ed w
hen
they
wer
e du
e?
3. W
ere
you
men
tally
and
phy
sica
lly p
repa
red
to le
arn
Alg
ebra
this
wee
k? (
aler
t, re
sted
, atte
ntiv
e, e
nthu
sias
tic)
4. W
hat g
rade
wou
ld y
ou g
ive
your
self
for
bei
ng p
repa
red
for
clas
s th
is w
eek?
4411
45
WIL
L S
TU
DE
NT
S B
EN
EFI
T F
RO
M D
IFFE
RE
NT
FO
RM
S O
F ST
UD
EN
T E
VA
LU
AT
ION
?
EX
HIB
ITS
- R
epor
t 4
D. S
ampl
e Fo
rm-
Cha
pter
2 A
sses
smen
t and
Acc
ompa
nyin
g E
valu
atio
ns
1.E
xpla
in h
ow to
add
sig
ned
num
bers
.2.
Exp
lain
how
to s
ubtr
act s
igne
d nu
mbe
rs.
3.E
xpla
in h
ow to
mul
tiply
sig
ned
num
bers
.4.
Exp
lain
how
to d
ivid
e si
gned
num
bers
.5.
Exp
lain
how
to a
dd a
nd s
ubtr
act m
atri
ces.
6.E
xpla
in th
e di
stri
butiv
e pr
oper
ty.
In y
our
expl
anat
ions
, mak
e su
re y
ou ta
ke in
to a
ccou
nt a
ll ca
ses
that
may
occ
ur, g
ive
any
rule
s to
fol
low
, and
just
ify
(exp
lain
)yo
ur r
ules
. You
may
use
dra
win
gs o
r di
agra
ms
and
spec
ific
pro
blem
s in
you
r an
swer
s.
Tea
cher
Eva
luat
ion
1.A
dditi
on0
12
34
2.Su
btra
ctio
n0
12
34
3.M
ultip
licat
ion
01
23
44.
Div
isio
n0
12
34
5.M
atri
ces
01
23
46.
Dis
trib
utiv
e Pr
oper
ty0
12
34
Stud
ent S
elf-
Eva
luat
ion
and
Stud
ent P
eer
Eva
luat
ion
1. H
ow w
ould
you
rat
e th
e an
swer
to #
1, a
ddin
g si
gned
num
bers
?2.
How
wou
ld y
ou r
ate
the
answ
er to
#2,
sub
trac
ting
sign
ed n
umbe
rs?
3. H
ow w
ould
you
rat
e th
e an
swer
to #
3, m
ultip
lyin
g si
gned
num
bers
?4.
How
wou
ld y
ou r
ate
the
answ
er to
#4,
div
idin
g si
gned
num
bers
?5.
How
wou
ld y
ou r
ate
the
answ
er to
#5,
add
ing
and
subt
ract
ing
mat
rice
s?6.
How
wou
ld y
ou r
ate
the
answ
er to
#6,
the
dist
ribu
tive
prop
erty
?
46
12
01
23
40
12
34
01
23
40
12
34
01
23
40
12
34
47
RE
POR
T 5
SEL
F- A
SSE
SSM
EN
T A
ND
SE
LF-
EST
EE
M W
ITH
PO
RT
FOL
IOS
Arl
ene
Gni
rk
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
Can
stu
dent
s us
e po
rtfo
lios
to m
easu
re th
eir
prog
ress
in m
ath
lear
ning
? I
cond
ucte
d th
is s
tudy
as
a sp
ecia
l edu
catio
n te
ache
r in
a sm
all c
lass
set
ting.
It i
nvol
ved
stud
ents
in th
e fo
urth
and
fif
th g
rade
s. T
he r
esea
rch
bega
n by
my
sear
chin
g th
roug
h te
xts
and
guid
es f
or p
ortf
olio
ass
essm
ent i
deas
. My
purp
ose
for
usin
g po
rtfo
lios
was
to im
prov
e in
stru
ctio
n an
d st
uden
t sel
f-es
teem
.B
efor
e m
y us
e of
por
tfol
ios,
the
spec
ial e
duca
tion
stud
ents
wer
e gi
ven
assi
gnm
ents
with
out a
ny s
elf-
refl
ectio
n or
vis
ible
sig
nsof
pro
gres
s. W
ith th
e us
e of
por
tfol
ios,
stu
dent
s sa
w p
rogr
ess
and
expe
rien
ced
an in
crea
se in
sel
f-es
teem
.
The
stu
dent
s as
sum
ed th
e re
spon
sibi
lity
for
choo
sing
som
e ite
ms
to in
clud
e in
the
port
folio
. Ass
umin
g th
is r
espo
nsib
ility
dem
onst
rate
d gr
owth
and
impr
ovem
ent i
n m
ath.
Pos
sibl
e ite
ms
for
a m
ath
port
folio
incl
uded
tabl
e of
con
tent
s, le
tter
to r
eade
rof
the
port
folio
exp
lain
ing
sele
cted
item
s, jo
urna
ls, t
each
er c
heck
lists
, fav
orite
pap
er a
nd r
easo
n fo
r it
bein
g a
favo
rite
, pap
ersh
owin
g co
rrec
tion
of e
rror
s or
mis
calc
ulat
ions
, pho
to o
r sk
etch
of
wor
k w
ith m
anip
ulat
ives
, gro
up p
roje
ct, s
tude
nt-g
ener
ated
prob
lem
, art
wor
k ba
sed
on m
ath,
and
not
es f
rom
an
inte
rvie
w. O
ur p
ortf
olio
s w
ere
sent
hom
e on
a r
egul
ar b
asis
. The
bes
t-w
ork
port
folio
was
in a
fol
der
desi
gned
and
dec
orat
ed (
in a
rtis
t "Ja
ckso
n Po
llock
" st
yle)
by
the
stud
ents
. Stu
dent
s pa
inte
d on
esi
de o
f th
e fo
lder
with
ligh
t blu
e pa
int a
nd th
en s
pray
ed a
littl
e bl
ack
on th
e bl
ue f
or a
ccen
t. T
he s
tude
nts
then
use
dey
edro
pper
s to
dri
p va
riou
s co
lors
of
tem
pera
pai
nt o
n th
e co
vers
.
The
fee
dbac
k w
as p
ositi
ve f
rom
bot
h pa
rent
s an
d st
uden
ts. E
arly
in th
e ye
ar, s
tude
nts
pret
ende
d th
ey h
ad m
et a
n al
ien,
asp
ace-
pers
on f
rom
Mar
s, a
nd to
ld th
e al
ien
abou
t the
mse
lves
reg
ardi
ng m
ath
and
thei
r m
ath
abili
ties.
"D
umb"
and
"no
t too
good
at m
ath"
wer
e co
mm
on d
escr
ipto
rs. I
n Fe
brua
ry, t
he s
tude
nts
look
ed a
t som
e of
thei
r ea
rlie
st p
aper
s. S
tude
nts
wer
eim
pres
sed
by th
e pr
ogre
ss th
ey c
ould
see
mor
e cl
earl
y by
com
pari
ng w
ork
done
ove
r a
peri
od o
f tim
e. W
hen
they
look
ed a
tth
eir
earl
iest
wor
k, th
ey m
ade
rem
arks
suc
h as
, "H
ow c
ould
I n
ot h
ave
know
n th
at?"
"D
idn'
t I r
eally
kno
w h
ow to
do
that
?""B
oy, I
've
sure
lear
ned
a lo
t tha
t I d
idn'
t kno
w b
ack
then
." L
ater
, the
stu
dent
s di
d an
othe
r in
trod
uctio
n of
them
selv
es to
the
alie
n be
ing.
Thi
s tim
e th
ey m
ade
rem
arks
like
"I'm
pre
tty g
ood
at m
ath.
I a
m a
mat
hem
atic
ian
and
I lik
e m
ath.
I'v
e ha
dtr
oubl
e w
ith m
ath,
but
I a
m s
ure
getti
ng it
now
." O
ne m
ale
stud
ent i
ntro
duce
d hi
mse
lf a
s "c
ool."
Sel
f-ev
alua
tion
chec
klis
ts,
info
rmal
que
stio
ning
, and
par
ent c
onfe
renc
e vi
sits
als
o in
dica
ted
an im
prov
emen
t in
stud
ent s
elf-
este
em.
I do
not
bel
ieve
it is
any
one
thin
g th
at s
uppo
rts
the
valu
e of
por
tfol
ios,
but
rat
her
ever
ythi
ng p
ut to
geth
er.
I ha
d no
gre
at,
won
derf
ul tr
ansf
orm
atio
ns o
f th
e st
uden
ts f
rom
bei
ng s
tude
nts
who
had
dif
ficu
lty le
arni
ng to
stu
dent
s w
ho w
ere
gift
ed, b
utth
ere
was
a d
iffe
renc
e in
thei
r le
arni
ng a
nd s
elf-
este
em a
nd th
at m
akes
por
tfol
ios
valu
able
and
wor
thw
hile
.
4813
49
SEL
F-A
SSE
SSM
EN
T A
ND
SE
LF-
EST
EE
M W
ITH
PO
RT
FOL
IOS
EX
HIB
ITS
- R
epor
t 5
A. P
ortf
olio
For
msA
bout
My
Port
folio
B. P
ortf
olio
For
msM
ultip
licat
ion
Prog
ress
Cha
rt
Des
crib
e th
e as
sign
men
t (pa
ge n
umbe
r or
pro
ject
nam
e).
Why
is th
is a
ssig
nmen
t par
t of
your
por
tfol
io?
My
teac
her
chos
e it.
Eve
ryon
e in
the
clas
s pu
t thi
s in
to h
is o
r he
rpo
rtfo
lio.
I pi
cked
this
for
my
port
folio
.
Com
plet
e ea
ch s
ente
nce
belo
w.
I be
gan
my
wor
k by
I lik
ed th
is a
ssig
nmen
t bec
ause
Doi
ng th
is a
ssig
nmen
t hel
ped
me
Thi
s as
sign
men
t was
:to
o ea
syea
syha
rdto
o ha
rd
Lea
rnin
g Sh
eets
C. P
ortf
olio
For
msS
elf-
Ass
essm
ent C
heck
list
Ans
wer
yes
, no,
or
not s
ure,
whi
chev
er is
clo
sest
to y
our
idea
s ab
out y
our
own
wor
k.1.
Som
etim
es I
don
't kn
ow w
hat t
o do
whe
n I
star
t a p
robl
em.
2.I
like
mat
hem
atic
s be
caus
e I
can
figu
re th
ings
out
.3.
The
har
der
the
prob
lem
s, th
e be
tter
I lik
e to
wor
k on
them
.4.
I us
ually
giv
e up
whe
n a
prob
lem
is r
eally
har
d.5.
I lik
e th
e m
emor
izin
g pa
rt o
f m
athe
mat
ics
best
.6.
The
re is
mor
e to
mat
hem
atic
s th
an ju
st g
ettin
g th
e ri
ght a
nsw
er.
7.I
thin
k m
athe
mat
ics
is n
ot r
eally
use
ful i
n ev
eryd
ay li
ving
.8.
I w
ould
rat
her
wor
k al
one
than
with
a g
roup
.9.
I lik
e to
do
a lo
t of
prob
lem
s of
the
sam
e ki
nd r
athe
r th
an h
ave
diff
eren
t kin
ds a
ll m
ixed
up.
10. I
enj
oy m
athe
mat
ics.
11. T
here
's a
lway
s a
best
way
to s
olve
a p
robl
em.
12.
I lik
ed m
athe
mat
ics
whe
n I
was
you
nger
, but
now
it's
too
hard
.
Put a
n X
on
this
sca
lew
here
you
thin
k yo
u be
long
.
50
I'm n
ot g
ood
I'm g
ood
at m
athe
mat
ics.
at m
athe
mat
ics.
14
51
EX
HIB
ITS
- R
epor
t 5
D. P
ortf
olio
For
msA
sses
smen
t of
an I
ndiv
idua
l Thr
ough
Obs
erva
tion
Freq
uent
lySo
met
imes
Nev
ervi
tidet
gran
trin
gD
emon
stra
tes
know
ledg
e of
ski
llsU
nder
stan
ds c
once
pts
Sele
cts
appr
opri
ate
solu
tion
stra
tegi
esSo
lves
kor
oble
ms
accu
rate
lyW
ork
Hab
itsW
orks
in a
n or
gani
zed
man
ner
Wor
ks n
eatly
Get
s w
ork
in o
n tim
eW
orks
wel
l with
oth
ers
Use
s tim
e pr
oduc
tivel
yA
sks
for
help
whe
n ne
eded
Con
fide
nte'
Initi
ates
que
stio
nsH
elps
oth
ers
Dis
qlay
s po
sitiv
e at
titud
eT
lexi
bilit
yT
ries
alte
rnat
e ap
proa
ches
Con
side
rs a
nd u
ses
idea
s of
oth
ers
Lik
es to
try
alte
rnat
e m
etho
ds, s
uch
as m
enta
lm
ath
or c
alcu
lato
rsPe
rsev
eran
ceSh
ows
patie
nce
and
pers
ever
ance
Wor
ks s
yste
mat
ical
lyIs
will
ing
to tr
yC
heck
s w
ork
with
out b
eing
told
52
ASS
ESS
ME
NT
IN
AC
TIO
N
15B
EST
CO
PY A
VA
LA
BL
E53
STU
DE
NT
-TE
AC
HE
R C
RE
AT
ED
VIS
UA
L R
UB
RIC
S: M
OD
EL
S T
O G
UID
E A
ND
ASS
ESS
RE
SEA
RC
H P
RO
JEC
TS
RE
POR
T 6
STU
DE
NT
- T
EA
CH
ER
CR
EA
TE
D V
ISU
AL
RU
BR
ICS:
MO
DE
LS
TO
GU
IDE
AN
D A
SSE
SS R
ESE
AR
CH
PR
OJE
CT
S
Suza
nne
Rat
zlaf
f an
d R
od D
ierc
ks
AB
STR
AC
T
The
pur
pose
of
this
res
earc
h w
as to
stu
dy th
e ef
fect
s of
incl
udin
g st
uden
ts in
the
desi
gn o
f ru
bric
s th
at u
sed
pict
ures
and
wor
dsto
gui
de a
nd a
sses
s re
sear
ch p
roje
cts.
The
que
stio
ns a
ddre
ssed
in th
is r
esea
rch
incl
uded
: Will
a p
roce
ss r
ubri
c th
at is
stu
dent
-te
ache
r cr
eate
d an
d co
ntai
ns v
isua
l rep
rese
ntat
ions
enh
ance
stu
dent
s' s
elf-
dire
cted
lear
ning
? W
ill s
tude
nt-t
each
er d
esig
ned
prod
uct r
ubri
cs, w
ith p
ictu
res
and
timel
ine
orga
nize
rs, l
ead
to h
ighe
r qu
ality
res
earc
h pr
ojec
ts?
Will
dev
elop
ing
thes
e ru
bric
sw
ith th
e st
uden
ts c
ause
them
to ta
ke m
ore
owne
rshi
p in
thei
r pr
ojec
ts?
Thi
s re
sear
ch w
as c
ondu
cted
with
38
four
th g
rade
stu
dent
s du
ring
thre
e se
para
te r
esea
rch
proj
ects
. Dur
ing
the
firs
t pro
ject
, all
38 s
tude
nts
wer
e gi
ven
trad
ition
al, t
each
er-g
ener
ated
, pro
cess
and
pro
duct
rub
rics
to g
uide
thei
r w
ork.
Dur
ing
the
seco
ndpr
ojec
t, th
e st
uden
ts w
ere
rand
omly
ass
igne
d to
thre
e di
ffer
ent g
roup
s. G
roup
A w
as g
iven
the
trad
ition
al p
roce
ss a
nd p
rodu
ctru
bric
s ag
ain.
Gro
up B
was
giv
en a
trad
ition
al p
rodu
ct r
ubri
c, b
ut w
orke
d w
ith a
teac
her
to c
reat
e a
visu
al p
roce
ss r
ubri
c.G
roup
C w
as g
iven
a tr
aditi
onal
pro
cess
rub
ric,
but
wor
ked
with
a te
ache
r to
cre
ate
a vi
sual
pro
duct
rub
ric.
Dur
ing
the
thir
dpr
ojec
t, al
l thr
ee g
roup
s w
orke
d w
ith th
e te
ache
rs to
cre
ate
visu
al p
roce
ss a
nd p
rodu
ct r
ubri
cs. D
ata
wer
e ga
ther
ed f
rom
rub
ric
scor
es, c
onfe
renc
es, t
each
er o
bser
vatio
ns, t
ests
, stu
dent
jour
nal r
espo
nses
and
cla
ss d
iscu
ssio
ns.
The
thre
e gr
oups
ach
ieve
d si
mila
r av
erag
e ru
bric
sco
res
for
the
firs
t pro
ject
. Whe
n st
uden
ts h
elpe
d de
velo
p vi
sual
rub
rics
for
the
seco
nd p
roje
ct, t
heir
ave
rage
rub
ric
scor
es in
crea
sed
sign
ific
antly
, whi
le a
vera
ge s
core
s fo
r st
uden
ts w
ith tr
aditi
onal
rub
rics
decr
ease
d sl
ight
ly. T
he g
reat
est g
ains
in a
vera
ge r
ubri
c sc
ores
occ
urre
d w
hen
all s
tude
nts
part
icip
ated
in c
reat
ing
and
usin
gvi
sual
pro
cess
and
pro
duct
rub
rics
. Stu
dent
s re
port
ed th
at w
orki
ng to
geth
er to
cre
ate
the
rubr
ics
with
pic
ture
s he
lped
them
bette
r un
ders
tand
the
rese
arch
pro
cess
and
allo
wed
them
to a
chie
ve h
ighe
r sc
ores
. Stu
dent
s ex
pres
sed
conf
iden
ce in
bei
ng a
ble
to c
ondu
ct r
esea
rch
on a
ny to
pic.
Tea
cher
s ob
serv
ed s
tude
nts
aski
ng f
or m
ore
conf
eren
ces
to a
cces
s th
eir
prog
ress
dur
ing
the
proj
ects
. Stu
dent
s sh
owed
mor
e en
thus
iasm
for
the
proj
ects
and
oft
en d
id e
xtra
res
earc
h on
wee
kend
s.
The
res
earc
h sh
owed
that
whe
n st
uden
ts h
elpe
d cr
eate
vis
ual r
ubri
cs, t
heir
sco
res
impr
oved
. To
insu
re th
at a
ll st
uden
ts b
enef
itfr
om th
is a
ppro
ach,
indi
vidu
al s
tude
nts
need
to w
ork
with
the
teac
her
to d
evel
op th
eir
wor
ds a
nd p
ictu
res
for
the
rubr
ics.
Con
fere
nces
with
stu
dent
s sh
ould
be
cond
ucte
d co
nsis
tent
ly th
roug
hout
the
proc
ess.
Thi
s ap
proa
ch to
ass
essm
ent w
ould
wor
kbe
st in
a m
ulti-
aged
set
ting
whe
re te
ache
rs c
ould
mon
itor
prog
ress
ove
r m
ore
than
just
one
yea
r an
d ol
der
stud
ents
cou
ld s
erve
as m
odel
s fo
r yo
unge
r st
uden
ts.
5416
55
EX
HIB
ITS
- R
epor
t 6
A. P
rodu
ct R
ubri
c
Sens
ors
smel
ling
tast
ing
eein
gsh
eari
ng
touc
hingSh
ow w
hat y
ou le
arne
d.Sh
ow w
hat y
ou h
ave
lear
ned
with
oth
ers.
1
Stud
ent's
use
of
sens
ors
does
not
rela
te to
(go
with
) th
e to
pic.
Sens
ors
are
hard
to u
nder
stan
d.T
hey
are
hard
to h
ear
and
see.
The
re a
re m
any
mar
k-ov
ers
and
mis
spel
lings
. Sen
sors
can
onl
y be
seen
or
hear
d fi
ve f
eet a
way
fro
mth
e pr
esen
tatio
n.
56
grap
hch
art
obje
cts
Ven
n di
agra
m
mus
ic
mod
el
3
Stud
ent o
nly
uses
one
or
two
sens
ors.
Par
ts o
f th
e se
nsor
s re
late
to th
e to
pic
ques
tions
. The
plac
emen
t of
the
sens
ors
does
not
allo
w e
very
one
to g
et in
form
atio
n.M
ost p
eopl
e ca
n se
e an
d re
ad, h
ear
and
unde
rsta
nd th
e in
form
atio
n.C
an b
e se
en o
r he
ard
from
10
feet
.V
isua
ls a
re n
eatly
don
e. T
here
are
not m
ore
than
two
mis
spel
lings
or
mar
k-ov
ers.
17
ASS
ESS
ME
NT
IN
AC
TIO
N
diag
ram
5
Stud
ent u
ses
mor
e th
an o
ne s
enso
r.T
hese
sen
sors
are
inte
rest
ing
and
rela
te to
the
topi
c an
d qu
estio
ns. T
hepl
acem
ent o
f th
ese
sens
ors
allo
ws
mos
t of
the
audi
ence
to g
et m
ore
info
rmat
ion.
Sen
sors
can
be
seen
,re
ad, h
eard
and
und
erst
ood
byev
eryo
ne in
the
room
. Vis
uals
are
neat
ly d
one.
The
re a
re n
om
issp
ellin
gs o
r m
ark-
over
s.
57
STU
DE
NT
-TE
AC
HE
R C
RE
AT
ED
VIS
UA
L R
UB
RIC
S: M
OD
EL
S T
O G
UID
E A
ND
ASS
ESS
RE
SEA
RC
H P
RO
JEC
TS
EX
HIB
ITS
- R
epor
t 6
B. P
roce
ss R
ubri
c
Gra
ph
Lin
e gr
aphs
Bar
gra
phs
Cir
cle
grap
hs
h", O
1
Gra
ph is
har
d to
rea
d.L
ette
rs a
re li
ght,
too
clos
e to
geth
er. N
otne
at. N
o tit
le. N
oqu
estio
n. G
raph
isco
nfus
ing.
Gra
ph h
asth
ree
or m
ore
mis
spel
led
wor
ds.
C. S
umm
ary
of P
roce
ss S
core
s
5
4.5 4
3.5
-3-
2.5
-2
1.5 1
0.5 0
Firs
tPr
ojec
t
58
Seco
nd
Proj
ect
Thi
rdPr
ojec
t
3
Gra
ph c
an b
e re
ad f
rom
6 to
10 f
eet.
Info
rmat
ion
is th
ere
but n
ot v
ery
clea
r. R
esul
tsar
e un
clea
r. S
paci
ng a
ndsi
ze o
f le
tters
are
oka
y. I
t is
read
able
. Onl
y 1
or 2
mis
spel
led
wor
ds.
OG
roup
AIS
Gro
up B
0 G
roup
C
18
5
Gra
ph h
as a
title
and
ques
tion.
Gra
ph is
eas
y to
unde
rsta
nd--
wor
ds,
num
bers
, pic
ture
s. N
eat,
easy
to r
ead
from
bac
k of
the
room
(15
fee
t). N
om
issp
elle
d w
ords
.
59
RE
POR
T 7
GR
AN
D S
LA
M/B
ASE
HIT
/ST
RIK
E O
UT
Julia
C. P
olak
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
Can
stu
dent
-mad
e ru
bric
s in
crea
se th
e le
vel o
f su
cces
s on
per
form
ance
task
s? A
s a
seve
nth
and
eigh
th g
rade
sci
ence
and
lang
uage
art
s te
ache
r in
a K
-8 p
aroc
hial
sch
ool,
I in
vest
igat
ed th
e w
ritin
g of
rub
rics
that
wou
ld r
efle
ct "
stud
ent l
angu
age"
rath
er th
an "
educ
atio
n-es
e."
Stud
ent p
erfo
rman
ce in
bot
h sc
ienc
e an
d la
ngua
ge a
rts
task
s in
crea
sed
whe
n st
uden
ts h
adow
ners
hip
of th
e ru
bric
s.
I fi
rst u
sed
mod
el r
ubri
cs g
athe
red
from
the
Neb
rask
a M
ath-
Scie
nce
Fram
ewor
ks p
ilot a
ctiv
ities
, wor
ksho
ps, a
nd c
olle
ague
s. I
rew
rote
thes
e ru
bric
s to
sim
plif
y th
e la
ngua
ge, p
rovi
de f
or e
asy
use,
and
to a
djus
t the
exp
ecta
tions
for
a s
peci
fic
activ
ity.
The
se r
ewri
tten
rubr
ics
wer
e sh
ared
with
the
stud
ents
. The
y re
wro
te th
e ru
bric
s in
thei
r la
ngua
ge, k
eepi
ng th
e te
ache
rex
pect
atio
ns a
nd, i
n so
me
case
s, m
akin
g th
e st
anda
rds
mor
e sp
ecif
ic. W
hen
wri
ting
or a
dapt
ing
rubr
ics,
the
stud
ents
wer
e to
ldto
avo
id e
sote
ric
slan
g an
d de
roga
tory
or
nega
tive
lang
uage
. To
be a
ccep
tabl
e, th
e st
uden
t-de
velo
ped
rubr
ic h
ad to
be
mea
ning
ful t
o al
l mem
bers
of
the
clas
s an
d to
the
teac
her.
Wri
tten
stud
ent r
espo
nses
aft
er u
sing
the
rew
ritte
n ru
bric
s w
ere
all p
ositi
ve. T
he s
tude
nts
reac
ted
so w
ell t
o "t
heir
" ru
bric
s th
atth
ey w
ante
d to
wri
te r
ubri
cs w
ith s
peci
al th
emes
. The
ave
rage
leve
l of
stud
ent p
erfo
rman
ce o
ver
a si
x m
onth
per
iod
on th
ree
mea
sure
d pe
rfor
man
ce ta
sks
incr
ease
d by
9.8
%. T
he a
vera
ge le
vel o
f st
uden
t per
form
ance
ove
r th
e sa
me
time
peri
od o
n fo
urm
easu
red
wri
tten
activ
ities
incr
ease
d by
10.
2%.
The
res
earc
h in
dica
ted
that
stu
dent
fam
iliar
ity w
ith a
nd o
wne
rshi
p of
the
rubr
ic r
esul
t in
an in
crea
sed
leve
l of
stud
ent
perf
orm
ance
. The
rea
son
for
this
incr
ease
see
ms
to b
e th
at s
tude
nt in
volv
emen
t in
wri
ting
the
rubr
ic in
lang
uage
the
stud
ent
unde
rsta
nds
lead
s to
an
incr
ease
d aw
aren
ess
of te
ache
r an
d st
uden
t exp
ecta
tions
. The
res
earc
h al
so in
dica
ted
that
as
the
teac
her,
I b
ecam
e m
ore
awar
e of
my
own
expe
ctat
ions
for
the
task
. The
stu
dent
s an
d I
both
bec
ame
mor
e fo
cuse
d on
the
skill
s,pr
oces
ses,
and
con
tent
pie
ces
addr
esse
d by
the
rubr
ic w
hich
res
ulte
d in
an
incr
ease
d le
vel o
f st
uden
t per
form
ance
.
Rub
rics
use
d fo
r as
sess
men
t of
stud
ent p
erfo
rman
ce ta
sks
shou
ld b
e sh
ared
with
the
stud
ents
, and
the
stud
ents
sho
uld
unde
rsta
nd w
hat i
s ex
pect
ed. F
or s
tude
nts
to r
each
the
high
est s
ucce
ss le
vels
on
the
perf
orm
ance
task
s, th
ey n
eed
to h
ave
owne
rshi
p of
the
asse
ssm
ent i
nstr
umen
t, w
hich
is b
est a
chie
ved
by a
llow
ing
the
stud
ents
to w
rite
thei
r ow
n ru
bric
or
to r
ewri
tea
teac
her-
crea
ted
one.
Stu
dent
s w
ill n
eed
guid
ance
and
hel
pful
sug
gest
ions
at t
he o
utse
t of
the
atte
mpt
to w
rite
rub
rics
, but
the
mor
e th
ey a
re a
llow
ed to
do,
the
easi
er th
e pr
oces
s be
com
es f
or b
oth
stud
ent a
nd te
ache
r.
6019
61
GR
AN
D S
LA
M/B
ASE
HIT
/ST
RIK
E O
UT
EX
HIB
ITS
- R
epor
t 7
A. R
ubri
c fo
r A
rthr
opod
Mod
el a
nd P
rese
ntat
ion
GR
AN
D S
LA
M 1
0 pt
s ea
BA
SE H
IT 8
-9 p
ts e
aST
RIK
E O
UT
<7
pts
eaM
odel
Bod
y Pa
rts
legs
, sec
tions
, spi
racl
es,
ante
nnae
, eye
s, m
outh
par
ts,
*stin
ger,
*w
ings
all 6
BA
SES
LO
AD
ED
4 or
5
STR
IKE
ON
E
3 or
few
er
STR
IKE
TH
RE
E
Wor
kman
ship
wel
l mad
e; lo
oks
nice
HA
NK
AA
RO
Nne
eds
wor
kM
ICH
AE
L J
OR
DA
Nsl
oppy
job
BE
NC
H W
AR
ME
RPr
esen
tatio
nson
e no
te c
ard
for
refe
renc
eB
AT
TIN
G 1
.000
wri
tten
out a
nd r
ead
BE
AN
ED
no n
otes
or
scri
pt; w
inge
d it
ER
A=
12O
rgan
izat
ion
easy
to u
nder
stan
dw
ell o
rgan
ized
HO
LY
CO
W!!
!
info
all
ther
e bu
t har
dto
fol
low
BU
NT
huh?
FIR
E T
HE
MA
NA
GE
R!
Cre
ativ
ityne
at, n
ew id
eas;
crea
tive
Lat
in n
ame
CO
OPE
RST
OW
N!!
pret
ty s
tand
ard
com
bina
tions
;na
me
not i
n L
atin
AA
LE
AG
UE
no o
rigi
nal i
deas
;no
nam
ePO
NY
LE
AG
UE
Tea
mw
ork
all w
orke
d eq
ually
WO
RL
D C
HA
MPI
ON
S!!
did
not p
artic
ipat
e eq
ually
DIV
ISIO
N C
ON
TE
ND
ER
S!on
e di
d al
l the
wor
k14
-GA
ME
LO
SIN
G S
TR
EA
K
B. R
ubri
c fo
r 8t
h G
rade
Phy
sics
Pro
ject
s
NE
WT
ON
'S A
PPL
E 1
0 pt
sD
EL
ICIO
US
APP
LE
8-9
pts
SOU
R A
PPL
E <
7 pt
sE
xpla
natio
n of
Law
Dem
onst
rate
dob
viou
sly
unde
rsta
nds
law
;ex
plai
ns a
s ap
plie
s to
dem
oha
s th
e ri
ght i
dea;
can'
t exp
lain
it a
dequ
atel
yw
rong
law
;at
tem
pts
expl
anat
ion
Org
aniz
atio
nw
ell o
rgan
ized
; eas
y to
unde
rsta
ndba
sica
lly u
nder
stan
dabl
ehu
h?
Dem
onst
ratio
n Su
cces
sco
rrec
t mat
eria
ls;
wor
ks w
ell
corr
ect m
ater
ials
;m
ater
ials
fai
led
subs
titut
e m
ater
ials
;di
dn't
wor
kE
vide
nce
of P
ract
ice
Bef
oreh
and
real
ly k
now
s w
hat t
hey'
redo
ing
mad
e th
e at
tem
ptno
ne; w
inge
d it
6220
63
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 7
C. S
tude
nt R
espo
nses
to R
ubri
csI
liked
the
rubr
ic b
ecau
se it
hel
ped
me
know
wha
t you
wan
ted
and
help
ed m
y gr
ade.
The
rub
ric
char
t hel
ped
me
out a
lot b
ecau
se I
kne
w w
hat t
o do
on
the
repo
rt a
nd o
ther
thin
gs.
I th
ink
that
the
rubr
ic h
elpe
d m
e a
lot b
ecau
se I
kne
w w
hat w
as e
xpec
ted.
I k
new
that
if I
fol
low
ed it
, it w
ould
be
a lo
tea
sier
to g
et a
goo
d gr
ade.
It m
ade
it so
I c
ould
get
a b
ette
r gr
ade
beca
use
I co
uld
look
at i
t and
see
wha
t you
wan
ted
me
to d
o an
dho
w y
ou're
gra
ding
.It
hel
ped
us s
o w
e co
uld
go o
ver
them
and
see
if w
e m
isse
d an
ythi
ng, t
hen
try
to w
ork
on th
ose
thin
gs m
ore.
Thi
s he
lped
our
grou
p ve
ry m
uch.
I th
ink
this
rub
ric
help
ed o
ur g
roup
out
a lo
t. W
hen
we
read
thro
ugh
our
pres
enta
tion
the
nigh
t bef
ore,
we
scal
ed o
urse
lves
.If
it w
as u
nder
a te
n, w
e tr
ied
to f
ix it
in s
ome
way
, sha
pe o
r fo
rm.
I th
ink
I lik
ed to
be
give
n a
rubr
ic s
heet
bec
ause
I k
new
wha
t we
had
to d
o to
get
a g
ood
grad
e. I
thin
kit
help
ed u
s w
ork
toge
ther
as
a te
am.
It h
elpe
d ou
r gr
oup
out a
lot b
ecau
se w
e kn
ew w
hat w
e ne
eded
to h
ave
and
wha
t we
didn
't ne
ed.
It's
bet
ter
beca
use
we
knew
how
you
wou
ld g
rade
them
and
wha
t to
expe
ct. I
t hel
ped
beca
use
we
wor
ked
toge
ther
bet
ter
whe
n w
e kn
ew e
xact
ly w
hat t
o do
and
look
for
.I
thou
ght t
hat h
avin
g th
e ru
bric
bef
oreh
and
mad
e w
ritin
g th
e pr
esen
tatio
n a
lot e
asie
r. I
t mad
e it
easi
er b
ecau
se I
kne
w w
hat
I ha
d to
do
and
how
to d
o it
befo
re, s
o I
coul
d ge
t wor
king
that
muc
h so
oner
.I
thin
k th
at h
avin
g th
ese
guid
elin
es b
efor
e th
e pr
ojec
t hel
ped
beca
use
usua
lly w
e do
n't k
now
wha
t you
wan
t, so
we
just
mak
e th
e re
port
. Now
we
follo
w th
e gu
idel
ines
and
bas
e ou
r re
port
on
that
.T
he r
ubri
c he
lped
my
grou
p be
caus
e w
e kn
ew w
hat y
ou w
ante
d. I
t als
o m
ade
it ea
sier
for
us
beca
use
we
only
got
the
info
rmat
ion
we
need
ed a
nd n
o ex
tra.
I th
ink
the
rubr
ic h
elpe
d m
e be
caus
e I
know
wha
t I c
an a
im f
or, s
o I
can
get a
bet
ter
grad
e th
an w
hat I
wou
ldw
ithou
t it.
D. R
esea
rche
r R
efle
ctio
nsR
ubri
cs b
ecom
e ea
sier
to w
rite
, the
mor
e on
e w
rite
s th
em. M
odel
s ar
e ne
cess
ary
for
new
app
licat
ions
. Stu
dent
s ne
ed to
edi
tfo
r re
leva
nt la
ngua
ge. S
tude
nt f
amili
arity
with
and
ow
ners
hip
of th
e ru
bric
gen
eral
ly r
esul
ts in
bet
ter
perf
orm
ance
.C
omm
on d
iffi
culti
es w
ith r
ubri
cs in
clud
e:T
he r
ubri
c m
ay h
ave
too
man
y tr
aits
to a
sses
s fo
r on
e pr
ofic
ienc
y.T
he la
ngua
ge o
f th
e ru
bric
s m
ay b
e va
gue
and
conf
usin
g.It
may
be
impo
ssib
le to
obs
erve
a b
ehav
ior
that
wou
ld r
efle
ct th
e pr
ofic
ienc
y.N
egat
ive
lang
uage
may
be
used
in r
ubri
c le
vels
1 a
nd 2
.R
ubri
cs m
ay in
clud
e th
e us
e of
adv
erbs
and
adj
ectiv
es r
athe
r th
an p
repo
sitio
nal p
hras
es a
nd n
ouns
(co
ncre
te s
tate
men
ts).
Rub
rics
may
des
crib
e be
havi
ors
you
have
n't o
bser
ved.
6421
65
CR
EA
TIN
G E
FFE
CT
IVE
ST
UD
EN
T-C
EN
TE
RE
D R
UB
RIC
S
RE
POR
T 8
CR
EA
TIN
G E
FFE
CT
IVE
ST
UD
EN
T-C
EN
TE
RE
D R
UB
RIC
S
Kar
en B
arry
AB
STR
AC
T
Thi
s re
sear
ch f
ocus
ed o
n cr
eatin
g ef
fect
ive
stud
ent-
cent
ered
rub
rics
to e
nhan
ce le
arni
ng in
the
clas
sroo
m. F
ifty
fif
th g
rade
rsw
ere
invo
lved
in th
is r
esea
rch.
Ove
r th
e co
urse
of
the
rese
arch
, the
stu
dent
s de
velo
ped
seve
ral r
ubri
cs, l
earn
ing
new
less
ons
abou
t rub
rics
eac
h tim
e. S
tude
nts
kept
nar
rativ
e jo
urna
ls th
at in
clud
ed th
eir
defi
nitio
ns, i
deas
, ref
lect
ions
, and
fru
stra
tions
;te
ache
r's r
efle
ctio
ns; a
nd p
aren
tal r
eact
ions
.
The
fir
st r
ubri
c w
e us
ed w
as te
ache
r-cr
eate
d. I
ts u
se d
emon
stra
ted
that
stu
dent
s ne
ed d
irec
tions
that
are
mea
sura
ble
and
not
too
deta
iled.
A v
ery
deta
iled
desc
ript
ion
was
too
invo
lved
for
stu
dent
s to
und
erst
and.
The
sec
ond
rubr
ic w
as d
evel
oped
with
stud
ent i
nput
. The
sec
ond
rubr
ic a
llow
ed s
tude
nts
to d
evel
op th
eir
wor
k in
dra
ft s
tage
s.In
divi
dual
con
fere
nces
wer
esc
hedu
led
to c
heck
for
stu
dent
und
erst
andi
ng a
nd to
enc
oura
ge h
ard
wor
k. A
fter
eac
h pr
ojec
t was
com
plet
ed, e
ach
stud
ent
eval
uate
d hi
mse
lf/h
erse
lf n
umer
ical
ly. A
fter
usi
ng th
e se
cond
rub
ric,
we
deci
ded
that
the
thir
d ru
bric
sho
uld
incl
ude
num
eric
alcr
iteri
a an
d qu
alita
tive
desc
ript
ions
. Our
fou
rth
rubr
ic w
as m
ore
invo
lved
than
our
pre
viou
s on
es a
nd r
equi
red
stud
ents
to w
ork
hard
er to
sco
re w
ell.
The
rub
ric
wou
ld b
e us
ed to
ass
ess
a br
ochu
re th
at th
e st
uden
ts w
ould
dev
elop
. To
dete
rmin
e th
e cr
iteri
ath
at s
houl
d be
incl
uded
in th
e ru
bric
, the
stu
dent
s lo
oked
at s
ever
al s
ampl
e br
ochu
res.
The
y lis
ted
all t
he d
etai
ls th
at th
ey f
elt
wer
e im
port
ant o
r ey
e ca
tchi
ng. S
tude
nts
then
wor
ked
in g
roup
s to
cre
ate
the
rubr
ic. T
heir
rub
rics
wer
e pr
esen
ted
to th
e cl
ass
with
pic
ture
s to
enh
ance
und
erst
andi
ng. S
tude
nts
wro
te a
ref
lect
ive
para
grap
h ab
out t
he u
nit w
e st
udie
d an
d us
ed th
e ru
bric
tora
nk th
emse
lves
num
eric
ally
.
Ori
gina
lly, t
he in
tent
was
to h
ave
stud
ents
cre
ate
thei
r ow
n un
ique
rub
rics
, but
I d
isco
vere
d th
at g
roup
-dev
elop
ed r
ubri
cs c
anal
so p
rovi
de r
oom
for
cre
ativ
ity a
nd in
divi
dual
ism
. Evi
denc
e sh
owed
that
stu
dent
s ca
nnot
be
expe
cted
to c
reat
e a
rubr
ic if
they
don'
t hav
e a
mod
el o
r en
ough
bac
kgro
und
know
ledg
e to
est
ablis
h cr
iteri
a fo
r qu
ality
wor
k. T
he s
tudy
als
o su
ppor
ted
the
idea
that
stu
dent
s w
ho a
re in
volv
ed in
cre
atin
g ru
bric
s un
ders
tand
them
bet
ter
and
feel
a s
ense
of
owne
rshi
p an
d pr
ide
in th
eir
wor
k.Fu
rthe
r in
vest
igat
ion
indi
cate
d th
at s
elf-
eval
uatio
n ne
eds
to b
ecom
e a
valu
ed a
spec
t of
stud
ent l
earn
ing.
Whe
n st
uden
ts w
rite
abou
t the
ir w
ork,
they
bec
ome
mor
e re
flec
tive
and
prod
uce
bette
r w
ork.
I le
arne
d se
vera
l oth
er le
sson
s fr
om th
is r
esea
rch
incl
udin
g th
e id
ea th
at c
onve
rsat
ions
bet
wee
n st
uden
ts a
bout
wor
k do
n't
nece
ssar
ily le
ad to
cop
ied
wor
k. I
n fa
ct, c
onve
rsat
ions
can
spa
rk c
reat
ivity
. Ano
ther
less
on I
lear
ned
was
that
allo
win
gst
uden
ts to
com
plet
e th
eir
wor
k in
dra
ft s
tage
s pr
ovid
ed in
form
atio
n fo
r as
sess
men
t, as
sure
d su
cces
s, a
nd in
crea
sed
com
mun
icat
ion
and
mot
ivat
ion.
I a
lso
foun
d th
at s
tude
nts
unde
rsto
od d
irec
tions
mor
e cl
earl
y if
they
wer
e as
ked
to il
lust
rate
them
.It
was
evi
dent
fro
m th
e re
sear
ch th
at s
tude
nts
are
not m
otiv
ated
if th
ey a
re a
sked
to p
erfo
rm a
t the
low
er le
vel o
fB
loom
's T
axon
omy.
Rat
her,
stu
dent
s fi
nd th
emse
lves
mee
ting
chal
leng
es if
teac
her
expe
ctat
ions
are
rai
sed
to th
e le
vel o
fap
plic
atio
n. C
halle
ngin
g ex
pect
atio
ns a
nd c
omm
unic
atio
n ar
e th
e ke
ys to
stu
dent
lear
ning
. As
one
stud
ent s
umm
ariz
ed,
"Rub
rics
are
gui
delin
es to
our
imag
inat
ions
."
6622
67
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 8
A. S
tude
nt-C
reat
ed R
ubri
cs -
Pla
net B
roch
ures
Cri
teri
a6
54
32
1
His
tori
cal i
nfor
mat
ion
mus
t be
incl
uded
.C
reat
e a
flag
with
sym
bols
and
col
ors
that
desc
ribe
s th
e hi
stor
y of
your
par
ticul
ar p
lane
t. A
hist
oric
al s
umm
ary
mus
tbe
incl
uded
in p
arag
raph
form
.(3
-5 s
ente
nces
).
Cre
ate
a fl
ag w
ithsy
mbo
ls a
nd c
olor
s th
atde
scri
bes
the
hist
ory
of a
plan
et. T
he h
isto
rica
lsu
mm
ary
will
be
show
nus
ing
a ke
y.
Cre
ate
a fl
ag w
ith c
olor
and
sym
bols
that
desc
ribe
s th
e hi
stor
y of
your
pla
net.
You
r m
eans
of
tran
spor
tatio
n m
ust b
ein
clud
ed.
Show
in a
blu
epri
nt th
eco
ntro
l are
a, e
atin
g ar
ea,
exer
cise
are
a, a
ndsl
eepi
ng a
rea.
Eac
h ar
eam
ust i
nclu
de th
ree
esse
ntia
l ite
ms.
For
extr
a cr
edit,
mak
e a
prob
e th
at is
des
igne
d to
land
on
your
pla
net.
Show
thre
e ro
oms
in th
esh
uttle
with
thre
esp
ecif
ic it
ems
in e
ach
area
.
Show
two
room
s in
the
shut
tle w
ith th
ree
spec
ific
item
s in
eac
har
ea.
You
mus
t inc
lude
pas
tan
d pr
esen
t inf
orm
atio
non
wea
ther
term
s.
Dis
cuss
fiv
e w
eath
erte
rms:
tem
pera
ture
s,st
orm
s, s
easo
ns, d
ry o
rw
et, g
as g
iant
, ter
rest
rial
,at
mos
pher
e, n
atur
aldi
sast
ers,
or
pres
sure
.
Dis
cuss
thre
e or
fou
rw
eath
er te
rms.
Dis
cuss
two
wea
ther
term
s.
You
mus
t inc
lude
attr
actio
ns o
r la
ndm
arks
.Fo
ur p
lace
s to
go
and
thre
e m
ain
idea
s to
tell
abou
t eac
h la
ndm
ark.
The
re's
a k
ey to
des
crib
ew
here
the
land
mar
ks a
re.
Use
at l
east
six
col
ors.
Thr
ee p
lace
s to
go
and
two
mai
n id
eas
to te
llab
out t
he la
ndm
arks
.T
here
's a
key
to d
escr
ibe
whe
re th
e la
ndm
arks
are
.U
se a
t lea
st f
our
colo
rs.
Tw
o pl
aces
to g
o an
dtw
o m
ain
idea
s th
at te
llab
out t
he la
ndm
arks
.T
here
's a
key
to d
escr
ibe
whe
re th
e la
ndm
arks
are
.U
se tw
o to
thre
e co
lors
.
6823
69
CR
EA
TIN
G E
H-E
CT
IVE
ST
UD
EN
T-C
EN
TE
RE
D R
UB
RIC
S
EX
HIB
ITS
- R
epor
t 8
B. S
tude
nt D
efin
ition
s of
Rub
rics
Thi
nk a
rub
ric
is a
set
of
stan
dard
s to
whi
ch w
eco
mpa
re o
urse
lves
. A r
ubri
c he
lps
achi
eve
mor
e th
an w
e w
ould
with
out
it. I
like
that
a r
ubri
c m
akes
you
wor
k.R
ubri
cs m
ake
it ea
sier
to d
o ou
r w
ork,
and
eas
ier
for
us to
gra
de o
urse
lves
.R
ubri
cs k
eep
us o
n tr
ack.
The
y he
lp u
s to
see
how
we
are
prog
ress
ing.
Som
ethi
ng th
at h
elps
us
do o
ur w
ork
bette
r so
we
know
your
exp
ecta
tions
.D
evel
ops
our
imag
inat
ion
to g
o ab
ove
and
beyo
nd w
hat w
e w
ant t
o do
.A
llow
us
to c
reat
e w
ays
to m
ake
us h
ave
mor
e fu
n.R
ubri
cs a
re g
uide
lines
to o
ur im
agin
atio
ns.
C. S
tude
nt C
omm
ents
on
Wha
t The
y L
earn
ed F
rom
Rub
rics
We
lear
ned
that
we
can
do a
bet
ter
job
if w
e ch
eck
over
our
wor
k.W
e kn
ow th
at w
e do
muc
h be
tter
if w
e kn
ow w
hat's
exp
ecte
d.W
e sh
ould
con
tinue
to d
o ro
ugh
draf
t-fi
nal c
opy
beca
use
you
can
thin
k of
mor
e th
ings
in b
etw
een.
D. S
tude
nt R
espo
nses
to W
hich
Rub
ric
The
y L
iked
the
Bes
t and
Why
We
liked
the
plan
et b
roch
ure
beca
use
we
got t
o pi
ck m
ore.
We
got t
o pi
ck w
hich
wea
ther
term
s w
e w
ante
d to
talk
abo
ut.
We
got t
o pi
ck w
hich
pla
net w
e w
ante
d to
trav
el to
. We
got t
o pi
ck w
hich
land
mar
ksw
e w
ante
d to
vis
it.I
liked
this
pro
ject
bes
t bec
ause
you
did
n't t
ell u
s ex
actly
wha
t to
do. W
e go
t to
go a
bove
and
bey
ond.
You
did
n't l
imit
us to
just
5 p
oint
s. W
e co
uld
do a
s m
uch
as w
e w
ante
d to
. I r
eally
like
d th
at w
e co
uld
do m
ore.
I lik
ed th
e pl
anet
bro
chur
e be
st. I
thin
k I
got a
per
fect
sco
re b
ecau
se I
trie
d ha
rd, l
iste
ned
to d
irec
tions
, and
fol
low
ed th
eru
bric
. I th
ink
the
proj
ect w
as f
un b
ecau
se w
e co
uld
crea
te a
lmos
t any
thin
g w
hile
we
wer
e le
arni
ng. W
hile
doi
ng th
epr
ojec
t we
disc
over
ed th
ings
abo
ut th
e pl
anet
we
wer
e st
udyi
ng, t
he p
lane
ts, m
oons
, and
oth
er p
lane
ts, a
nd c
ool f
acts
abou
t our
gal
axy.
If
you
can
trav
el in
you
r m
ind
to o
uter
spa
ce, y
ou c
an d
o al
mos
t any
thin
g!I
liked
this
cha
pter
bec
ause
we
did
diff
eren
t thi
ngs
that
I li
ke. I
like
d th
is r
ubri
c be
caus
e it
was
ver
y or
gani
zed.
It a
lso
told
me
exac
tly w
hat I
nee
ded
to d
o.I
liked
the
rubr
ic b
ecau
se it
was
cha
lleng
ing,
exs
pect
ive,
and
you
had
to w
ork
very
har
d to
do
wel
l. (S
tude
nt d
efin
ition
of
exsp
ectiv
e is
"If
you
exp
ect u
s to
giv
e yo
u m
ore,
we
will
.")
I th
ough
t the
pla
net b
roch
ure
was
pre
tty f
un. I
like
to h
elp
mak
e th
e ru
bric
bec
ause
it is
in k
ids'
wor
ds o
f ta
lkin
g in
stea
dof
big
wor
ds w
e do
n't k
now
. Tha
nk g
oodn
ess,
or
I co
uld
not r
ead
them
. I'm
not
goo
d w
ith b
ig w
ords
.
7024
71
ASS
ESS
ME
NT
IN
AC
TIO
N
- R
EPO
RT
9U
SIN
G R
UB
RIC
S T
O A
SSE
SS S
TU
DE
NT
S' W
RIT
ING
IN
MA
TH
EM
AT
ICS
Kim
Pot
ter
AB
STR
AC
T
The
pur
pose
of
this
res
earc
h w
as to
see
if f
ourt
h gr
ade
stud
ents
cou
ld c
omm
unic
ate
thei
r th
inki
ng w
hile
wri
ting
how
they
solv
ed s
peci
fic
mat
h pr
oble
ms.
A s
econ
d pu
rpos
e w
as to
stim
ulat
e pr
actic
al a
pplic
atio
n of
new
mat
h pr
oble
ms.
The
que
stio
nad
dres
sed
in th
is r
esea
rch
was
: Whe
n st
uden
ts c
an d
emon
stra
te th
eir
thin
king
and
und
erst
andi
ng o
f m
ath
conc
epts
in v
ario
usfo
rmat
s, w
ill th
eir
prac
tical
app
licat
ion
of m
ath
impr
ove?
The
res
earc
h w
as c
ondu
cted
with
eig
htee
n fo
urth
gra
de s
tude
nts
duri
ng th
e re
gula
r m
ath
clas
s. S
tude
nts
wer
e gi
ven
.a te
ache
r-m
ade
rubr
ic w
ith th
e fo
llow
ing
five
sec
tions
: top
ic a
nd q
uest
ion,
info
rmat
ion
I al
read
y kn
ow, c
ompu
tatio
n, s
trat
egy
used
toso
lve
the
prob
lem
, and
pra
ctic
al a
pplic
atio
n. T
he r
ubri
c w
as s
core
d w
ith a
5 b
eing
the
high
est a
nd a
1 th
e lo
wes
t.
Stud
ents
wer
e gi
ven
a pr
oble
m to
sol
ve. T
hen
they
wer
e gi
ven
an o
ppor
tuni
ty to
dem
onst
rate
thei
r un
ders
tand
ing
byve
rbal
izin
g an
swer
s, m
anip
ulat
ing
obje
cts,
dra
win
g a
visu
al r
epre
sent
atio
n of
how
they
arr
ived
at t
heir
ans
wer
, wri
ting
expl
anat
ions
in th
eir
own
wor
ds, c
ompu
ting,
and
illu
stra
ting
appl
icat
ions
. The
topi
cs in
tegr
ated
cur
rent
eve
nts
with
spe
cifi
csk
ills
from
the
mat
h te
xt. T
opic
s fo
r pr
oble
m s
olvi
ng in
this
res
earc
h w
ere
the
follo
win
g:
How
man
y da
ys u
ntil
the
100t
h da
y if
25
days
hav
e pa
ssed
?W
hat d
oes
.5 m
ean
on th
e od
omet
er?
Whe
n w
as M
s. A
mer
ica
born
?H
ow m
any
days
unt
il th
e 10
0th
day
if 5
0 da
ys h
ave
pass
ed?
Wha
t are
fac
t fam
ilies
?W
hat i
s m
ultip
licat
ion?
Wha
t is
roun
ding
?
Stud
ents
wer
e gi
ven
as m
uch
time
as n
eede
d to
com
plet
e ea
ch a
ctiv
ity. T
each
ers
used
the
rubr
ic to
sco
re th
e st
uden
ts' w
ritin
g.C
olle
cted
dat
a ca
me
from
the
rubr
ics,
cha
pter
test
s, s
tude
nt c
omm
ents
on
hom
ewor
k, o
bser
vatio
n, s
tude
nt s
urve
ys, a
ndvi
deot
apin
g. R
ubri
c av
erag
es a
nd w
ritin
g co
ntin
ued
to im
prov
e w
ith e
ach
new
act
ivity
. The
hig
hest
cla
ss a
vera
ge w
as o
nro
undi
ng, b
ut th
is m
ay b
e ex
plai
ned
by th
e fa
ct th
at th
e st
uden
ts w
ere
able
to s
hare
thei
r w
ords
for
rou
ndin
g be
fore
doi
ng th
eac
tivity
. Cla
ss a
vera
ges
from
the
text
book
cha
pter
test
s w
ere
a fe
w p
oint
s hi
gher
than
thos
e of
ano
ther
cla
ss th
e pr
evio
us y
ear.
I co
nclu
ded
that
stu
dent
s ca
n w
rite
in m
ath,
and
whe
n st
uden
ts d
o us
e th
eir
thin
king
to w
rite
and
pro
blem
sol
ve, t
heir
pra
ctic
alap
plic
atio
n im
prov
es. I
als
o co
nclu
ded
that
whe
n st
uden
ts a
re g
iven
a r
ubri
c in
whi
ch th
ey k
now
wha
t is
expe
cted
in o
rder
tore
ceiv
e a
top
scor
e, th
ey w
ill w
ork
thei
r ha
rdes
t to
rece
ive
that
sco
re.
7225
73
USI
NG
RU
BR
ICS
TO
ASS
ESS
ST
UD
EN
TS'
WR
ITIN
G I
N M
AT
HE
MA
TIC
S
EX
HIB
ITS
- R
epor
t 9
A. L
esso
n Fo
rmat
Thi
nk...
Show
...
Prob
lem
to s
olve
/fi
gure
out
Wha
t do
you
wan
tto
kno
w?
Wha
tpr
oble
m a
re y
outr
ying
to s
olve
?
Wor
ds
Pict
ures
Num
bers
Idea
s
_110
.Wri
te d
own
wha
t you
kno
w.
Wri
te d
own
wha
t you
do
and
solv
e th
e pr
oble
m.
Dra
w o
ut w
hat y
ou k
now
.M
ake
pict
ures
of
how
toso
lve
the
prob
lem
.
Use
num
bers
toso
lve
the
prob
lem
.
Wri
te a
nd/o
r dr
aw th
eid
eas
in y
our
head
as
you
solv
e th
e m
ath
prob
lem
.
B. S
tude
nt W
ritin
g Sa
mpl
e
Our
topi
c is
rou
ndin
g. O
ur q
uest
ion
is, "
Wha
t is
roun
ding
?"I
know
that
whe
n yo
u ro
und,
in th
e on
es p
lace
, 1-4
= th
e lo
we
An
exam
ple
wou
ld b
e :
Wha
t you
do
is y
ou s
ee w
hat n
umbe
r yo
uq
5ha
ve in
the
ones
pla
ce a
nd it
is a
5. S
o yo
ure
mem
ber
that
if y
ou h
ave
a 5-
9 in
the
ones
plac
e, y
ou g
o to
the
high
est n
umbe
r. S
oyo
ur a
nsw
er is
the
high
est n
umbe
r w
hich
is10
0. 7426
Dif
fere
ntpr
oble
m New
idea
st n
umbe
r an
d 5-
9 =
the
high
est.
A s
tory
pro
blem
that
goe
sw
ith th
is is
: Bob
goe
s to
the
stor
e an
d se
es a
bas
ketb
all
\fo
r $9
.56.
He
has
$10.
37.
9.00
He
roun
ds $
9.56
to th
ene
ares
t dol
lar.
Doe
s he
hav
een
ough
? Y
es.
Thi
s is
rel
ated
to...
Thi
s re
late
s to
adi
ffer
ent p
robl
em.
I ca
n us
e th
is id
ea to
..
Q.5
L
75
9.50
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 9
C. R
ubri
c Sa
mpl
e
12
34
5T
opic
and
que
stio
nSt
uden
t una
ble
to th
ink
of a
que
stio
n. T
each
erha
d to
ass
ign
a qu
estio
n.
Stud
ent h
ad a
que
stio
nbu
t did
not
rel
ate
to th
epr
oble
m.
Stud
ent's
pro
blem
incl
uded
a q
uest
ion.
Que
stio
n ex
plai
ned
wha
tst
uden
t wan
ted
to k
now
.In
form
atio
n I
alre
ady
have
tow
ork
a pr
oble
mI
know
!
Stud
ent d
id n
otre
mem
ber
or w
rite
dow
nan
y in
form
atio
n ab
out
the
prob
lem
.
Part
of
info
rmat
ion
was
incl
uded
; stil
l mis
sing
part
of
the
info
rmat
ion.
The
pro
blem
incl
uded
all
the
info
rmat
ion
need
edto
do
the
step
s.
Com
puta
tion
with
oper
atio
n+
, , x
, +, <
, >, =
and
labe
ls.
Stud
ent u
nabl
e to
do
any
com
puta
tion.
Prob
lem
was
set
up
corr
ectly
, but
ope
ratio
nw
as in
corr
ect.
Ans
wer
was
not
acc
urat
e.
Stud
ent k
new
wha
t to
dow
ith in
form
atio
n.C
ompu
tatio
n is
cor
rect
.
Stra
tegy
: Exp
lain
how
you
sol
ved
the
prob
lem
.Fi
rst,
next
, the
n, if
,so
, sub
trac
t, et
c.
Stud
ent c
ould
not
wri
tehi
s/he
r ow
n ex
plan
atio
nho
w to
sol
ve th
epr
oble
m.
Stud
ent a
ttem
pted
wri
ting
how
they
sol
ved
the
prob
lem
but
par
ts o
fth
e m
eani
ng w
ere
mis
sing
.
Stud
ent's
thin
king
and
true
mea
ning
of
how
the
prob
lem
was
sol
ved
wer
esh
own
with
cor
rect
lang
uage
.H
ow c
an I
app
ly o
rus
e th
is s
kill
toso
lve
anot
her
prob
lem
?
Stud
ent c
ould
not
use
this
ski
ll to
thin
k of
anot
her
prob
lem
usi
ngsa
me
skill
.
Stud
ent c
ould
com
e up
with
pro
blem
but
coul
dn't
solv
e co
rrec
tly.
Chi
ld r
elat
ed o
wn
stor
ypr
oble
m a
nd c
ame
upw
ith r
ight
ans
wer
.
7627
77
USI
NG
MU
LT
I-M
OD
AL
ASS
ESS
ME
NT
FO
R H
AN
DS-
ON
SC
IEN
CE
AC
TIV
ITIE
S
RE
POR
T 1
0U
SIN
G M
UL
TI-
MO
DA
L A
SSE
SSM
EN
T F
OR
HA
ND
S-O
N S
CIE
NC
E A
CT
IVIT
IES
Shan
e G
alla
gher
AB
STR
AC
T
The
res
earc
h fo
cuse
d on
ass
essi
ng h
ands
-on
scie
nce
activ
ities
usi
ng a
mul
ti-m
odal
app
roac
h to
ass
essm
ent.
My
ques
tions
wer
e: W
hat k
inds
of
info
rmat
ion
wou
ld I
get
whe
n us
ing
pict
oria
ls o
r jo
urna
ling
as a
mea
ns o
f as
sess
ing
activ
ities
? H
owef
fect
ive
is m
ulti-
mod
al a
sses
smen
t dur
ing
hand
s-on
sci
ence
act
iviti
es?
In th
is r
esea
rch,
mul
ti-m
odal
ref
ers
toon
e of
the
choi
ces
stud
ents
wer
e gi
ven
to d
ispl
ay th
eir
know
ledg
e: d
raw
ing
pict
oria
ls o
nly,
jour
nalin
g, c
ombi
ning
pic
tori
als
and
jour
nalin
g (m
ulti-
mod
al),
or
choo
sing
the
teac
her's
pic
tori
als.
The
maj
ority
of
the
stud
ents
cho
se th
e m
ulti-
mod
al a
ppro
ach
todi
spla
y th
eir
know
ledg
e. F
ew s
tude
nts
chos
e on
e ty
pe o
f as
sess
men
t one
tim
e an
d th
ena
tota
lly d
iffe
rent
type
for
the
next
activ
ity. N
o st
uden
ts c
hose
the
teac
her's
pic
tori
als.
The
stu
dent
sam
ple
cons
iste
d of
fiv
e gi
rls
and
five
boy
s fr
om th
e 6t
hgr
ade.
Thr
ough
out t
he r
esea
rch
proj
ect,
stud
ents
wer
e en
gage
d in
man
y ha
nds-
on a
ctiv
ities
suc
h as
cre
atin
g a
mito
sis
mod
elan
d ex
plai
ning
the
diff
eren
ce b
etw
een
mix
ture
s an
d so
lutio
ns. B
efor
e th
ey c
hose
thei
r ap
proa
ch to
dis
play
thei
r kn
owle
dge,
stud
ents
had
to th
ink
abou
t the
obj
ectiv
es a
nd th
e co
ncep
ts th
at th
ey w
ere
tryi
ng to
mee
t. St
uden
ts' s
elf-
asse
ssm
ents
wer
esu
bmitt
ed a
fter
eac
h ac
tivity
.I
used
che
cklis
ts to
det
erm
ine
stud
ent u
nder
stan
ding
of
the
conc
epts
and
obj
ectiv
es a
nd a
nev
alua
tion
scal
e to
mea
sure
com
plet
ion
of th
e ob
ject
ives
. I p
lan
to c
ontin
ue to
ref
ine
both
of
thes
e to
ols.
Whe
n st
uden
ts w
ere
conf
ront
ed w
ith c
hang
ing
eval
uatio
n m
etho
ds, f
ear
of th
e un
know
n ap
pear
ed in
thei
r ey
es. T
hey
wer
e so
accu
stom
ed to
taki
ng th
e tr
aditi
onal
test
s, th
at a
ny c
hang
e w
as f
rust
ratin
g.A
fter
a le
ngth
y di
scus
sion
abo
ut th
e di
ffer
ent
optio
ns, s
tude
nts
seem
ed to
be
mor
e at
eas
e. A
s th
e pr
ojec
t con
tinue
d an
d th
ey b
ecam
e fa
mili
ar w
ith th
eir
own
part
icul
arle
arni
ng s
tyle
s, th
ey s
eem
ed to
be
mor
e co
mfo
rtab
le w
ith th
e as
sess
men
t pro
cess
. As
the
com
fort
leve
l inc
reas
ed, s
o di
d th
equ
ality
of
wor
k. I
n co
mpa
ring
the
very
fir
st s
elf-
asse
ssm
ent w
ith th
e la
st s
elf-
asse
ssm
ent,
I co
nclu
ded
that
with
pra
ctic
e,st
uden
ts b
ecom
e co
mfo
rtab
le w
ith th
e pr
oces
s an
d ar
e m
ore
likel
y to
atta
in th
e co
ncep
ts a
nd o
bjec
tives
than
they
wou
ld b
ew
ithou
t the
pro
cess
. One
stu
dent
com
men
ted,
"T
his
sure
is a
lot h
arde
r th
an th
e ot
her
test
s, b
ut I
like
thes
e be
tter.
"
Stud
ents
tend
ed to
gue
ss le
ss a
t ans
wer
s an
d to
use
mor
e pr
oces
s sk
ills
thro
ugh
this
ass
essm
ent m
etho
d. T
his
appr
oach
als
ose
emed
to a
ddre
ss m
ore
lear
ning
sty
les
and
to b
road
en s
tude
nts'
way
s of
thin
king
. Whe
n st
uden
ts w
ere
give
n as
sess
men
top
tions
, and
wer
e no
t con
fine
d to
the
limits
of
trad
ition
al a
sses
smen
ts, t
hey
perf
orm
ed b
eyon
d th
e ac
tivity
obj
ectiv
es. S
tude
nt-
sele
cted
ass
essm
ent c
reat
ed a
n en
viro
nmen
t of
stud
ent o
wne
rshi
p; th
ey a
ppea
red
to r
ealiz
e m
ore
fully
that
they
are
acc
ount
able
for
thei
r ow
n le
arni
ng.
7828
79
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 10
A. O
bser
vatio
n C
heck
list
Tea
cher
:T
arge
t Ski
lls:
Rat
ings
: + =
fre
quen
tly=
som
etim
es0
= n
ot y
et
Nam
eC
ompa
ring
Con
clud
ing
Lis
ting
Iden
tifyi
ngC
omm
ents
B. E
valu
atio
n Sc
ale
Exa
mpl
e
Nam
e:D
ate:
Cla
ss:
Ass
ignm
ent:
Che
ck O
ne T
ype
of A
sses
smen
t:Se
lfG
roup
Tea
cher
1.C
rite
rion
: Sep
arat
e m
ixtu
res
13
51
of 3
2 of
3sc
reen
s, e
vapo
ratio
n, &
filt
ers
2.C
rite
rion
: Des
crib
e th
e di
ffer
ence
bet
wee
n m
ixtu
res
and
solu
tions
13
5de
scri
bes,
but
desc
ribe
s,de
scri
bes
and
does
not
iden
tify
iden
tifie
s on
eid
entif
ies
both
3.C
rite
rion
: Und
erst
and
the
conc
epts
of
satu
ratio
n
13
5de
scri
bes
desc
ribe
s m
ajor
ityde
scri
bes
solu
bilit
yco
ncep
ts p
artia
llyof
con
cept
san
d sa
tura
tion
00
29
81
USI
NG
MU
LT
I-M
OD
AL
ASS
ESS
ME
NT
FO
R H
AN
DS-
ON
SC
IEN
CE
AC
TIV
ITIE
S
EX
HIB
ITS
- R
epor
t 10
C. S
tude
nt J
ourn
alin
g an
d Pi
ctor
ial S
ampl
es
Prec
ipita
te
Bak
ingw
ater
Bak
ing
soda
Che
mic
al r
eact
ion
Satu
ratio
n
Fizz
Spon
ge0000
Mix
ture
s Roc
ks
Eva
pora
tion
Firs
tSe
cond
daY
daY
Pow
der
salt
wat
erel
licry
stal
s
Satu
ratio
n: S
atur
atio
n is
whe
n yo
u pu
t sal
t or
citr
ic a
cid
ina
bottl
e an
d it
can'
t hol
d an
y m
ore.
Solu
tion:
One
kin
d of
sol
utio
n is
sal
t and
wat
er b
ecau
seyo
u ca
n't g
et th
em s
epar
ated
.
Mix
ture
s: A
mix
ture
is s
omet
imes
use
d in
foo
d, li
ke K
oola
id a
nd c
ooki
es.
Dis
solv
e: W
hat i
s an
othe
r w
ord
for
diss
olve
?A
Solu
ble
B.
Citr
ic a
cid
C.
Mix
ture
Cel
l: A
cel
l is
the
smal
lest
livi
ng p
art o
f an
org
anis
m. T
he tw
o ki
nds
of c
ells
I w
illw
rite
abo
ut a
re th
e pl
ant a
nd a
nim
al c
ell.
The
se a
re a
like
and
diff
eren
t in
man
y w
ays.
Firs
t, bo
th h
ave
a 1)
nuc
leus
, chr
omos
omes
and
gen
es. T
he n
ucle
us is
like
the
cell'
s co
ntro
lce
nter
, but
the
2) g
enes
and
3)
chro
mos
omes
con
trol
the
cell'
s m
ovem
ent.
Seco
nd, b
oth
have
4)
cyto
plas
m a
nd 5
) va
cuol
es.
The
cyt
opla
sm is
a c
lear
mat
eria
l tha
t pro
tect
s th
e nu
cleu
s. V
acuo
les
are
like
the
cell'
s di
gest
ive
syst
em, i
n th
at th
ey h
old
food
for
the
cell
and
let o
utw
aste
the
cell
does
n't u
se o
r ne
ed. N
ext,
they
bot
h ha
ve a
6)
cell
mem
bran
e w
hich
con
trol
s th
ings
that
mov
e in
and
go
out o
fth
e ce
ll. I
t als
o pr
otec
ts th
e en
tire
cell.
Alth
ough
thes
e ce
lls s
eem
ver
y m
uch
alik
e, th
ere
are
som
e th
ings
that
the
plan
t cel
l has
that
the
anim
al c
ell d
oesn
't. T
he th
ree
thin
gs a
re c
hlor
ophy
ll, c
hlor
opla
sts
and
a th
ick
cell
wal
l. C
hlor
opla
sts
are
smal
l bun
dles
of
chlo
roph
yll w
hich
is th
e gr
een
colo
ring
mat
ter
in p
lant
s an
d tr
ee le
aves
. The
cel
l wal
l is
a th
ick
oute
r co
atin
gon
a p
lant
cel
l pro
tect
ing
it.
8230
83
ASS
ESS
ME
NT
IN
AC
TIO
N
- R
EPO
RT
11
STU
DE
NT
SE
LF-
MO
TIV
AT
ION
FR
OM
ST
UD
EN
T-T
EA
CH
ER
ASS
ESS
ME
NT
OF
A S
IXT
H G
RA
DE
MA
TH
SK
ILL
S C
HE
CK
LIS
T
Guy
R. R
ogge
nkam
p
AB
STR
AC
T
Thi
s in
vest
igat
ion
revi
ewed
the
agre
emen
t or
disa
gree
men
t bet
wee
n si
xtee
n si
xth
grad
e se
lf-a
sses
smen
t che
cklis
ts a
nd te
ache
rch
eckl
ist a
sses
smen
t of
the
sam
e st
uden
t wor
k.I
then
inve
stig
ated
the
diff
eren
ces
and
wor
ked
tow
ard
mor
e ag
reem
ent
betw
een
the
two
asse
ssm
ents
.
The
stu
dent
s ev
alua
ted
them
selv
es s
even
tim
es d
urin
g th
e ye
ar, a
nd I
eva
luat
ed th
em e
ach
of th
ese
times
on
a se
para
te s
heet
usin
g th
e sa
me
chec
klis
t. B
oth
the
stud
ents
and
I w
rote
sum
mar
ies
to a
ccom
pany
the
chec
klis
ts a
nd p
lace
d th
e in
divi
dual
stud
ent o
n a
posi
tive
to n
egat
ive
"I'm
goo
d at
mat
hem
atic
s" s
cale
. I th
en c
onfe
renc
ed w
ith e
ach
stud
ent a
nd w
e co
mpa
red
our
chec
klis
ts.
Eva
luat
ions
wer
e m
arke
d fo
r ex
celle
nt, s
atis
fact
ory,
and
nee
ds im
prov
emen
t.D
urin
g th
e st
uden
t-te
ache
rco
nfer
ence
, we
foun
d ag
reem
ent,
part
ial a
gree
men
t, or
no
agre
emen
t. W
e di
scus
sed
the
idea
that
agr
eem
ent s
houl
d no
t mea
nac
cept
ance
or
satis
fact
ion
with
the
perf
orm
ance
. Som
etim
es s
tude
nts
show
ed h
igh
mar
ks a
nd I
had
low
mar
ks. T
hey
ofte
nex
plai
ned
this
by
sayi
ng th
ey h
ad li
ttle
know
ledg
e of
a p
artic
ular
ski
ll th
e pr
evio
us y
ear
and
now
they
did
. I r
ealiz
ed th
at s
ome
stud
ents
saw
them
selv
es d
oing
ver
y go
od w
ork
in s
ome
thin
gs a
nd w
ere
satis
fied
eve
n if
that
was
not
the
leve
l at w
hich
thei
rpa
rent
or
I th
ough
t it s
houl
d be
. Som
e st
uden
ts f
elt t
hey
coul
d ju
stif
y th
eir
scor
es a
nd s
aw n
o ne
ed to
impr
ove.
In m
ost c
ases
, the
stu
dent
and
I a
gree
d or
had
par
tial a
gree
men
t. G
ener
ally
, the
stu
dent
s ha
d th
eir
mat
h po
rtfo
lios
with
them
toju
stif
y th
e m
arki
ngs
or to
rea
lize
how
they
cou
ld d
o be
tter.
Rev
iew
ing
the
stud
ent c
heck
list d
urin
g pa
rent
-tea
cher
con
fere
nces
hel
ped
the
pare
nts
to s
ee im
prov
emen
t in
the
child
's m
ath
know
ledg
e. I
f th
e st
uden
t was
in a
ttend
ance
at t
he c
onfe
renc
e, th
e st
uden
t led
the
disc
ussi
on o
f th
e m
ath
port
folio
usi
ng th
ech
eckl
ist t
o re
info
rce
wha
t was
sai
d.
To
help
stu
dent
s un
ders
tand
the
mat
h sk
ill c
heck
list b
ette
r, I
will
be
refi
ning
the
way
in w
hich
I p
rese
nt th
e sk
ills
to th
est
uden
ts. I
fee
l tha
t hav
ing
som
e st
uden
ts r
ole
play
cer
tain
ski
lls w
ill h
elp.
Mor
e de
taile
d cl
ass
disc
ussi
ons
of th
e sk
ills
will
help
giv
e st
uden
ts g
reat
er o
wne
rshi
p of
the
proc
ess.
Man
y st
uden
ts a
nd p
aren
ts h
ave
com
men
ted
that
they
are
mor
e aw
are
ofth
e m
ath
skill
s th
an b
efor
e. 8431
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STU
DE
NT
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LF-
MO
TIV
AT
ION
FR
OM
ST
UD
EN
T-T
EA
CH
ER
ASS
ESS
ME
NT
EX
HIB
ITS
- R
epor
t 11
A. M
ath
Che
cklis
t of
Skill
s -
Seve
n E
valu
atio
nsst
uden
tda
teE
= e
xcel
lent
S =
sat
isfa
ctor
yN
= n
eeds
impr
ovem
ent
Use
s pr
oble
m s
olvi
ng m
etho
d:1.
Exp
lore
2. P
lan
3. S
olve
4. R
evie
wA
ble
to e
xpla
in w
ork
Com
mun
icat
es m
athe
mat
ical
lyU
nder
stan
ds m
athe
mat
ical
dir
ectio
nsK
now
ledg
e of
bas
ic f
acts
( f
ive
min
ute
test
)D
emon
stra
tes
prop
er u
se o
f ca
lcul
ator
Has
und
erst
andi
ng o
f m
ath
term
sA
ble
to f
orm
ulat
e a
prob
lem
usi
ng p
rope
r m
etho
ds a
fter
dis
cuss
ion
Abl
e to
wor
k al
one
Abl
e to
wor
k in
gro
ups
Com
plet
es e
xtra
cre
dit
Part
icip
ates
in c
lass
dis
cuss
ions
Dis
play
s ne
atne
ssU
ses
exam
ples
and
cla
ss w
ork
to s
olve
wor
kSh
ows
inte
rest
in m
ath
Han
ds w
ork
in o
n tim
e
Loc
ate
your
self
on
this
sca
le:
III
III
IVV
VI
VII
II
I'm n
ot g
ood
I'm g
ood
at m
athe
mat
ics.
at m
athe
mat
ics.
I.St
uden
t com
men
ts:
H.
Stud
ent c
omm
ents
:II
I.St
uden
t com
men
ts:
IV.
Stud
ent c
omm
ents
:V
.St
uden
t com
men
ts:
VI.
Stud
ent c
omm
ents
:V
II. S
tude
nt c
omm
ents
:
8832
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ASS
ESS
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TIO
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ITS
- R
epor
t 11
B. M
ath
Port
folio
Dai
ly C
ritiq
ue S
heet
Dat
e:
I se
e m
ysel
f do
ing
wel
l on:
1. 2. 3. Wha
t I n
eed
to im
prov
e up
on.
1. 2. 3. Dat
e:
I se
e m
ysel
f do
ing
wel
l on:
1. 2. 3. Wha
t I n
eed
to im
prov
e up
on.
1 2. 3. Sum
mar
y:
8889
33
SEL
F-A
SSE
SSM
EN
T A
CT
IVIT
IES
TO
IM
PRO
VE
ST
UD
EN
T P
ER
FOR
MA
NC
E
- R
EPO
RT
12
SEL
F- A
SSE
SSM
EN
T A
CT
IVIT
IES
TO
IM
PRO
VE
ST
UD
EN
T P
ER
FOR
MA
NC
E
Bre
nda
Cha
rles
AB
STR
AC
T
Thi
s st
udy
exam
ined
how
sel
f-as
sess
men
t act
iviti
es b
ring
stu
dent
and
teac
her
eval
uatio
ns c
lose
r to
geth
er. I
n 19
92-9
3, o
ursc
hool
dis
tric
t beg
an w
ritin
g ou
tcom
es a
nd d
esig
ning
sam
ple
asse
ssm
ent t
asks
and
uni
ts o
f in
stru
ctio
n fo
r th
e di
stri
ct. I
n 19
93-
94, t
he a
sses
smen
t tas
ks a
nd r
ubri
cs w
ere
pilo
ted
in s
ever
al s
choo
ls. O
ur s
choo
l pilo
ted
the
task
s th
at w
ere
desi
gned
for
mat
has
sess
men
t in
grad
es 4
, 7, a
nd 8
. The
rub
rics
use
d fo
r th
ese
task
s w
ere
gene
ric
and
not v
ery
spec
ific
. The
eva
luat
ions
wer
e to
be d
one
by a
pee
r, a
dult,
stu
dent
, and
a te
ache
r co
mm
ittee
. In
the
maj
ority
of
case
s, th
e pe
er, a
dult
and
stud
ent e
valu
atio
nsw
ere
very
dif
fere
nt f
rom
the
com
mitt
ee's
eva
luat
ion.
The
sel
f-as
sess
men
t act
iviti
es th
at I
cho
se to
use
with
my
stud
ents
wer
e in
corp
orat
ed in
to p
ortf
olio
s, s
tude
nt-c
heck
ed p
aper
s,pr
etes
ts, a
nd r
ubri
cs. P
ortf
olio
s an
d st
uden
t-ch
ecke
d pa
pers
wer
e ac
tiviti
es a
lrea
dy u
sed
in th
e cl
assr
oom
, but
the
emph
asis
was
cha
nged
to s
tude
nt s
elf-
eval
uatio
n of
wor
k ra
ther
than
cor
rect
ing
pape
rs ju
st f
or a
gra
de.
I us
ed p
rete
sts
and
rubr
ics
toin
trod
uce
goal
s an
d ev
alua
tion
crite
ria
to th
e st
uden
ts w
ho w
ere
then
abl
e to
set
thei
r pe
rson
al g
oals
for
the
unit.
Pre
test
s w
ere
used
for
text
book
act
iviti
es; r
ubri
cs w
ere
used
to c
omm
unic
ate
goal
s an
d cr
iteri
a fo
r ot
her
activ
ities
.
Dat
a w
ere
gath
ered
fro
m th
e ac
tiviti
es u
sing
obs
erva
tions
, stu
dent
wri
tings
, and
test
res
ults
. The
info
rmat
ion
was
ana
lyze
d to
asse
ss th
e ag
reem
ent b
etw
een
stud
ent's
act
ual p
erfo
rman
ce a
nd p
erce
ived
per
form
ance
and
for
sig
ns o
f ch
ange
and
gro
wth
inst
uden
t atti
tude
, und
erst
andi
ng a
nd a
chie
vem
ent.
The
se s
elf-
asse
ssm
ent a
ctiv
ities
hav
e al
low
ed s
tude
nts
mor
e co
ntro
l in
thei
r ev
alua
tions
. Som
e of
the
burd
en o
f re
teac
hing
and
redo
ing
has
been
rem
oved
fro
m th
e te
ache
r an
d pl
aced
on
the
stud
ent.
As
show
n by
Exh
ibit
D, t
he p
rete
st a
vera
ges
impr
oved
.I
belie
ve th
e in
crea
se r
efle
cts
a ch
ange
d at
titud
e of
the
stud
ents
. The
y no
w ta
ke th
e pr
etes
t mor
e se
riou
sly
and
perc
eive
it a
s a
true
sel
f-as
sess
men
t and
a p
erso
nal g
oal-
setti
ng to
ol.
The
por
tfol
ios
allo
w s
tude
nts
to r
efle
ct a
bout
wha
t the
y ha
veac
com
plis
hed.
The
stu
dent
s an
d I
are
com
mun
icat
ing
bette
r ab
out g
rade
s an
d m
athe
mat
ics.
Whe
n us
ing
a go
od r
ubri
c, th
est
uden
t eva
luat
ions
and
my
eval
uatio
ns a
re b
egin
ning
to c
ome
clos
er to
geth
er. S
tude
nts
are
allo
win
g th
emse
lves
to m
ake
mis
take
s du
ring
the
lear
ning
pro
cess
whi
le a
t the
sam
e tim
e fe
elin
g go
od a
bout
them
selv
es. S
tude
nts
seem
less
hos
tile
to a
less
-tha
n-ex
celle
nt g
rade
bec
ause
they
vie
w it
as
an o
ppor
tuni
ty to
lear
n. "
Prac
tice
mak
es p
erfe
ct"
has
beco
me
a m
otto
in o
urcl
assr
oom
.
9034
91
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 12
A. R
ubri
c fo
r R
ocke
t Car
Act
ivity
Exc
elle
nt:
Car
Des
ign
and
Con
stru
ctio
n:1.
Car
is c
ompl
ete
and
does
mov
e.2.
Stud
ent s
ucce
ssfu
lly r
ecog
nize
s pr
oble
ms
and
uses
cor
rect
pro
cedu
res
to c
orre
ct th
e pr
oble
ms.
3.St
uden
t com
pete
s in
rac
e an
d fo
llow
s di
rect
ions
.N
ewto
n's
Law
s of
Mot
ion:
1.St
uden
t rec
ogni
zes
how
the
law
s of
mot
ion
rela
te to
his
/her
car
.2.
Stud
ent r
espo
nses
to th
e qu
estio
ns a
re c
orre
ct a
nd a
re s
uppo
rted
.
Goo
d:C
ar D
esig
n an
d C
onst
ruct
ion:
1.C
ar is
com
plet
e bu
t doe
s no
t mov
e.2.
Stud
ent s
ucce
ssfu
lly r
ecog
nize
s pr
oble
ms
but u
ses
inco
rrec
t pro
cedu
res
to c
orre
ct th
e pr
oble
ms.
3.St
uden
t com
pete
s in
rac
e bu
t doe
s no
t fol
low
dir
ectio
ns.
New
ton'
s L
aws
of M
otio
n:1.
Stud
ent d
oes
not r
ecog
nize
how
all
the
law
s of
mot
ion
rela
te to
his
/her
car
.2.
Stud
ent r
espo
nses
to th
e qu
estio
ns a
re c
orre
ct b
ut a
re n
ot s
uppo
rted
.
Uns
atis
fact
ory:
Car
Des
ign
and
Con
stru
ctio
n:1.
Car
is n
ot c
ompl
ete.
2.St
uden
t doe
s no
t rec
ogni
ze p
robl
ems
and
does
not
use
cor
rect
pro
cedu
res
to c
orre
ct th
e pr
oble
ms.
3.St
uden
t doe
s no
t com
pete
in r
ace
and
does
not
fol
low
dir
ectio
ns.
New
ton'
s L
aws
of M
otio
n:1.
Stud
ent d
oes
not r
ecog
nize
how
the
law
s of
mot
ion
rela
te to
his
/her
car
.2.
Stud
ent r
espo
nses
to th
e qu
estio
ns a
re in
corr
ect a
nd a
re n
ot s
uppo
rted
.
9235
93
SEL
F-A
SSE
SSM
EN
T A
CT
IVIT
IES
TO
IM
PRO
VE
ST
UD
EN
T P
ER
FOR
MA
NC
E
EX
HIB
ITS
- R
epor
t 12
B. R
ubri
c fo
r Ph
ysic
al E
duca
tion,
Fir
st Q
uart
erM
iles:
Exc
elle
nt:
Stud
ent c
ompl
etes
mor
e th
an 8
mile
s.G
ood:
Stud
ent c
ompl
etes
6 to
8 m
iles.
Satis
fact
ory:
Stud
ent c
ompl
etes
4 to
6 m
iles.
Uns
atis
fact
ory:
Stud
ent c
ompl
etes
less
than
4 m
iles.
Com
mun
icat
ion:
Exc
elle
nt:
Plan
and
impl
emen
t a f
amily
con
ditio
ning
act
ivity
.G
ood:
Com
plet
es 2
of
3 st
eps.
Satis
fact
ory:
Com
plet
es 1
of
3 st
eps.
Uns
atis
fact
ory:
No
plan
ned
activ
ity d
one.
C. S
tude
nt C
orre
cted
Pap
ers
Que
stio
n: H
ow d
o yo
u vi
ew g
radi
ng y
our
own
pape
rs?
I le
arne
d w
hat I
did
wro
ng o
r di
ffer
ently
.I
don'
t loo
k at
ret
urne
d pa
pers
.I
lear
n if
I'm
hav
ing
trou
ble.
I'm f
indi
ng a
nd c
orre
ctin
g m
y ow
n m
ista
kes.
If th
e te
ache
r gr
ades
the
pape
r m
aybe
my
form
ula
is w
rong
; if
I gr
ade,
may
be I
've
copi
ed th
e nu
mbe
rsw
rong
.It
's e
asie
r fo
r m
e to
und
erst
and
wha
t I d
id w
rong
.I'm
lear
ning
wha
t I d
id w
rong
.T
each
er le
arns
if I
'm h
avin
g tr
oubl
e if
the
teac
her
grad
es.
I re
ally
nee
d he
lp o
r I'm
goi
ng to
flu
nk th
is te
st.
D. P
rete
st R
esul
tsSt
uden
ts2n
d Q
t Ave
rage
3rd
Qt A
vera
geC
hang
eA
5580
25B
6585
20C
7079
9D
5555
0E
7080
10F
5580
25G
7795
18H
5583
28
- R
EPO
RT
13
SEL
F- A
SSE
SSM
EN
T I
N T
HE
9T
H G
RA
DE
SC
IEN
CE
RO
OM
:A
USA
BL
E D
OC
UM
EN
T A
ND
RE
LA
TIO
NSH
IP T
O L
EA
RN
ING
Lin
da S
. Gra
ham
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
The
mai
n fo
cus
of th
is r
esea
rch
was
to d
evel
op a
usa
ble
self
-ass
essm
ent d
ocum
ent f
or n
inth
gra
de b
iolo
gy s
tude
nts.
The
inve
stig
atio
n al
so e
xplo
red
any
conn
ectio
n be
twee
n se
lf-a
sses
smen
t by
the
stud
ents
and
incr
ease
d st
uden
t lea
rnin
g. F
our
sect
ions
of
biol
ogy
stud
ents
wer
e gi
ven
wee
kly
self
-ass
essm
ent f
orm
s to
com
plet
e an
d re
turn
to th
e te
ache
r fo
r in
clus
ion
inth
eir
port
folio
s. T
he f
orm
was
cha
nged
mon
thly
, and
stu
dent
s co
mpl
eted
the
sam
e fo
rm a
t lea
st f
our
times
with
in e
ach
mon
th.
Clo
se to
the
end
of th
e se
mes
ter,
they
wer
e gi
ven
a bl
ank
shee
t of
pape
r to
des
ign
and
fill
in th
eir
own
self
-ass
essm
ent.
At t
heen
d of
the
sem
este
r, th
ey w
ere
give
n a
form
that
was
mos
tly b
lank
, with
spe
cifi
c ca
tego
ries
in w
hich
they
cou
ld g
ive
info
rmat
ion.
The
ir f
inal
ass
essm
ent a
sked
them
wha
t the
y w
ould
like
incl
uded
in s
elf-
asse
ssm
ent d
ocum
ents
.
The
stu
dent
s ga
ve m
ost o
f th
e fe
edba
ck o
n w
hat w
ould
mak
e a
usab
le f
orm
. The
y di
d no
t wan
t a b
lank
or
mos
tly b
lank
for
m.
The
y pr
efer
red
a fo
rm th
at g
ave
very
def
inite
item
s an
d al
low
ed th
em to
cir
cle
a pl
ace
on th
e co
ntin
uum
whe
re th
ey f
elt t
heir
tale
nts
and
abili
ties
wer
e at
the
curr
ent t
ime.
The
for
m th
ey p
refe
rred
incl
uded
item
s on
und
erst
andi
ng a
nd c
once
pts,
wor
king
coop
erat
ivel
y, c
ompl
etin
g as
sign
men
ts o
n tim
e, e
xhib
iting
goo
d so
cial
ski
lls, f
ollo
win
g ru
les,
and
com
pari
ng th
e st
uden
t'sas
sign
men
t of
a gr
ade
to th
e te
ache
r's c
orre
spon
ding
ass
ignm
ent o
f a
grad
e. S
ugge
stio
ns f
or u
se o
n fu
ture
sel
f-as
sess
men
tsin
clud
ed: W
hat w
ould
you
as
a st
uden
t des
ire
to le
arn?
Wha
t was
n't l
earn
ed?
Why
wer
e th
e th
ings
stu
died
impo
rtan
t? W
hat
do y
ou f
eel t
he te
ache
r ne
eds
to te
ach
mor
e ab
out?
Is
the
teac
her
teac
hing
to m
y le
arni
ng s
tyle
? D
o yo
u as
a s
tude
nt th
ink
you
are
doin
g w
ell a
nd if
not
, why
not
? D
o yo
u ha
ve s
ugge
stio
ns o
r co
mm
ents
? H
ow d
oes
your
beh
avio
r as
a s
tude
nt a
ffec
t the
lear
ning
of
othe
rs?
Thr
ough
out t
he s
emes
ter,
stu
dent
s lo
oked
at t
he g
rade
s th
ey f
elt t
hey
shou
ld r
ecei
ve v
ersu
s th
e po
sted
gra
des.
At t
he e
nd o
f th
ese
mes
ter,
hal
f th
e st
uden
ts a
gree
d w
ith th
e po
sted
gra
des
and
half
dis
agre
ed w
ith th
e po
sted
gra
des.
Of
the
half
that
agr
eed
with
the
grad
es, a
littl
e ov
er h
alf
had
a gr
ade
of A
. Of
thos
e th
at d
isag
reed
, all
wan
ted
a hi
gher
gra
de a
nd g
ave
just
ific
atio
nsth
at v
arie
d fr
om g
ettin
g a
good
gra
de o
n th
e ve
ry la
st te
st to
beh
avin
g w
ell i
n cl
ass
all s
emes
ter.
I fe
lt th
e re
sear
ch w
asin
conc
lusi
ve o
ver
a on
e se
mes
ter
peri
od o
n th
e us
e of
sel
f-as
sess
men
t to
incr
ease
stu
dent
lear
ning
. The
re m
ay h
ave
been
incr
ease
d st
uden
t lea
rnin
g, b
ut it
was
not
app
aren
t whe
n m
easu
red
by th
e gr
ades
.
I ho
pe th
at th
ese
stud
ents
will
thin
k ab
out t
he s
elf-
asse
ssm
ents
and
, con
scio
usly
or
subc
onsc
ious
ly, u
se a
for
m o
f se
lf-
asse
ssm
ent t
o m
easu
re a
nd in
crea
se th
eir
own
lear
ning
as
they
con
tinue
in th
eir
stud
ies.
96
37
97
SEL
F-A
SSE
SSM
EN
T I
N T
HE
9T
H G
RA
DE
SC
IEN
CE
RO
OM
EX
HIB
ITS
- R
epor
t 13
A. S
tude
nt P
refe
rred
Sel
f-A
sses
smen
t For
m (
seco
nd m
onth
)
1.I
unde
rsta
nd th
e co
ncep
t of
2.I
unde
rsta
nd th
e co
ncep
t of
3.I
unde
rsta
nd th
e co
ncep
t of
4.I
wor
k co
oper
ativ
ely
with
the
othe
rs in
my
grou
por
at m
y ta
ble.
12
34
5
5.I
com
plet
e m
y as
sign
men
ts o
n tim
e.1
23
45
6.I
atte
mpt
to f
ind
answ
ers
to q
uest
ions
mys
elf
usin
g va
riou
s m
eans
bef
ore
I as
k.1
23
45
7.I
try
my
hard
est t
o us
e go
od s
ocia
l ski
lls, e
spec
ially
the
targ
eted
one.
12
34
5
8.I
follo
w a
ll cl
assr
oom
rul
es.
12
34
5
9.I
feel
my
grad
e fo
r th
is w
eek'
s w
ork
shou
ld b
e-1
23
45
10. I
thin
k th
e te
ache
r w
ould
pro
babl
y gi
vem
e th
e fo
llow
ing
grad
e fo
r m
y w
ork
and
attit
ude/
beha
vior
:1
23
45
11. P
leas
e ra
te th
is s
elf-
asse
ssm
ent d
ocum
ent o
n a
scal
e of
one
to te
n, w
ith o
ne b
eing
the
wor
st a
nd te
n th
e be
st.
12. R
ate
the
firs
t sel
f-as
sess
men
t doc
umen
t usi
ng th
e sa
me
scal
e.
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 13
B. L
east
Pre
ferr
ed S
elf-
Ass
essm
ent F
orm
1. W
hat w
ent v
ery
wel
l thi
s w
eek?
2. W
hat d
id y
ou le
arn
this
wee
k?3.
Wha
t did
not
go
wel
l and
/or
wha
t did
you
not
und
erst
and?
4. M
y so
cial
ski
lls f
or th
e w
eek
are:
(ci
rcle
one
)I
coul
dn't
do m
uch
bette
r.I
did
okay
, but
I c
ould
stil
l im
prov
e m
ore.
I re
ally
nee
d to
wor
k m
ore
on th
is.
5. T
he s
ocia
l ski
ll(s)
that
was
/wer
e ta
rget
ed f
or th
is w
eek
was
:6.
I fe
el li
ke I
sho
uld
rece
ive
the
follo
win
g gr
ade
for
this
wee
k's
effo
rt. T
his
incl
udes
bot
h sc
hola
stic
wor
k an
d so
cial
ski
lls.
(Cir
cle
the
one
that
you
fee
l mos
t app
lies
to y
our
wor
k an
d ef
fort
.)
AB
+B
C+
CD
+D
F
C. S
ampl
e A
ssig
nmen
ts a
nd R
ubri
c
Cel
l The
ory
(pag
es 7
9-80
)T
o tu
rn in
:1.
Stat
e th
e 4
part
s of
the
cell
theo
ry.
2.G
ive
the
cont
ribu
tions
of
Hoo
ke, v
anL
eeuw
enho
ek, S
chle
iden
, Sch
wan
n, a
nd V
irch
ow.
Ass
essm
ent:
*C
an s
tate
all
4 pa
rts
of th
e ce
ll th
eory
and
giv
e ea
ch p
erso
n's
cont
ribu
tion
tow
ard
its d
evel
opm
ent.
0C
an s
tate
at l
east
3 o
f th
e 4
part
s of
the
cell
theo
ry a
nd g
ive
the
cont
ribu
tion
of 4
of
the
5 m
en.
#C
an o
nly
stat
e 2
or f
ewer
par
ts o
f th
e ce
ll th
eory
and
giv
e th
e co
ntri
butio
n of
3 o
r fe
wer
of
the
peop
le in
volv
ed.
D. R
esea
rche
r R
efle
ctio
nsT
he m
ajor
ity o
f th
e st
uden
ts s
tate
d th
at th
e se
lf-a
sses
smen
ts h
ad h
elpe
d th
em in
som
e w
ay a
nd f
elt t
hat t
he a
sses
smen
ts o
ught
to b
e co
ntin
ued
next
sem
este
r. T
he f
orm
at o
f th
e as
sess
men
t for
this
leve
l of
stud
ents
nee
ds to
be
fair
ly s
impl
e.It
sho
uld
incl
ude
an a
rea
abou
t stu
dent
con
cept
ual l
earn
ings
, an
area
for
how
they
lear
n an
d tim
e sp
ent l
earn
ing,
an
area
for
soc
ial s
kills
and
beha
vior
s, a
nd a
n ar
ea f
or th
eir
actu
al g
rade
. The
re s
houl
d al
way
s be
spa
ce le
ft f
or th
em to
wri
te in
any
thin
g th
ey w
ish
tow
rite
abo
ut th
emse
lves
. Mos
t stu
dent
s st
ated
that
the
self
-ass
essm
ents
mad
e th
em m
ore
awar
e of
wha
t the
y ha
d be
en le
arni
ng,
but,
at th
is p
oint
, I h
ave
no p
roof
that
the
lear
ning
leve
l was
ele
vate
d by
usi
ng th
e se
lf-a
sses
smen
ts.
100
3910
1
USI
NG
CH
EC
KL
IST
S T
O I
MPR
OV
E S
TU
DE
NT
SE
LF-
ASS
ESS
ME
NT
- R
EPO
RT
14
USI
NG
CH
EC
KL
IST
S T
O I
MPR
OV
E S
TU
DE
NT
SE
LF-
ASS
ESS
ME
NT
Step
hen
Ham
ersk
y
AB
STR
AC
T
My
phys
ics
stud
ents
did
not
see
m to
sel
f-as
sess
thei
r w
ork
on p
roje
cts.
The
y su
bmitt
ed p
roje
cts
with
maj
or f
law
s ev
en th
ough
proj
ect g
uide
lines
cle
arly
des
crib
ed w
hat w
as to
be
done
. The
goa
l of
this
inve
stig
atio
n w
as to
dis
cove
r if
sel
f-as
sess
men
tch
eckl
ists
wou
ld s
timul
ate
impr
oved
stu
dent
per
form
ance
. Sin
ce I
occ
asio
nally
use
che
cklis
ts to
ass
ess
proj
ects
, I d
ecid
ed a
lso
to g
ive
the
eval
uatio
n ch
eckl
ists
to s
tude
nts
alon
g w
ith th
e pr
ojec
t gui
delin
es in
two
of th
ree
proj
ect s
ituat
ions
. The
stu
dent
sw
ere
enco
urag
ed to
ass
ess
thei
r ow
n w
ork
and
wor
k of
oth
er s
tude
nts
in th
e se
cond
situ
atio
n.I
used
the
sam
e ch
eckl
ists
toev
alua
te th
eir
proj
ects
in e
ach
of th
e th
ree
situ
atio
ns.
The
stu
dy w
as c
ondu
cted
with
fir
st y
ear
phys
ics
stud
ents
fro
m th
e ju
nior
and
sen
ior
clas
ses.
Lab
orat
ory
repo
rts
and
expl
orat
ion
activ
ities
wer
e us
ed in
the
thre
e pr
ojec
ts s
elec
ted
for
the
inve
stig
atio
n. F
or th
e fi
rst p
roje
ct, s
tude
nts
wer
e no
tgi
ven
the
chec
klis
t pri
or to
the
activ
ity b
ut h
ad to
rel
y on
the
guid
elin
es o
nly.
The
stu
dent
s sc
ored
poo
rly
on th
e ac
tivity
as
asse
ssed
by
my
chec
klis
t and
wer
e gi
ven
an o
ppor
tuni
ty to
cor
rect
mis
take
s an
d re
subm
it th
eir
wor
k. F
or th
e se
cond
and
thir
dpr
ojec
ts, s
tude
nts
wer
e gi
ven
the
chec
klis
ts in
adv
ance
of
the
activ
ity.
For
the
seco
nd p
roje
ct, t
he s
tude
nts
eval
uate
dth
emse
lves
and
thei
r pe
ers
usin
g th
e ch
eckl
ist.
For
the
thir
d pr
ojec
t, on
ly I
eva
luat
ed th
e st
uden
ts w
ith th
e ch
eckl
ists
. Som
e of
the
erro
rs m
ade
on th
e fi
rst a
ctiv
ity w
ere
not r
epea
ted
on th
e ot
her
two
proj
ects
. Whe
n st
uden
ts h
ad th
e ch
eckl
ists
in a
dvan
ce,
they
sco
red
bette
r on
thei
r pr
ojec
ts.
Aft
er c
ompl
etin
g th
e th
ird
proj
ect,
stud
ents
wer
e gi
ven
a su
rvey
to d
eter
min
e th
eir
attit
udes
tow
ard
the
proj
ect g
uide
lines
and
self
-eva
luat
ion
chec
klis
ts. S
tude
nts
had
mix
ed f
eelin
gs a
bout
how
eas
y th
e pr
ojec
ts w
ere,
but
they
see
med
to a
gree
that
the
chec
klis
ts w
ere
help
ful.
Stud
ents
rep
orte
d th
at th
e ch
eckl
ists
gav
e th
em a
com
pact
list
of
the
impo
rtan
t ite
ms
that
sho
uld
bepr
esen
t in
the
fina
l pro
ject
rep
orts
. Stu
dent
s fe
lt th
at th
e gu
idel
ines
wer
e le
ss c
lear
than
the
chec
klis
ts. T
hey
expr
esse
d m
ixed
feel
ings
abo
ut u
sing
the
chec
klis
ts f
or s
elf-
eval
uatio
ns a
nd p
eer-
eval
uatio
ns, h
owev
er.
For
teac
hers
, che
cklis
ts m
ake
grad
ing
easi
er, f
aste
r, a
nd m
ore
cons
iste
nt. F
or s
tude
nts,
che
cklis
ts h
elp
impr
ove
perf
orm
ance
beca
use
they
indi
cate
wha
t is
expe
cted
, par
ticul
arly
if e
ach
item
add
ress
es b
oth
qual
ity a
nd c
orre
ctne
ss. A
lthou
gh c
heck
lists
appe
ar to
be
an e
xcel
lent
way
to h
elp
the
teac
her
eval
uate
stu
dent
pro
ject
s, I
bel
ieve
pro
ject
gui
delin
es a
nd d
irec
tions
are
stil
lim
port
ant s
ince
gui
delin
es g
ive
a de
taile
d ex
plan
atio
n of
the
step
s to
fol
low
, the
req
uire
men
ts, a
nd th
e re
sults
exp
ecte
d in
apr
ojec
t.
102
40
103
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 14
A. S
urve
y R
esul
tsD
isag
ree
Agr
eeC
ircl
e on
e nu
mbe
r fo
r ea
ch q
uest
ion.
12
34
51.
Thi
s ac
tivity
was
eas
y.1
23
45
2.T
he c
heck
list w
as h
elpf
ul.
12
34
53.
The
dir
ectio
n sh
eet w
as c
lear
.1
23
45
4. T
he s
elf-
eval
uatio
n w
as h
elpf
ul.
12
34
55.
The
pee
r ev
alua
tion
was
hel
pful
.1
23
45
Que
stio
n 1
13%
32%
28%
22%
5%Q
uest
ion
20%
0%17
%35
%48
%Q
uest
ion
30%
13%
37%
33%
17%
Que
stio
n 4
3%7%
27%
33%
30%
Que
stio
n 5
8%8%
23%
30%
30%
The
stu
dent
s al
so w
ere
aske
d w
hat g
rade
they
fel
t the
y w
ould
rec
eive
on
the
seco
nd p
roje
ct. T
he a
vera
ge g
rade
pre
dict
ion
was
94%
and
the
actu
al c
lass
ave
rage
was
96%
.
B. P
roje
ct G
rade
s
Proj
ect 1
:av
erag
e 30
.75
out o
f 35
tota
l poi
nts
(ini
tial g
radi
ng)
Proj
ect 2
:av
erag
e 14
.47
poin
ts o
ut o
f 15
tota
l poi
nts
Proj
ect 3
:av
erag
e 14
.66
poin
ts o
ut o
f 15
tota
l poi
nts
104
4110
5
USI
NG
CH
EC
KL
IST
S T
O I
MPR
OV
E S
TU
DE
NT
SE
LF-
ASS
ESS
ME
NT
EX
HIB
ITS
- R
epor
t 14
C. P
roje
ct 3
- "
Tri
p to
Sch
ool"
- G
uide
lines
and
Che
cklis
tA
s yo
u dr
ive
to s
choo
l, re
cord
the
odom
eter
rea
ding
eve
ry f
ew m
inut
es. C
olle
ct a
t lea
st 6
dat
a po
ints
and
exp
lore
the
data
.1.
Com
plet
e th
e da
ta ta
ble
belo
w. U
se y
our
own
data
, or
the
data
fro
m s
omeo
ne e
lse.
Lis
t the
nam
e of
the
pers
on c
olle
ctin
gth
e da
ta. (
Sam
ple
data
wer
e gi
ven
in a
tabl
e or
gani
zed
as s
how
n be
low
.)
Tim
e(m
inut
es)
Odo
met
er(m
iles)
Dis
tanc
e(m
iles)
Cha
nge
inD
ista
nce
Cha
nge
inT
ime
Spee
d(m
iles/
min
)Sp
eed
(mile
s/ho
ur)
2.G
ive
the
equa
tion
used
to f
ind
dist
ance
, spe
ed, c
hang
e in
dis
tanc
e, a
nd c
hang
e in
tim
e.3.
Wri
te a
par
agra
ph th
at d
escr
ibes
the
mot
ion
of th
e ca
r. W
hen
is th
e ca
r go
ing
the
fast
est?
Whe
n do
es it
go
the
slow
est?
Dis
cuss
the
spee
ds w
ith th
e pe
rson
that
took
the
data
. Why
doe
s th
e sp
eed
chan
ge?
(sam
ple
stor
y to
acc
ompa
ny th
e da
ta)
4.G
raph
the
data
usi
ng a
line
gra
ph. L
abel
the
axes
with
wor
ds, n
umbe
rs, a
nd u
nits
. Giv
e th
e gr
aph
a tit
le.
5.W
rite
a p
arag
raph
that
des
crib
es th
e gr
aph.
How
do
the
mot
ion
of th
e ca
r, th
e sp
eed
and
the
slop
e of
the
grap
h re
late
?C
onsi
der
at e
ach
segm
ent o
f th
e gr
aph.
Wha
t doe
s th
e gr
aph
look
like
whe
n th
e ca
r is
goi
ng f
ast?
goi
ng s
low
?6.
Dra
w th
e ri
se a
nd r
un tr
iang
les
on th
e gr
aph
for
each
seg
men
t. U
sing
the
tria
ngle
s, f
ind
the
rise
(m
iles)
, run
(m
inut
es),
slop
e (m
iles/
min
), a
nd th
e sl
ope
(mile
s/ho
ur).
7.W
rite
a p
arag
raph
con
clus
ion
that
add
ress
es e
ach
of th
e fo
llow
ing:
Com
pare
the
spee
ds a
nd s
lope
s. H
ow a
re th
ey r
elat
ed?
Wri
te th
e sl
ope
equa
tion
for
two
poin
ts. E
xpla
in h
ow y
ou u
se th
esl
ope
form
ula.
Wri
te th
e sp
eed
equa
tion
for
two
dist
ance
s an
d tw
o tim
es. E
xpla
in h
ow y
ou u
se th
e sp
eed
form
ula.
Wha
tw
as o
ne th
ing
you
liked
mos
t abo
ut th
e ac
tivity
?
Che
cklis
t: Firs
t dat
a ta
ble
com
plet
e; s
igni
fica
nt f
igur
es a
re r
easo
nabl
e.Fi
rst d
ata
tabl
e ca
lcul
atio
ns a
re e
xpla
ined
.Fi
rst p
arag
raph
con
tain
s de
tails
that
exp
lain
the
shap
e of
the
dist
ance
vs.
tim
e gr
aph.
Seco
nd p
arag
raph
con
nect
s th
e sp
eed
with
the
slop
e of
the
grap
h.Se
cond
dat
a ta
ble
com
plet
e; s
igni
fica
nt f
igur
es a
re r
easo
nabl
e.C
oncl
usio
n re
late
s sp
eed
and
slop
e.C
oncl
usio
n gi
ves
form
ulas
for
slo
pe a
nd s
peed
.C
oncl
usio
n gi
ves
likes
and
dis
likes
.G
raph
nea
tly d
raw
n.G
raph
pro
perl
y la
bele
d.G
raph
sho
ws
rise
and
run
tria
ngle
s be
twee
n th
e da
ta p
oint
s.
106
4210
7
- R
EPO
RT
15
IN A
ST
AT
E O
F C
HA
NG
E
Dot
Sne
srud
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
The
Neb
rask
a M
athe
mat
ics/
Scie
nce
Fram
ewor
ks w
as d
evel
oped
to p
rovi
de g
uida
nce,
sup
port
, and
lead
ersh
ip to
enh
ance
mat
hem
atic
s an
d sc
ienc
e le
arni
ng f
or a
ll st
uden
ts in
the
stat
e of
Neb
rask
a. T
each
ers
wer
e in
volv
ed in
wri
ting
the
docu
men
tw
hich
incl
udes
mod
el le
sson
s an
d as
sess
men
ts th
at e
xem
plif
y th
e Fr
amew
orks
. The
se te
ache
rs p
rese
nted
the
activ
ities
and
docu
men
t to
othe
r te
ache
rs a
t nin
e si
tes
acro
ss th
e st
ate
in A
ugus
t of
1994
. A c
olle
ague
, Len
ny V
erM
aas,
and
I w
ere
hire
d fo
rth
e 19
94-1
995
scho
ol y
ear
to c
ontin
ue p
rese
ntin
g th
e Fr
amew
orks
and
to c
ompl
ete
follo
w-u
p w
orks
hops
on
asse
ssm
ent f
or th
eor
igin
al n
ine
site
s.
Thi
s re
sear
ch a
sses
sed
the
impa
ct o
f Fr
amew
orks
kno
wle
dge
on te
ache
rs' a
ctio
ns in
the
clas
sroo
m. M
y re
sear
ch q
uest
ions
incl
uded
:H
ow h
as th
e N
ebra
ska
Fram
ewor
ks in
flue
nced
teac
hers
in th
e cl
assr
oom
?H
ow h
ave
the
wri
ting
team
mem
bers
cha
nged
thei
r te
achi
ng s
trat
egie
s an
d cl
assr
oom
env
iron
men
t?
Dat
a w
ere
colle
cted
fro
m a
sur
vey
sent
to a
ran
dom
sam
plin
g of
per
sons
who
hav
e a
copy
of
the
Fram
ewor
ks d
ocum
ent.
Sixt
y-on
e of
282
sur
veys
wer
e re
turn
ed, 7
7% f
emal
e an
d 61
% e
lem
enta
ry. T
he s
urve
y as
ked
part
icip
ants
to d
escr
ibe
the
goal
sof
a le
sson
, the
ir te
achi
ng m
etho
ds a
nd s
trat
egie
s, th
eir
inte
ract
ion
with
the
stud
ents
, the
ir m
etho
d(s)
of
asse
ssm
ent,
and
thei
rba
ckgr
ound
kno
wle
dge
of s
even
edu
catio
nal p
hilo
soph
ies.
The
leve
l of
invo
lvem
ent i
n th
e Fr
amew
orks
var
ied
amon
g th
ere
spon
dent
s.O
ther
dat
a w
ere
colle
cted
fro
m p
erso
nal i
nter
view
s, f
rom
exi
t car
ds s
ubm
itted
by
part
icip
ants
at v
ario
usw
orks
hops
, and
fro
m o
bser
vatio
ns o
f te
ache
rs d
urin
g w
orks
hops
.
Sixt
y pe
rcen
t of
the
resp
onde
nts
desc
ribe
d ac
tivity
-bas
ed le
sson
s. M
ost o
f th
ose
activ
ities
use
d co
oper
ativ
e le
arni
ng s
trat
egie
san
d/or
cla
ss d
iscu
ssio
ns. T
he te
n pe
rcen
t who
use
d le
ctur
e as
the
focu
s fo
r th
eir
less
ons
wer
e se
nior
hig
h te
ache
rs. T
here
wer
em
any
kind
s of
ass
essm
ent b
eing
use
d, b
ut o
bser
vatio
n w
as th
e m
ost f
requ
ently
use
d m
etho
d. S
tude
nts'
ver
bal e
xpla
natio
nan
d/or
dem
onst
ratio
n, a
fin
ishe
d pr
oduc
t of
som
e ki
nd, a
nd a
trad
ition
al te
st o
r qu
iz w
ere
also
use
d. C
onst
ruct
ivis
m w
as th
ele
ast f
amili
ar p
hilo
soph
y. A
ltern
ativ
e as
sess
men
t see
med
to s
care
and
ove
rwhe
lm m
any
peop
le.
By
notin
g th
e di
ffer
ent r
espo
nses
and
exp
erie
nces
of
surv
ey p
artic
ipan
ts, I
mad
e th
ese
conc
lusi
ons
from
the
colle
cted
dat
a:C
hang
e is
mor
e lik
ely
if th
e to
pic
is r
evis
ited,
exp
ecta
tions
are
giv
en, a
nd ti
me
is p
rovi
ded
for
shar
ing
and
refl
ectin
g on
prac
tice.
Cha
nge
is m
ore
likel
y if
the
sam
e gr
oup
is b
roug
ht to
geth
er s
ever
al ti
mes
dur
ing
the
scho
ol y
ear.
Tea
cher
s va
ry c
onsi
dera
bly
in th
eir
know
ledg
e an
d im
plem
enta
tion
of e
duca
tiona
l ref
orm
and
ass
essm
ent p
ract
ices
.It
take
s tim
e to
eff
ect c
hang
e.T
each
ers
need
to a
ctiv
ely
part
icip
ate
in a
nd h
ave
time
to p
ract
ice
new
str
ateg
ies
befo
re th
ey u
se th
em in
thei
r cl
assr
oom
s.
108
4310
9
IN A
ST
AT
E O
F C
HA
NG
E
EX
HIB
ITS
- R
epor
t 15
A. S
urve
y
I w
as in
volv
ed in
Mat
h/Sc
ienc
e Fr
amew
orks
thro
ugh:
team
mem
ber
thre
e da
y w
orks
hop
one
day
wor
ksho
pot
her
(exp
lain
)Pl
ease
list
the
Edu
catio
nal S
ervi
ce U
nit i
n w
hich
you
r sc
hool
is f
ound
.I
amfe
mal
em
ale.
I te
ach
grad
e(s)
.
1.I'd
like
you
to th
ink
abou
t one
of
your
typi
cal l
esso
ns in
mat
h/sc
ienc
e th
at y
ou h
ave
done
in th
e la
st tw
o w
eeks
, and
desc
ribe
it. A
s yo
u th
ink
abou
t the
less
on, t
hink
abo
ut y
our
goal
s fo
r th
e le
sson
, you
r te
achi
ng m
etho
ds, y
our
inte
ract
ion
with
stu
dent
s, a
nd y
our
met
hods
of
asse
ssm
ent.
GO
AL
SM
ET
HO
DS-
INT
ER
AC
TIO
NA
SSE
SSM
EN
T-
2.If
you
had
to d
escr
ibe
your
phi
loso
phy
of te
achi
ng m
athe
mat
ics
and
scie
nce
in a
few
sen
tenc
es, h
ow w
ould
you
des
crib
e it?
3. W
ould
you
say
you
r te
achi
ng p
hilo
soph
y is
abo
ut th
e sa
me
or d
iffe
rent
now
than
it w
as a
yea
r ag
o? I
f di
ffer
ent,
wha
t is
the
mai
n w
ay it
is d
iffe
rent
?4.
Do
you
feel
bei
ng in
volv
ed w
ith F
ram
ewor
ks c
hang
ed y
our
teac
hing
? If
yes
, how
?5.
Do
you
perc
eive
stu
dent
s be
nefi
ting
from
you
r us
e of
Fra
mew
orks
to p
lan
your
less
on?
If y
es, h
ow?
6.I
have
trie
dac
tiviti
es th
at I
exp
erie
nced
or
help
ed w
rite
in a
Mat
hem
atic
s/Sc
ienc
e Fr
amew
orks
wor
ksho
p. P
leas
e gi
vea
clos
e ap
prox
imat
ion
of th
e nu
mbe
r of
act
iviti
es.
Plea
se c
heck
one
box
for
eac
h ar
ea to
sho
w y
our
unde
rsta
ndin
g of
the
follo
win
g ed
ucat
iona
l phi
loso
phie
s.
Are
asN
ot F
amili
arA
war
eU
se in
Cla
ssro
omO
utco
me
Bas
ed E
duca
tion
Con
stru
ctiv
ism
Inte
grat
ion
Coo
pera
tive
Lea
rnin
gN
atio
nal M
athe
mat
ics
Stan
dard
sN
atio
nal S
cien
ce S
tand
ards
Aut
hent
ic A
sses
smen
t
no44
111
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 15
A. S
urve
y C
ontin
ued
Use
the
follo
win
g sc
ale
to r
ate
thes
e ite
ms:
1-se
ldom
like
me
or m
y cl
assr
oom
3-of
ten
like
me
or m
y cl
assr
oom
2-so
met
imes
like
me
or m
y cl
assr
oom
4-ve
ry o
ften
like
me
or m
y cl
assr
oom
1.M
y st
uden
ts c
ome
up w
ith s
olut
ions
I h
adn'
t tho
ught
of
but a
re c
orre
ct.
2.W
e do
mos
tly p
aper
and
pen
cil a
ctiv
ities
dur
ing
mat
h an
d sc
ienc
e cl
ass.
3.O
ur c
lass
room
is a
pla
ce to
exp
lore
que
stio
ns a
nd s
trat
egie
s to
sol
ve p
robl
ems.
4.I
shar
e m
y un
ders
tand
ings
of
conc
epts
and
act
iviti
es b
efor
e th
e st
uden
ts s
hare
thei
r un
ders
tand
ings
.5.
My
stud
ents
gat
her
and
inte
rpre
t dat
a an
d th
en d
raw
con
clus
ions
fro
m th
e re
sults
.6.
I us
e st
uden
t int
eres
ts a
nd e
xper
ienc
es w
hen
plan
ning
cla
ssro
om a
ctiv
ities
.7.
I do
mos
t of
the
spea
king
in m
y m
ath
and
scie
nce
clas
ses.
8.W
hen
aski
ng q
uest
ions
, I a
llow
fiv
e to
ten
seco
nds
of w
ait t
ime
befo
re I
exp
ect a
n an
swer
.9.
I us
e th
e te
xtbo
ok a
s th
e pr
imar
y re
sour
ce f
or te
achi
ng m
ath
and
scie
nce.
10. T
he F
ram
ewor
ks h
as h
elpe
d m
e fe
el m
ore
conf
iden
t in
my
teac
hing
of
mat
hem
atic
s an
d sc
ienc
e.11
. My
stud
ents
usu
ally
wor
k in
depe
nden
tly a
nd h
ave
very
littl
e co
ntac
t with
oth
er s
tude
nts.
12. S
tude
nts
are
enco
urag
ed to
ela
bora
te o
n th
eir
initi
al th
ough
ts a
nd r
espo
nses
.13
.I
use
the
mat
h an
d sc
ienc
e Fr
amew
orks
cha
rts
to p
lan
and
keep
trac
k of
my
activ
ities
.14
. I f
ocus
on
two
or th
ree
proc
ess
skill
s fr
om th
e Fr
amew
orks
in e
ach
mat
hem
atic
s an
d sc
ienc
e ac
tivity
.15
. Hig
her
orde
r th
inki
ng s
kills
suc
h as
ana
lyzi
ng, c
lass
ifyi
ng, p
redi
ctin
g, a
nd s
ynth
esiz
ing
are
com
mon
in o
ur c
lass
room
.16
. I s
how
stu
dent
s ho
w m
athe
mat
ics
and
scie
nce
conn
ect w
ith o
ther
sub
ject
are
as.
B.
Res
ults
fro
m A
bove
Por
tion
of S
urve
Item
Tea
m3-
Day
1-D
ayO
ther
Idea
lIt
emT
eam
3-D
ay1-
Day
Oth
erId
eal
12.
92.
72.
72.
74
92.
12.
43.
12.
21
21.
82.
12.
41.
91
103.
53.
11.
81.
84
32.
93.
42.
73.
44
111.
11.
31.
21.
11
42.
11.
92.
62.
01
123.
33.
63.
43.
34
53.
23.
22.
72.
94
132.
32.
21.
41.
14
63.
13.
22.
72.
74
142.
72.
21.
51.
94
72.
32.
12.
52.
01
153.
63.
13.
13.
14
83.
53.
53.
43.
04
163.
33.
43.
03.
14
112
45
113
CO
NN
EC
TIO
NS
BE
TW
EE
N P
ER
CE
IVE
D C
OM
PET
EN
CE
AN
D U
ND
ER
STA
ND
ING
ASS
ESS
ME
NT
RE
POR
T 1
6C
ON
NE
CT
ION
S B
ET
WE
EN
PE
RC
EIV
ED
CO
MPE
TE
NC
EA
ND
UN
DE
RST
AN
DIN
G A
SSE
SSM
EN
T
Car
olin
e W
inch
este
r an
d D
iann
e V
orde
rstr
asse
AB
STR
AC
T
One
of
the
high
est a
chie
vem
ents
for
teac
hers
is to
hav
e th
eir
stud
ents
bec
ome
lifel
ong
lear
ners
. The
pre
mis
e un
derl
ying
this
rese
arch
is th
at in
ord
er f
or s
tude
nts
to b
ecom
e lif
elon
g le
arne
rs, t
hey
need
to c
hang
e fr
om e
xtri
nsic
to in
trin
sic
mot
ivat
ion.
The
mor
e in
trin
sic
the
pupi
l in
a gi
ven
dom
ain,
the
high
er h
is o
r he
r pe
rcei
ved
com
pete
nce
in th
at d
omai
n. W
e al
so b
elie
veth
at p
aren
t inv
olve
men
t enh
ance
s st
uden
t per
form
ance
.
Tw
enty
-fou
r A
lgeb
ra I
I st
uden
ts f
rom
St.
Paul
Sch
ool a
nd te
n ch
emis
try
stud
ents
fro
m W
olba
ch w
ere
invo
lved
in th
e st
udy.
At t
he b
egin
ning
of
the
stud
y, s
tude
nts
wer
e gi
ven
a pe
rcei
ved
com
pete
ncy
test
that
con
sist
ed o
f tw
o fo
rms,
an
open
-end
ed f
ill-
in-t
he-b
lank
test
and
a s
truc
ture
d-al
tern
ativ
e fo
rmat
that
for
ced
the
stud
ent t
o m
ake
a ch
oice
. A p
aren
tal s
urve
y ab
out
asse
ssm
ent w
as m
aile
d to
the
pare
nts.
A b
lind
stud
y w
as c
ondu
cted
. Stu
dent
s dr
ew n
umbe
rs to
iden
tify
them
selv
es a
nd th
eir
pare
nts
duri
ng th
e st
udy.
In th
e ch
emis
try
clas
s, s
toic
hiom
etry
invo
lvin
g nu
mer
ical
rel
atio
nshi
ps in
che
mic
al r
eact
ions
was
the
focu
s of
the
unit.
Stud
ents
stu
died
sev
eral
rea
ctio
ns a
nd h
ad to
pre
dict
the
prod
uct.
An
inte
rvie
w p
roce
ss w
ith th
e te
ache
r w
as u
sed
to o
bser
vest
uden
ts s
olvi
ng p
robl
ems.
In
the
Alg
ebra
II
clas
s, b
oth
the
met
hods
of
inst
ruct
ion
and
asse
ssm
ent w
ere
chan
ged.
The
obje
ctiv
es w
ere
to in
vest
igat
e di
ffer
ent a
lgeb
raic
rel
atio
nshi
ps, a
pply
them
and
rep
ort f
indi
ngs.
The
uni
t inv
olve
d ha
nds-
onac
tiviti
es to
col
lect
dat
a, c
oope
rativ
e le
arni
ng, a
nd th
e us
e of
gra
phin
g ca
lcul
ator
s. F
ollo
win
g th
e un
its in
bot
h ch
emis
try
and
Alg
ebra
H, s
tude
nts
wer
e gi
ven
the
perc
eive
d co
mpe
tenc
y te
st a
gain
. A p
ortf
olio
that
con
tain
ed s
elec
tions
fro
m th
e st
uden
t'sw
ork
was
sen
t hom
e w
ith a
noth
er p
aren
tal s
urve
y. T
he p
ortf
olio
wor
k in
clud
ed r
epor
ts o
f ex
peri
men
ts, p
roje
cts,
wri
ting
assi
gnm
ents
, hom
ewor
k an
d te
sts.
Eac
h st
uden
t was
exp
ecte
d to
sha
re th
e po
rtfo
lio w
ith th
e pa
rent
s an
d th
en h
ave
the
pare
nts
com
plet
e th
e su
rvey
.
Whi
le th
ere
was
onl
y a
slig
ht c
hang
e in
the
stud
ents
' per
ceiv
ed c
ompe
tenc
e, th
ere
was
a g
reat
er c
hang
e in
stu
dent
perf
orm
ance
. In
the
chem
istr
y cl
ass,
80%
of
the
clas
s sc
ored
gre
ater
than
86%
on
the
unit
test
. The
alg
ebra
stu
dent
s w
ere
doin
g m
ore
hom
ewor
k an
d sh
owed
mor
e en
thus
iasm
and
tole
ranc
e fo
r ot
her
abili
ty le
vels
. Par
enta
l sur
veys
indi
cate
d pa
rent
sw
ere
mor
e aw
are
of d
iffe
rent
way
s to
ass
ess
stud
ents
and
that
que
stio
ning
, as
a fo
rm o
f as
sess
men
t, w
as h
eld
in h
ighe
r re
gard
.M
ore
pare
nts
belie
ved
self
-ass
essm
ent a
nd p
ortf
olio
s w
ere
impo
rtan
t and
that
por
tfol
ios
shou
ld b
e us
ed in
par
ent-
teac
her
conf
eren
ces.
-114
4611
5
EX
HIB
ITS
- R
epor
t 16
A. P
aren
tal S
urve
y fo
r A
sses
smen
t Aw
aren
ess
- C
ombi
ned
from
Tw
o Si
tes
Che
ck e
ach
of th
e fo
llow
ing
that
you
fee
l app
ly.
1. M
y de
fini
tion
of a
sses
smen
t in
educ
atio
n is
:pr
epo
st5
1
1216
10
00
83
1011
2. M
y de
fini
tion
of e
valu
atio
n in
pre
post
66
1213
33
66
913
3.D
efin
e ru
bric
in e
duca
tion.
Pre
post
00
02
33
99
813
grad
ew
here
stu
dent
is a
nd w
here
stu
dent
is h
eadi
ngcl
ass
rank
GPA
teac
her's
idea
of
wha
t the
stu
dent
kno
ws
whe
re s
tude
nt is
pre
sent
ly a
nd w
here
they
sho
uld
beed
ucat
ion
is:
grad
ew
here
stu
dent
is a
nd w
here
stu
dent
is h
eadi
ngcl
ass
rank
teac
her's
idea
of
wha
t the
stu
dent
kno
ws
whe
re s
tude
nt is
pre
sent
ly a
nd w
here
they
sho
uld
be
maz
em
atri
xre
d he
adin
g in
a b
ook
esta
blis
hed
rule
or
cust
oma
set o
f sc
orin
g gu
idel
ines
4. H
ow w
ould
you
rat
e th
e im
port
ance
of
stud
ent s
elf-
asse
ssm
ent?
pre
post
1315
is im
port
ant
99
may
or
may
not
be
used
00
shou
ld n
ever
be
used
5. R
ank
the
impo
rtan
ce o
f ea
ch o
f th
e fo
llow
ing
met
hods
of
asse
ssm
ent.
Use
the
num
bers
1 th
roug
h 6,
with
6 b
eing
mos
t im
port
ant a
nd 1
bei
ng th
ele
ast i
mpo
rtan
t.
how
stu
dent
wor
ks w
ith o
ther
stu
dent
sno
tebo
oks
obse
rvat
ion
ques
tioni
ng
pre
post
pre
post
4.68
3.99
hom
ewor
k,3.
714.
285.
725.
50te
st g
rade
s/qu
izze
s3.
403.
675.
184.
99la
bs/a
ctiv
ities
4.34
4.34
4.60
5.36
clas
s pa
rtic
ipat
ion
3.68
4.47
4.27
4.14
proj
ects
116
47
ASS
ESS
ME
NT
IN
AC
TIO
N
117
CO
NN
EC
TIO
NS
BE
TW
EE
N P
ER
CE
IVE
D C
OM
PET
EN
CE
AN
D U
ND
ER
STA
ND
ING
ASS
ESS
ME
NT
EX
HIB
ITS
- R
epor
t 16
B. P
aren
tal S
urve
y fo
r A
sses
smen
t Aw
aren
ess,
Con
tinue
d6.
Wha
t doe
s yo
ur s
tude
nt s
hare
with
you
? R
ank
the
occu
rren
ce o
f ea
ch o
f th
e fo
llow
ing.
Use
the
num
bers
1 th
roug
h 6,
with
6 b
eing
fre
quen
tly a
nd 1
bei
ng s
eldo
m.
prob
lem
s th
ey a
re h
avin
gsu
cces
ses
low
gra
des
high
gra
des
leve
l of
unde
rsta
ndin
gcl
asse
ste
st d
ays/
proj
ects
due
whe
n th
ey h
ave
hom
ewor
k7.
Hav
e yo
u he
ard
the
term
"al
tern
ativ
e as
sess
men
t"?
pre
post
12
yes
1923
no8.
If y
ou a
nsw
ered
yes
to #
7, w
hat i
s yo
ur p
erce
ptio
n of
alte
rnat
ive
asse
ssm
ent?
Sam
ple
com
men
ts: "
A d
iffe
rent
way
of
dete
rmin
ing
a st
uden
t's p
rogr
ess
in s
choo
l." "
Som
ethi
ng b
eyon
d ju
st te
st s
core
s."
"Usi
ng o
ther
way
s th
an te
sts
to a
sses
s ki
ds a
nd th
eir
wor
k."
"Not
rel
ying
on
trad
ition
al m
etho
ds o
f gr
adin
g."
9.C
heck
whi
ch o
f th
e fo
llow
ing
you
feel
are
invo
lved
in a
ltern
ativ
e as
sess
men
t:
pre
post
3.53
3.58
4.45
4.39
3.16
3.45
4.38
4.19
3.42
3.55
2.89
3.03
3.63
3.35
3.88
3.07
pre
post
910
mul
tiple
cho
ice
test
s13
9ru
bric
s7
10sk
ill te
sts
811
wor
k pr
oble
ms
94
note
book
s5
10po
rtfo
lios
913
obse
rvat
ions
1012
perf
orm
ance
task
s8
4op
en-e
nded
que
stio
ns10
13gr
oup
inve
stig
atio
ns/p
robl
ems
1616
clas
s pa
rtic
ipat
ion
1013
self
-ass
essm
ent
10. D
id th
e po
rtfo
lio h
elp
you
unde
rsta
nd m
ore
clea
rly
your
son
/dau
ghte
r'spr
ogre
ss in
che
mis
try/
alge
bra?
20ye
s1
no
119
48
- R
EPO
RT
17
AL
TE
RN
AT
IVE
ASS
ESS
ME
NT
FO
R A
GE
OM
ET
RY
BE
NC
HM
AR
K
Jack
ie T
hom
as a
nd D
onna
Tro
ut
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
Thi
s pr
ojec
t end
eavo
red
to c
reat
e a
geom
etry
ass
essm
ent t
hat m
ore
accu
rate
ly r
efle
cts
stud
ent u
nder
stan
ding
of
the
geom
etri
cco
ncep
ts id
entif
ied
in th
e O
mah
a In
stru
ctio
nal P
roce
ss o
utco
mes
.T
here
app
eare
d to
be
a di
scre
panc
y be
twee
n th
epe
rfor
man
ce o
n th
e st
anda
rd d
istr
ict b
ench
mar
k te
st a
nd th
e un
ders
tand
ing
of c
once
pts
obse
rved
by
the
teac
her
in th
ecl
assr
oom
at B
ryan
Hig
h Sc
hool
. We
belie
ve th
at a
sta
ndar
d m
ultip
le c
hoic
e te
st is
not
the
mos
t eff
ectiv
e w
ay to
eva
luat
e a
stud
ent's
und
erst
andi
ng o
f ge
omet
ric
conc
epts
, so
our
new
ly c
reat
ed b
ench
mar
k in
corp
orat
es a
ltern
ativ
e ty
pes
of a
sses
smen
ts.
Phas
e I
of th
is r
esea
rch
atte
mpt
ed to
com
pare
res
ults
on
the
exis
ting
"Old
Ben
chm
ark"
test
to th
e re
sults
on
the
"New
Ben
chm
ark"
test
cre
ated
for
this
stu
dy. T
he O
ld B
ench
mar
k co
nsis
ted
of 4
8 m
ultip
le c
hoic
e qu
estio
ns m
ost o
f w
hich
test
edsi
mpl
e re
call
or g
ave
the
stud
ent a
for
mul
a an
d ex
plan
atio
n of
unk
now
ns to
sol
ve a
pro
blem
. The
New
Ben
chm
ark
cons
iste
dof
30
mul
tiple
cho
ice
ques
tions
that
req
uire
d m
ore
prob
lem
sol
ving
ski
lls a
nd s
ix ta
sks
to c
ompl
ete.
Fiv
e of
the
mul
tiple
choi
ce q
uest
ions
and
one
task
eac
h w
ere
corr
elat
ed to
one
of
the
six
skill
out
com
es id
entif
ied
in th
e O
mah
a In
stru
ctio
nal
Proc
ess.
A p
age
of f
orm
ulas
with
no
expl
anat
ion
acco
mpa
nied
the
New
Ben
chm
ark.
Bot
h te
sts
wer
e ad
min
iste
red
to f
our
clas
ses
of g
eom
etry
stu
dent
s at
the
end
of th
e ge
omet
ry c
ours
e. A
com
pari
son
betw
een
scor
es o
n th
e m
ultip
le c
hoic
e qu
estio
nsof
the
two
test
s sh
owed
that
stu
dent
s w
ho e
arne
d an
"A
" or
"B
" in
the
clas
s te
nded
to s
core
bet
ter
on th
e ne
w m
ultip
le c
hoic
equ
estio
ns w
here
mor
e pr
oble
m s
olvi
ng s
kills
wer
e ne
cess
ary.
Stu
dent
s w
ho e
arne
d a
"D"
or "
F" in
the
clas
s te
nded
to s
core
bette
r on
the
old
mul
tiple
cho
ice
ques
tions
whi
ch te
nded
to b
e m
ore
sim
ple
reca
ll an
d al
low
ed m
ore
gues
sing
. Stu
dent
s w
hoea
rned
a "
C"
in th
e co
urse
sho
wed
no
sign
ific
ant p
refe
renc
e. A
sho
rtag
e of
tim
e fo
r th
e ta
sks
affe
cted
the
phas
e I
data
.
In P
hase
II
of th
e re
sear
ch, a
sin
gle
task
and
the
five
mul
tiple
cho
ice
ques
tions
per
tain
ing
to th
e sa
me
outc
ome
wer
ead
min
iste
red
to f
ive
geom
etry
cla
sses
at t
he e
nd o
f a
unit.
The
se c
lass
es w
ere
diff
eren
t cla
sses
than
in P
hase
I, b
ut ta
ught
by
the
sam
e th
ree
teac
hers
. Inf
orm
atio
n w
as c
olle
cted
on
the
num
ber
of s
tude
nts
who
pas
sed
1) th
e m
ultip
le c
hoic
e po
rtio
n on
ly,
2) th
e ta
sk p
ortio
n on
ly, o
r 3)
bot
h th
e m
ultip
le c
hoic
e an
d th
e ta
sk p
ortio
ns. T
he r
esul
ts in
dica
ted
that
alth
ough
som
e st
uden
tsco
uld
pass
eith
er f
orm
at, a
sig
nifi
cant
num
ber
of s
tude
nts
pass
ed o
nly
one
port
ion
or th
e ot
her
indi
catin
g a
need
for
alte
rnat
ive
form
s of
ass
essm
ent t
o m
easu
re s
tude
nt le
arni
ng. I
n or
der
to c
ompl
ete
the
stud
y, th
e re
mai
ning
fiv
e ta
sks
and
corr
elat
edm
ultip
le c
hoic
e qu
estio
ns w
ill b
e ad
min
iste
red
to th
ese
clas
ses
as th
e ou
tcom
es a
re c
over
ed.
The
Om
aha
Publ
ic S
choo
ls m
ath
supe
rvis
or a
gree
s th
at a
ben
chm
ark
with
a v
arie
d fo
rmat
is s
uper
ior
to a
str
ictly
mul
tiple
choi
ce te
st. W
e w
ill r
efin
e th
e te
st a
fter
com
plet
ing
the
pilo
t, cr
eate
a r
ecor
ding
met
hod
for
the
dist
rict
, ins
ervi
ce a
ll di
stri
ctge
omet
ry te
ache
rs in
sco
ring
task
s us
ing
sugg
este
d ru
bric
s an
d im
plem
ent t
he N
ew G
eom
etry
Ben
chm
ark
for
1995
-199
6.
120
4912
1
AL
TE
RN
AT
IVE
ASS
ESS
ME
NT
FO
R A
GE
OM
ET
RY
BE
NC
HM
AR
K
EX
HIB
ITS
- R
epor
t 17
A. N
ew G
eom
etry
Ben
chm
arkT
ask
V
A n
ew ti
le f
loor
is to
be
laid
in th
e ca
fete
ria.
Thr
ee g
eom
etry
stu
dent
s ha
ve s
ubm
itted
des
igns
for
the
new
tile
; the
y ar
e sh
own
belo
w. C
hoos
e on
e an
d an
swer
the
follo
win
g qu
estio
ns.
1)Id
entif
y th
e re
gula
r po
lygo
n th
at s
erve
d as
a b
asis
for
the
tile.
2) W
hat t
rans
form
atio
n/s
will
allo
w th
e fi
gure
to te
ssel
late
the
plan
e?3)
Dem
onst
rate
the
tess
ella
tion
by ti
ling
the
area
giv
en o
n th
e an
swer
she
et.
I ha
ve c
hose
n til
e 1,
2, 3
(C
ircl
e ch
oice
.)B
ase
poly
gon?
Typ
e of
tran
sfor
mat
ion?
Tes
sella
tions
Ass
essm
ent C
rite
ria
Iden
tific
atio
n of
Cha
ract
eris
tics
3 2 1 0
Has
cor
rect
ly id
entif
ied
the
type
of
poly
gon
and
tran
sfor
mat
ion
invo
lved
.R
elev
ant i
nfor
mat
ion
was
giv
en f
or b
oth
poly
gon
and
tran
sfor
mat
ion
but
not t
otal
ly a
ccur
ate
Bot
h an
swer
s at
tem
pted
but
rel
evan
t inf
orm
atio
n is
giv
en f
or o
nly
one
No
rele
vant
info
rmat
ion
give
n fo
r ei
ther
the
poly
gon
or tr
ansf
orm
atio
n
Und
erst
andi
ng C
once
pts
3H
as d
emon
stra
ted
corr
ect u
se o
f tr
ansf
orm
atio
ns to
cre
ate
a te
ssel
latio
n2
Show
ed e
vide
nce
of u
nder
stan
ding
the
tess
ella
tion,
but
an
erro
r ex
ists
or
not e
noug
h do
ne to
be
sure
of
unde
rsta
ndin
g.1
An
atte
mpt
has
bee
n m
ade
but m
ajor
err
ors
exis
t0
Lac
k of
und
erst
andi
ng o
f tr
ansf
orm
atio
ns is
evi
dent
Skill
3H
as n
eatly
tess
ella
ted
the
entir
e pl
ane;
no
gaps
or
over
laps
2H
as p
artia
lly ti
led
the
plan
e; g
aps
or o
verl
aps
are
appa
rent
1A
n at
tem
pt h
as b
een
mad
e bu
t maj
or e
rror
s ex
ist
0B
lank
or
no r
elev
ant w
ork
122
5012
3:-
EX
HIB
ITS
- R
epor
t 17
A. N
ew G
eom
etry
Ben
chm
arkT
ask
V C
ontin
uedM
ultip
le C
hoic
e O
IPI#
9
1.T
he U
.S. P
enta
gon
build
ing
in W
ashi
ngto
n, D
.C. h
as h
ow m
any
side
s?A
) 5
B)
6C
) 7
D)
8
2.In
par
alle
logr
am A
BC
D, i
f L
A h
as d
egre
e m
easu
re 6
2, w
hat i
s th
e de
gree
mea
sure
of
Z B
?A
) 11
8°B
) 28
°C
) 29
8°D
) 10
8°
3.H
ow m
any
diag
onal
s ca
n be
dra
wn
from
poi
nt P
in th
e fo
llow
ing
diag
ram
?A
) 8
B)
7C
) 6
D)
5
4.W
hat i
s th
e su
m o
f th
e in
teri
or a
ngle
s of
an
isos
cele
s tr
iang
le?
A)
180°
B)
360°
C)
270°
D)
90°
5.W
hich
of
the
follo
win
g is
not
a p
rope
rty
of f
igur
e K
ITE
at t
he r
ight
?A
) K
O =
TO
B)
IE is
a s
ymm
etry
line
for
KIT
EC
) m
ZK
IT =
m L
ICE
T
D)
m Z
KE
0 =
m /T
EO
ASS
ESS
ME
NT
IN
AC
TIO
N
124
125
51
TR
AD
ITIO
NA
L V
S A
LT
ER
NA
TIV
E T
EST
RE
SUL
TS
- R
EPO
RT
18
TR
AD
ITIO
NA
L V
S A
LT
ER
NA
TIV
E T
EST
RE
SUL
TS
Mar
y E
. Stiv
erso
n
AB
STR
AC
T
The
pur
pose
of
this
stu
dy w
as to
det
erm
ine
if th
e al
tern
ativ
e te
sts
that
acc
ompa
ny a
mat
h te
xtbo
ok c
orre
late
with
the
trad
ition
alte
sts
that
acc
ompa
ny th
e sa
me
text
book
and
if th
e al
tern
ativ
e te
sts
give
a tr
uer
mea
sure
of
obse
rved
stu
dent
pro
gres
s.
The
Om
aha
Publ
ic S
choo
ls a
dopt
ed a
new
mat
h te
xt f
or th
e el
emen
tary
sch
ools
in 1
994
(Add
ison
-Wes
ley
Mat
hem
atic
s, 1
991)
.W
hen
the
text
was
use
d in
the
clas
sroo
m, t
he s
tude
nts
show
ed in
tere
st in
the
curr
icul
um a
nd a
n un
ders
tand
ing
of th
e co
ncep
tsan
d al
gori
thm
s in
thei
r da
ily c
lass
wor
k. T
he C
alif
orni
a A
chie
vem
ent T
est s
core
s in
dica
ted
stud
ent m
aste
ry o
f th
e su
bjec
t.T
each
er o
bser
vatio
ns o
f cl
assr
oom
per
form
ance
als
o ra
ted
stud
ents
on
the
mas
tery
leve
l. H
owev
er, w
hen
test
ed u
sing
atr
aditi
onal
stu
dent
res
pons
e te
st, s
tude
nt s
core
s fe
ll sh
ort o
f th
e ex
pect
ed m
aste
ry (
80%
). O
ther
teac
hers
in th
e sc
hool
als
ovo
iced
con
cern
ove
r th
is o
ccur
ring
in th
eir
clas
ses.
A s
ixth
gra
de c
lass
(n=
15)
was
div
ided
into
two
grou
ps, a
nd b
oth
grou
ps w
ere
adm
inis
tere
d th
e st
anda
rd s
tude
nt r
espo
nse
test
and
the
alte
rnat
ive
test
pro
vide
d by
the
publ
ishe
r. T
o be
sur
e th
at th
e or
der
in w
hich
the
test
s w
ere
adm
inis
tere
d di
d no
t aff
ect
the
scor
es, t
he o
rder
in w
hich
eac
h gr
oup
com
plet
ed th
e te
sts
was
alte
rnat
ed. T
he a
ltern
ativ
e te
sts
wer
e co
mpl
eted
as
anin
terv
iew
pro
cess
, with
the
stud
ents
hav
ing
the
oppo
rtun
ity to
look
ove
r th
e te
st in
adv
ance
. A r
ubri
c w
as c
reat
ed to
rat
est
uden
t res
pons
es a
s m
aste
ry, s
atis
fact
ory,
nee
ds im
prov
emen
t, an
d un
satis
fact
ory.
The
sco
res
on th
e st
anda
rd te
sts
wer
e th
enpl
aced
in c
orre
spon
ding
cat
egor
ies:
80-
100
mas
tery
, 70-
79 s
atis
fact
ory,
60-
69 n
eeds
impr
ovem
ent,
0-59
uns
atis
fact
ory.
The
resu
lts w
ere
com
pare
d.
Whe
n co
mpa
ring
stu
dent
sco
res,
ther
e w
as a
cor
rela
tion
betw
een
the
stan
dard
and
alte
rnat
ive
test
sco
res
as a
gro
up. T
hem
ajor
ity o
f st
uden
ts s
core
d be
low
the
satis
fact
ory
leve
l on
both
test
s. I
ndiv
idua
l stu
dent
's s
core
s di
d no
t sho
w a
cor
rela
tion,
how
ever
, as
stud
ents
did
not
con
sist
ently
sco
re th
e sa
me
on b
oth
test
s or
sho
w a
pat
tern
of
bein
g m
ore
succ
essf
ul o
n an
ypa
rtic
ular
test
.It
was
inte
rest
ing
to s
ee th
at w
hen
stud
ents
wer
e as
ked
whi
ch te
st th
ey f
elt m
ore
accu
rate
ly m
easu
red
thei
run
ders
tand
ing,
they
cho
se th
e al
tern
ativ
e te
sts
beca
use
the
alte
rnat
ive
test
req
uire
d th
em to
thin
k ra
ther
than
just
rep
eat w
hat
had
been
taug
ht.
The
res
ults
of
this
stu
dy s
till l
eave
man
y qu
estio
ns a
bout
the
test
s un
answ
ered
: Why
are
stu
dent
s ab
le to
sho
w p
rogr
ess
inda
ily w
ork
and
still
do
so p
oorl
y on
test
s? A
re to
o m
any
conc
epts
pre
sent
ed a
s di
scre
te o
bjec
ts o
n th
e te
st?
Are
stu
dent
sre
adin
g in
stru
ctio
ns to
det
erm
ine
the
skill
bei
ng te
sted
? M
y ne
xt s
tep
will
be
to d
evel
op a
nd p
ilot a
test
that
atte
mpt
s to
test
stud
ents
' abi
lity
to c
ompu
te a
nd to
thin
k th
roug
h m
ath
conc
epts
.
126
5212
7
EX
HIB
ITS
- R
epor
t 18
A. C
orre
latio
n of
Sta
ndar
d an
d A
ltern
ativ
e T
ests
M S N U M S N U
I
UN
S
Stan
dard
Cha
pter
1
M
II e II UN
SM
Stan
dard
Cha
pter
3
128
U =
uns
atis
fact
ory
N =
nee
ds im
prov
emen
t
S =
sat
isfa
ctor
y
M =
mas
tery
53
M S N U M S N U
ie se e U
NS
Stan
dard
Cha
pter
2
Si
UN
SS
tand
ard
Cha
pter
4
M
ASS
ESS
ME
NT
IN
AC
TIO
N
129
TR
AD
ITIO
NA
L V
S A
LTE
RN
AT
IVE
TE
ST
RE
SU
LTS
EX
HIB
ITS
- R
epor
t 18
B. A
ltern
ativ
e T
est R
ubri
c
Mas
tery
Satis
fact
ory
Nee
ds I
mpr
ovem
ent
Uns
atis
fact
ory
Ans
wer
s al
l que
stio
nsco
mpl
etel
y, s
how
ing
orte
lling
mor
e th
an is
requ
ired
. Is
able
to g
ive
acl
ear
expl
anat
ion.
All
answ
ers
corr
ect.
Is a
ble
to a
nsw
er c
orre
ctly
or s
how
cor
rect
pro
cedu
re,
but i
s un
able
to e
xpla
incl
earl
y.
Som
e w
rong
or
inco
mpl
ete
answ
ers;
una
ble
to e
xpla
incl
earl
y.
Man
y w
rong
ans
wer
s;ex
plan
atio
ns u
ncle
ar o
r no
tgi
ven.
C. S
ampl
es o
f St
uden
t Com
men
ts
Whi
ch te
st d
o yo
u pr
efer
, alte
rnat
ive
or s
tand
ard?
The
test
that
sho
ws
your
kno
wle
dge
in m
ath
bette
r is
the
alte
rnat
ive.
I th
ink
this
bec
ause
you
don'
t jus
t wri
te it
dow
n. Y
ouha
ve to
exp
lain
you
r an
swer
in f
ront
of
som
ebod
y. A
lso,
you
do
have
to w
ork
out t
he p
robl
em. T
hat i
s w
hy I
thin
k th
eal
tern
ativ
e is
the
bette
r te
st.
The
sta
ndar
d te
st te
lls y
ou m
ore
beca
use
ther
e ar
e m
ore
prob
lem
s to
answ
er. T
hen
if y
ou a
re d
oing
som
ethi
ng w
rong
you
can
see
wha
t's w
rong
eas
ier.
So
then
you
can
teac
h it
over
to th
e pe
rson
.A
ltern
ativ
e be
caus
e it
is d
one
oral
ly a
nd it
doe
sn't
have
just
reg
ular
pro
blem
s. T
he q
uest
ions
are
n't h
ard
unle
ssyo
u di
dn't
pay
atte
ntio
n an
d do
you
r ho
mew
ork.
The
reg
ular
test
bec
ause
ther
e ar
e m
ore
ques
tions
on
the
test
.It
take
s lo
nger
to d
o an
d m
ore
peop
le u
nder
stan
d th
e re
gula
rte
st th
an th
e al
tern
ativ
e te
st.
I th
ink
the
stan
dard
test
was
. I th
ink
that
bec
ause
the
firs
t tim
e w
e ta
ke it
you
prob
ably
don
't kn
ow w
hat t
he a
nsw
ers
are.
As
you
go o
n th
roug
h th
e ch
apte
r, y
ou le
arn
wha
t the
pro
blem
s ar
e an
d ho
w to
sol
ve th
em.
Alte
rnat
ive
test
, bec
ause
it m
akes
you
thin
k a
little
har
der.
On
the
othe
r te
st it
is ju
st li
kea
revi
ew o
n w
hat w
e al
read
yle
arne
d. T
his
test
(al
tern
ativ
e) is
mor
e of
a c
halle
nge,
but
you
sho
uld
have
an id
ea w
hat i
s be
ing
aske
d. T
he a
ltern
ativ
e te
stca
n be
acc
ompl
ishe
d.It
just
req
uire
s a
little
mor
e th
inki
ng. E
very
one
mig
ht g
et th
e qu
estio
n ri
ght,
but e
xpla
in it
in a
diff
eren
t way
. A s
ixth
gra
der
shou
ld b
e gi
ven
a ha
rder
, mor
e di
ffic
ult t
hing
to th
ink
abou
t, be
caus
e it
will
prep
are
him
for
the
next
gra
de. I
t will
teac
h hi
m th
at it
will
get
har
der
and
you
have
to g
ive
a lit
tle th
ough
t to
your
answ
er. T
o ex
plai
n yo
urre
ason
for
wha
t you
thin
k an
d th
is w
ill p
repa
re h
im f
or d
ebat
e.I
thin
k th
e al
tern
ativ
e te
st is
the
bette
r in
dica
tor
beca
use
you
real
ly h
ave
to th
ink
and
keep
tryi
ng. O
n th
e st
anda
rd te
st, y
ougo
ove
r th
e sa
me
thin
gs y
ou a
lrea
dy le
arne
d.
130
54
131_
- R
EPO
RT
19T
EST
ING
FO
R A
LG
EB
RA
RE
AD
INE
SS
Vin
cent
Mor
ague
s
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
The
pur
pose
of
this
stu
dy w
as to
det
erm
ine
the
effe
ctiv
enes
s of
our
test
s as
a s
elec
tion
proc
ess
for
our
acce
lera
ted
mat
hem
atic
spr
ogra
ms
begi
nnin
g in
sev
enth
gra
de. O
ne te
st is
a s
urve
y m
arke
d by
the
teac
her
indi
catin
g st
uden
t mas
tery
of
spec
ific
mat
hsk
ills.
The
oth
er te
st is
cal
led
our
prog
nosi
s te
st.
I ad
dres
sed
the
follo
win
g qu
estio
ns:
1. H
ow d
o th
e tw
o te
st s
core
s co
rrel
ate
with
mat
hem
atic
s gr
ades
?2.
How
did
the
two
test
sco
res
corr
elat
e w
ith s
ixth
gra
de S
.A.T
. sco
res?
3. W
hat a
re th
e pe
rcen
tage
s of
mal
es a
nd f
emal
es e
lect
ing
to ta
ke th
e te
sts
and
scor
ing
high
eno
ugh
to b
e se
lect
ed f
or th
eac
cele
rate
d m
athe
mat
ics
prog
ram
?4.
How
do
stud
ent s
core
s di
ffer
by
the
elem
enta
ry s
choo
l tha
t the
y at
tend
ed?
5.C
an s
teps
be
take
n to
mak
e th
e te
stin
g pr
oces
s m
ore
fair
?6.
Wha
t pro
cedu
res
do n
eigh
bori
ng s
choo
l dis
tric
ts u
se to
iden
tify
stud
ents
for
acc
eler
atio
n in
mat
hem
atic
s?
To
answ
er th
ese
ques
tions
, the
nee
ded
data
wer
e co
mpi
led
in s
prea
dshe
ets.
The
dat
a w
ere
grap
hed
in a
var
iety
of
way
s to
com
pare
the
vari
able
s. A
sur
vey
of s
urro
undi
ng s
choo
l dis
tric
ts w
as c
ondu
cted
to e
xplo
re th
eir
proc
edur
es f
or s
elec
ting
stud
ents
for
acc
eler
ated
mat
hem
atic
s pr
ogra
ms.
Aft
er e
xam
inin
g th
e da
ta, i
t app
ears
that
the
two
penc
il an
d pa
per
test
s ou
r di
stri
ct u
ses
do c
orre
late
with
mat
hem
atic
s gr
ades
.T
he tw
o te
sts
also
app
ear
to c
orre
late
with
S.A
.T. s
core
s. S
ome
gend
er e
quity
que
stio
ns h
ave
aris
en a
nd a
re s
een
mor
e cl
earl
yno
w. T
he p
erce
nt o
f te
sted
mal
es a
nd f
emal
es b
eing
pla
ced
in th
e ac
cele
rate
d cl
asse
s ar
e no
t equ
ival
ent.
Som
e di
ffer
ence
sin
scor
ing
by s
tude
nts
from
dif
fere
nt e
lem
enta
ry b
uild
ings
wer
e ob
serv
ed a
nd h
eadw
ay s
eem
s to
hav
e be
en m
ade
to m
ake
the
resu
lts m
ore
unif
orm
acr
oss
the
scho
ol d
istr
ict.
Furt
her
rese
arch
nee
ds to
be
done
to f
ind
a va
riet
y of
pla
cem
ent o
ptio
ns.
132
55
133
TE
STIN
G F
OR
AL
GE
BR
A R
EA
DIN
ESS
EX
HIB
ITS
- R
epor
t 19
A. P
erce
nt o
f St
uden
ts T
este
d an
d Se
lect
ed
Cla
ss o
f 19
99 (
this
ear's
8th
gra
ders
)Fe
mal
esM
ales
Tot
alT
este
d81
/171
(47
.4%
)86
/178
(48
.3%
)16
7/34
9 (4
7.9%
)Pr
e-A
lgeb
ra P
lace
men
t29
/81
(35.
8%)
40/8
6 (4
6.4%
)69
/167
(41
.3%
)C
hang
es4
adde
d, 1
out
5 ad
ded,
1 o
ut
Cla
ss o
f 20
00 (
this
ear's
7th
gra
ders Fe
mal
esM
ales
Tot
alT
este
d79
/183
(43.
2%)
98/2
04(4
8.0%
)17
7/38
7 (4
5.7%
)Pr
e-A
lgeb
ra P
lace
men
t19
/79
(24.
1%)
38/9
8 (3
8.8%
)57
/177
(32
.2%
)C
hang
es1
out
5 ad
ded
Cla
ss o
f 20
01 n
ext e
ar's
7th
gra
ders Fe
mal
esM
ales
Tot
alT
este
d91
/163
(55
.8%
)89
/180
(49
.4%
)18
0/34
3 (5
2.5%
)Pr
e-A
lgeb
ra P
lace
men
t21
/91
(23.
1%)
35/8
9 (3
9.3%
)56
/180
(31
.1%
)C
hang
esun
know
nun
know
n
134
56
135
EX
HIB
ITS
- R
epor
t 19
B. C
orre
latio
n B
etw
een
Tw
o Pl
acem
ent T
ests
: Pro
gnos
is T
est S
core
s an
d Su
rvey
Tes
t Sco
res
Scat
ter
Plot
: Eac
h "x
" R
epre
sent
s an
Ind
ivid
ual's
Tw
o Sc
ores
P r 0 g n 0
100.
0%
90.0
%
80.0
%
70.0
%
60.0
%
50.0
%
40.0
%
30.0
%
20.0
%x
x
10.0
%
0.0%
x x x x
Cla
ss o
f 20
01
X X
x
136
50.0
%
Surv
ey
57
100.
0%
ASS
ESS
ME
NT
IN
AC
TIO
N
137
NE
CE
SSA
RY
CO
MPO
NE
NT
S O
F A
RU
BR
IC
- R
EPO
RT
20
NE
CE
SSA
RY
CO
MPO
NE
NT
S O
F A
RU
BR
IC
Aud
rey
Bac
on
AB
STR
AC
T
Thi
s re
sear
ch e
xam
ined
the
com
pone
nts
need
ed in
a r
ubri
c fo
r al
tern
ativ
e as
sess
men
ts. T
he g
oal
was
to u
se r
ubri
cs to
enh
ance
stud
ent p
erce
ptio
ns o
f te
ache
r ex
pect
atio
ns. D
iffe
rent
com
pone
nts
and
type
s of
rub
rics
wer
e us
ed w
ith a
ltern
ativ
e as
sess
men
tsth
at in
clud
ed p
roje
ct e
valu
atio
ns, i
nter
view
s, v
ideo
s, a
nd s
elf-
asse
ssm
ents
. Rub
rics
wer
e al
so u
sed
in c
oope
rativ
e le
arni
ng,
beha
vior
mod
ific
atio
n an
d en
d-of
-yea
r su
rvey
s.
Seve
nty-
seve
n st
uden
ts in
cla
sses
ran
ging
fro
m s
even
th g
rade
mat
hem
atic
s, p
re-a
lgeb
ra, f
resh
man
alg
ebra
, geo
met
ry, a
ndad
vanc
ed a
lgeb
ra, t
o pr
ecal
culu
s w
ere
invo
lved
in th
e cr
eatio
n of
som
e of
thes
e ru
bric
s an
d as
sess
men
t by
them
.
The
res
ults
sho
wed
that
stu
dent
per
sona
l pre
fere
nce
play
ed a
maj
or r
ole
in d
evel
opin
g ru
bric
s, b
ut u
sabl
e sc
orin
g m
etho
ds,
rele
vant
cri
teri
a, a
ppro
pria
te w
ordi
ng, a
nd s
tude
nt in
put w
ere
nece
ssar
y co
mpo
nent
s fo
r ef
fect
ive
rubr
ics.
One
of
my
firs
tru
bric
s as
sess
ed a
toot
hpic
k br
idge
-bui
ldin
g ac
tivity
.I
used
a te
ache
r ob
serv
atio
n ch
eckl
ist t
o no
te o
ccur
renc
e of
dif
fere
ntw
ork
habi
t beh
avio
rs (
i.e.,
"wor
ks n
eatly
, get
s w
ork
in o
n tim
e")
to m
easu
re f
lexi
bilit
y, a
nd to
mea
sure
per
seve
ranc
e.A
lthou
gh th
is c
heck
list t
old
me
little
, it d
id g
ive
me
mor
e in
sigh
t int
o a
few
stu
dent
s. A
noth
er a
ctiv
ity in
volv
ed e
xcha
ngin
gvi
deot
apes
with
a n
eigh
bori
ng s
choo
l. T
he ta
pes
had
stud
ent-
crea
ted
mat
h pr
oble
ms
desi
gned
to s
tum
p st
uden
ts a
t the
oth
ersc
hool
. I u
sed
a te
n po
int r
ubri
c bu
t fou
nd th
at te
n po
ints
cre
ated
too
man
y de
cisi
ons
for
me.
I e
valu
ated
the
orga
niza
tion
ofth
e st
uden
t gro
up, t
he o
rigi
nalit
y of
the
prob
lem
, the
vid
eo s
crip
t, th
e pr
esen
tatio
n, a
nd th
e st
uden
t coo
pera
tion/
liste
ning
.W
hen
the
geom
etry
stu
dent
s co
nstr
ucte
d so
lids,
the
rubr
ic w
as b
ased
on
accu
racy
of
volu
me
mea
sure
men
t for
com
pari
ng th
eva
riou
s so
lids.
Aft
er s
tude
nts
wor
ked
on a
gro
up q
uiz,
I in
terv
iew
ed th
em o
n ho
w to
sol
ve a
par
ticul
ar p
robl
em. I
n m
ypr
ecal
culu
s cl
ass,
the
stud
ents
wer
e gi
ven
one
colle
ctiv
e gr
ade
for
wor
king
toge
ther
to s
olve
a s
et o
f pr
oble
ms.
I th
enin
terv
iew
ed e
ach
one
indi
vidu
ally
for
a s
econ
d gr
ade.
The
sco
ring
rub
ric
for
the
grou
p ac
tivity
foc
used
on
the
com
plet
enes
san
d cl
arity
of
the
repo
rt, e
xplo
ratio
n of
per
tinen
t asp
ects
of
the
prob
lem
, sup
port
ing
argu
men
ts, d
emon
stra
ted
unde
rsta
ndin
g of
the
mat
hem
atic
al id
eas
and
proc
esse
s, g
oing
bey
ond
requ
irem
ents
of
the
prob
lem
, and
gro
up p
artic
ipat
ion.
One
of
the
chal
leng
es o
f us
ing
rubr
ics
for
asse
ssm
ent a
nd e
valu
atio
n th
is y
ear
has
been
tran
slat
ing
wha
t I'v
e do
ne in
to a
num
ber
equi
vale
nt to
fit
into
our
sch
ool's
gra
ding
sys
tem
. Des
pite
this
cha
lleng
e, I
pla
n to
con
tinue
my
rese
arch
on
rubr
ics.
Iw
ould
like
to e
xpan
d w
hat I
've
done
this
pas
t yea
r by
dev
elop
ing
a ru
bric
-bas
ed e
valu
atio
n sy
stem
. All
wor
k w
ould
be
eval
uate
d by
rub
rics
so
that
stu
dent
s an
d pa
rent
s w
ould
hav
e m
ore
info
rmat
ion
than
just
a n
umbe
r gr
ade.
138
58
139
EX
HIB
ITS
- R
epor
t 20
A. S
tude
nt-C
reat
ed R
ubri
c fo
r St
uden
t-C
reat
ed G
ames
(pre
sent
atio
n of
gam
es a
lso
rate
d)
Age
Lev
els
4V
ery
appr
opri
ate
3So
mew
hat a
ppro
pria
te2
Slig
htly
app
ropr
iate
1N
ot a
ppro
pria
teE
duca
tiona
l Val
ue4
Ver
y ed
ucat
iona
l3
Som
ewha
t edu
catio
nal
2Sl
ight
ly e
duca
tiona
l1
Not
edu
catio
nal
Ent
erta
inm
ent V
alue
4E
xciti
ng3
Fun
2T
oler
able
1B
orin
gC
lari
ty o
f R
ules
4V
ery
unde
rsta
ndab
le3
Und
erst
anda
ble
2In
com
plet
e1
Con
fusi
ngC
reat
ivity
4T
otal
ly o
rigi
nal
3K
ind
of o
rigi
nal
2B
orro
wed
idea
s fr
om a
noth
er g
ame
1E
xact
cop
y of
ano
ther
gam
eQ
ualit
y4
Loo
ks g
reat
and
is d
urab
le3
Som
e im
perf
ectio
ns2
Mor
e im
perf
ectio
ns1
Flim
sy
140
59
ASS
ESS
ME
NT
IN
AC
TIO
N
141
NE
CE
SSA
RY
CO
MPO
NE
NT
S O
F A
RU
BR
IC
EX
HIB
ITS
- R
epor
t 20
B. S
tude
nt-C
reat
ed A
djec
tives
for
Rub
rics
4ex
celle
ntaw
esom
egr
eat
firs
t-ra
teex
trao
rdin
ary
outs
tand
ing
supe
rbw
onde
rful
supe
rte
rrif
icsu
peri
orop
timum
best
tops
top-
notc
hsp
lend
idbe
st
32
1
good
pass
able
med
iocr
epe
achy
resp
ecta
ble
aver
age*
clev
ersa
tisfa
ctor
yto
lera
ble
adeq
uate
ordi
nary
acce
ptab
leun
rem
arka
ble
fair
mun
dane
suff
icie
ntun
exce
p-tio
nabl
e
* N
ote
the
use
of "
aver
age"
by
the
stud
ents
to d
escr
ibe
poor
er w
ork.
142
60.
143
- R
EPO
RT
21
DO
TH
EY
RE
AL
LY
UN
DE
RST
AN
D F
RA
CT
ION
S?
John
Moo
n
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
Tra
ditio
nally
, I h
ave
test
ed m
y st
uden
ts' s
kills
in f
ract
iona
l num
bers
by
givi
ng th
em a
set
of
prob
lem
s th
at I
then
met
hodi
cally
chec
k, a
nsw
er b
y an
swer
. I h
ave
won
dere
d w
heth
er th
is w
as g
ivin
g m
e a
true
pic
ture
of
stud
ent p
rogr
ess
or s
kill
leve
l. I
neve
rfe
lt sa
tisfi
ed w
ith th
e re
sults
nor
with
stu
dent
ret
entio
n of
the
skill
s.
I de
cide
d to
try
alte
rnat
ive
asse
ssm
ent w
ith tw
o fr
actio
n sk
ills:
com
pari
ng f
ract
ions
and
cha
ngin
g be
twee
n m
ixed
num
bers
and
frac
tions
. I u
sed
less
ons
sugg
este
d in
"Se
eing
Fra
ctio
ns,"
dev
elop
ed b
y T
ER
C, a
s a
star
ting
poin
t. T
he c
once
pt o
f a
frac
tion
was
dev
elop
ed u
sing
dot
pap
er a
nd d
raw
ing
exam
ples
of
halv
es, f
ourt
hs, t
hird
s, e
tc. A
n im
port
ant c
once
pt I
wan
ted
to te
st f
orbo
th s
kills
was
fin
ding
equ
ival
ent f
ract
ions
. Thi
s co
ncep
t was
dev
elop
ed b
y ha
ving
the
stud
ents
dra
w a
dditi
onal
line
s on
dot
pape
r to
cha
nge
a fr
actio
n to
an
equi
vale
nt f
ract
ion.
Era
sing
line
s on
thei
r dr
awin
gs p
rove
d to
be
an e
ffec
tive
way
to c
hang
efr
actio
ns to
low
est t
erm
s.
To
asse
ss w
heth
er s
tude
nts
unde
rsto
od h
ow to
com
pare
fra
ctio
ns, I
gav
e th
e st
uden
ts a
pro
blem
that
invo
lved
dec
idin
g w
hich
of tw
o ba
seba
ll pl
ayer
s sh
ould
be
sele
cted
to b
e th
e ba
tter.
Stu
dent
s ba
sed
thei
r de
cisi
on o
n th
e nu
mbe
r of
hits
per
tim
es a
t bat
for
each
of
the
play
ers.
The
stu
dent
s w
ere
aske
d to
exp
lain
why
thei
r ch
oice
was
the
best
. The
stu
dent
s th
en d
rew
pic
ture
s,sh
owed
equ
ival
ent f
ract
ions
, and
wro
te a
bout
thei
r re
ason
ing.
As
I ch
ecke
d th
eir
wor
k, I
was
abl
e to
und
erst
and
bette
r th
eir
skill
leve
l.
A p
robl
em a
bout
piz
za p
rovi
ded
the
cont
ext f
or s
tude
nts
to s
how
wha
t the
y kn
ew a
bout
cha
ngin
g be
twee
n m
ixed
num
bers
and
frac
tions
whi
le s
ubtr
actin
g. T
he s
tude
nts
had
to d
ecid
e ho
w m
uch
pizz
a w
as le
ft o
ver
and
how
man
y sl
ices
wer
e le
ft. T
hey
had
to s
how
how
they
arr
ived
at t
heir
ans
wer
s. T
hey
drew
pic
ture
s to
rep
rese
nt th
e pi
zzas
, sha
ded
the
frac
tion
eate
n an
d ev
enco
unte
d th
e pa
rt le
ft o
ver.
The
ir e
xpla
natio
ns p
rovi
ded
insi
ght i
nto
thei
r th
inki
ng a
nd th
e m
isco
ncep
tions
that
they
had
deve
lope
d.
Thi
s pr
ojec
t gav
e m
e va
luab
le in
form
atio
n ab
out t
he s
kill
leve
l of
the
stud
ents
and
the
need
to e
valu
ate
stud
ents
with
mor
e th
ana
set o
f pr
oble
ms
and
corr
ect a
nsw
ers.
Our
sch
ool d
istr
ict i
s in
the
proc
ess
of d
evel
opin
g a
set o
f es
sent
ial s
kills
for
stu
dent
san
d va
riou
s fo
rms
of a
sses
smen
t to
valid
ate
skill
atta
inm
ent.
I th
ink
this
pro
ject
has
hel
ped
me
to s
ee th
e im
pact
that
asse
ssm
ent s
houl
d ha
ve o
n in
stru
ctio
n an
d vi
ce v
ersa
.
144
6114
5
DO
TH
EY
RE
AL
LY
UN
DE
RST
AN
D F
RA
CT
ION
S?
EX
HIB
ITS
- R
epor
t 21
A. S
tude
nts
Pict
urin
g Fr
actio
ns
Bas
ebal
l coa
ches
eva
luat
e th
eir
play
ers
to d
ecid
e w
ho p
lays
. Coa
ch B
ob n
eeds
to s
elec
t the
bes
t pla
yer.
Joh
n ha
s hi
t tw
o ou
tof
fiv
e tim
es a
t bat
or
2/5
of th
e tim
e, w
hile
And
rew
has
hit
one
out o
f th
ree
times
at b
ator
1/3
of
the
time.
If
you
wer
e C
oach
Bob
, whi
ch o
ne w
ould
you
pla
y? E
xpla
in y
our
choi
ce.
II 1
r III
I
I 11-
I wou
ld p
lay
John
bec
ause
he
coul
d ha
ve h
it si
x ou
t of 1
5w
hile
And
y hi
t 5 o
ut o
f 15.
I wou
ld c
hoos
e Jo
hn, b
ecau
se if
you
mak
ea
frac
tion
show
ing
2/5
it is
wor
th m
ore
than
1/3
.I k
now
this
bec
ause
if tw
oeq
ual s
quar
es c
onsi
stin
g ea
ch o
f 15
smal
l squ
ares
(15
is a
mul
tiple
of 5
and
3 fr
om 2
/5 a
nd 1
/3),
2/5
of 1
5 is
6 a
nd1/
3 of
15
is 5
and
6 is
gre
ater
than
5.
146
6214
7
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 21
A. S
tude
nts
Pict
urin
g Fr
actio
ns C
ontin
ued
Tod
ay o
ur c
lass
is o
rder
ing
pizz
a. W
e or
dere
d 5
med
ium
piz
zas,
but
ate
onl
y 3
1/2
pizz
as. H
ow m
any
pizz
as d
id w
e ha
ve le
ft?
How
man
y sl
ices
? E
xpla
in y
our
answ
er w
ith d
raw
ings
and
num
bers
.
Med
ium
Piz
za1
1/2
pizz
as =
9 s
lices
Sha
ded
in p
art i
s w
hat t
hey
ate.
If th
ey h
ad fi
ve p
izza
s an
d at
e 3
1/2,
they
wou
ld h
ave
one
full
pizz
a(3
1/2
+ 1
= 4
1/2
) an
d th
en th
ey w
ould
als
o ha
ve o
ne h
alf (
4 1/
2 +
1/2
= 5
).
Nex
t wee
k yo
ur b
est f
rien
d ha
s a
pizz
a pa
rty.
The
y or
der
7 la
rge
pizz
as a
nd e
at 4
3/8
piz
zas.
How
man
y pi
zzas
did
they
hav
ele
ft?
How
man
y sl
ices
? E
xpla
in y
our
answ
er.
148
2 5/
8 pi
zzas
left
= 2
1sl
ices
If th
ey a
te 4
3/8
, the
y w
ould
hav
e 2
full
pizz
as le
ft (
4 3/
8 +
2 =
6 3
/8)
and
they
wou
ld a
lso
have
5/8
left
(6 3
/8 +
5/8
= 7
).
6314
9
TH
E S
CH
OO
L I
MPR
OV
EM
EN
T P
RO
CE
SS
RE
POR
T 2
2T
HE
SC
HO
OL
IM
PRO
VE
ME
NT
PR
OC
ESS
Gai
l Sea
rs
AB
STR
AC
T
Scho
ol im
prov
emen
t is
a pr
oces
s th
at ta
kes
colla
bora
tion
of s
tude
nts,
teac
hers
, adm
inis
trat
ion,
and
the
com
mun
ity. I
t is
are
sear
ch b
ased
pro
cedu
re s
ynth
esiz
ing
find
ings
abo
ut e
ffec
tive
teac
hing
and
inst
ruct
ion,
edu
catio
nal l
eade
rshi
p, c
urri
culu
m a
ndas
sess
men
t. In
our
sch
ool d
istr
ict,
the
proc
ess
bega
n w
ith a
ste
erin
g co
mm
ittee
con
sist
ing
of tw
o pr
inci
pals
, a c
ouns
elor
, aco
mm
unity
mem
ber,
sev
eral
teac
hers
and
a s
peci
al e
duca
tion
coor
dina
tor.
The
fir
st y
ear
was
spe
nt g
athe
ring
dat
a to
dis
cove
rar
eas
need
ing
impr
ovem
ent.
Thi
s da
ta in
clud
ed s
choo
l clim
ate
surv
eys,
stu
dent
pro
file
s, te
st s
core
s an
d a
com
mun
itysa
tisfa
ctio
n su
rvey
. The
ste
erin
g co
mm
ittee
then
sel
ecte
d fi
ve a
reas
for
impr
ovem
ent:
inst
ruct
ion,
cri
tical
thin
king
ski
lls,
stud
ent b
ehav
ior,
stu
dent
sel
f-es
teem
, and
ass
essm
ent.
I be
cam
e th
e ch
air
of th
e in
stru
ctio
n co
mm
ittee
whi
ch la
bore
d th
roug
h a
pack
et o
f da
ta p
repa
red
by th
e st
eeri
ng c
omm
ittee
befo
re s
elec
ting
the
targ
et g
oal.
The
gro
up h
ad p
erso
nal c
once
rns
incl
udin
g th
e im
prov
emen
t of
tech
nolo
gy in
the
clas
sroo
m,
but w
ere
rem
inde
d by
the
stee
ring
com
mitt
ee to
add
ress
the
wea
kest
are
as r
efle
cted
by
the
test
sco
res.
Our
com
mitt
ee's
goa
lbe
cam
e th
e im
prov
emen
t of
wri
tten
com
mun
icat
ion
acro
ss th
e cu
rric
ulum
, and
our
fir
st jo
b w
as to
col
lect
dat
a to
see
if w
ritin
gac
tual
ly d
id n
eed
impr
ovin
g. O
ur s
choo
l dis
tric
t had
wri
ting
sam
ples
gat
here
d by
the
spec
ial e
duca
tion
coor
dina
tor
who
was
anal
yzin
g th
e re
sults
for
a c
lass
ass
ignm
ent.
How
cou
ld w
e as
sess
how
wel
l our
sch
ool w
as d
oing
with
wri
tten
com
mun
icat
ion?
We
did
not h
ave
an a
sses
smen
t too
l. W
e de
cide
d to
inte
rvie
w s
taff
, par
ents
and
hig
h sc
hool
gra
duat
es. T
hesu
rvey
did
sho
w th
at p
aren
ts th
ough
t mor
e w
ritte
n an
d or
al r
epor
ts a
nd m
ore
crea
tive
wri
ting
wer
e ne
eded
. Par
ents
and
teac
hers
bot
h ag
reed
mec
hani
cs n
eede
d to
be
a fo
cus.
The
con
cern
s of
the
rece
nt h
igh
scho
ol g
radu
ates
als
o in
dica
ted
a ne
edfo
r m
ore
oral
and
wri
tten
gram
mar
ski
lls.
We
deve
lope
d a
plan
. We
used
a s
taff
sur
vey
to a
sses
s w
hat e
ach
teac
her
was
doi
ng to
teac
h w
ritin
g. T
he s
urve
ys s
how
edlit
tle c
ontin
uity
and
few
sys
tem
atic
app
roac
hes
to w
ritin
g in
stru
ctio
n, b
ut th
ere
wer
e va
riou
s te
chni
ques
bei
ng u
sed.
The
seco
nd s
tep
was
to p
rovi
de o
utsi
de w
ritin
g op
port
uniti
es a
nd r
esou
rces
to th
e st
uden
ts w
ith a
pro
fess
iona
l wri
ter
at a
cou
nty
art
coun
cil f
unct
ion.
He
shar
ed h
is p
oetr
y, e
xpla
ined
the
proc
ess
of w
ritin
g po
etry
, and
had
the
stud
ents
wri
te p
oem
s. N
ext,
com
mitt
ee m
embe
rs a
ttend
ed a
rub
ric
wor
ksho
p at
the
Edu
catio
nal S
ervi
ce U
nit.
The
y br
ough
t bac
k a
batte
ry o
f ru
bric
s fo
ras
sess
ing
stud
ent w
ritin
g. O
ur la
test
act
ivity
was
col
lect
ing
wri
ting
sam
ples
for
the
base
line
data
in g
rade
s 5,
8, a
nd 1
1.
I ha
ve d
isco
vere
d se
vera
l key
s to
the
scho
ol im
prov
emen
t pro
cess
. Fir
st, d
efin
e th
e ne
eded
term
s so
that
eve
ryon
e in
volv
edha
s a
com
mon
und
erst
andi
ng. S
econ
d, p
lan
mee
tings
aft
er s
choo
l to
mee
t the
com
mun
ity m
embe
rs' a
gend
a. M
ost i
mpo
rtan
t,st
art w
ith a
sm
alle
r go
al th
an im
prov
ing
wri
ting.
Use
you
r w
ork
on th
e fi
rst g
oal t
o le
arn
a pr
oced
ure
for
succ
essf
ully
wor
king
toge
ther
to a
ccom
plis
h a
goal
.
150
6415
1
EX
HIB
ITS
- R
epor
t 22
A. T
imel
ine
AC
TIO
ND
evel
op S
tude
nt P
rofi
leW
rite
Mis
sion
Sta
tem
ent
Sele
ct T
arge
t Are
asW
rite
Tar
get A
rea
Goa
lsB
uild
ing
Plan
Dev
elop
ed b
yB
uild
ing
Lev
el T
eam
and
Com
mun
ity M
embe
rsG
athe
r B
asel
ine
Dat
aA
naly
ze D
ata
Set E
xpec
ted
Perf
orm
ance
(how
you
will
kno
w s
ucce
ss)
Nor
th C
entr
al T
eam
Vis
itD
eter
min
e Im
prov
emen
t Str
ateg
ies
Wri
te I
mpr
ovem
ent P
lan
Impl
emen
t Pla
nC
ompl
ete
or R
evis
e Pl
an
STA
TU
SW
ork
in P
rogr
ess
Dra
ft C
ompl
eted
Pend
ing
Boa
rd A
ppro
val
Wor
k In
Pro
gres
s
Aft
er T
arge
t Are
a G
oals
App
rove
dFe
brua
ry-M
ay 1
994
Febr
uary
-May
199
4
Febr
uary
-May
199
4M
ay 1
994
Sum
mer
-Fal
l 199
4Su
mm
er-F
all 1
994
1994
-199
519
94-1
995
B. T
each
er S
urve
y
1.L
ist e
xam
ples
of
wri
ting
tech
niqu
es u
sed
in y
our
clas
sroo
m.
2. W
hat s
yste
mat
ic p
roce
ss d
o yo
u us
e in
teac
hing
wri
ting?
3. H
ow d
o yo
u as
sess
the
wri
tten
wor
k? D
o yo
u gr
ade
on c
onte
nt, m
echa
nics
, sty
le, e
tc.?
4.In
a n
orm
al w
eek,
how
oft
en d
o yo
ur s
tude
nts
wri
te?
15.2
65
ASS
ESS
ME
NT
IN
AC
TIO
N
153
TH
E S
CH
OO
L I
MPR
OV
EM
EN
T P
RO
CE
SS
EX
HIB
ITS
- R
epor
t 22
C. H
olis
tic W
ritin
g A
sses
smen
t Rub
ric
for
Nar
rativ
e W
ritin
g-G
rade
Tw
oso
urce
: Edu
catio
nal S
ervi
ce U
nit 7
Scor
e4
32
1
Con
tent
Cha
ract
er d
evel
opm
ent
enha
nces
the
stor
y. H
as a
nid
entif
iabl
e se
tting
. Sho
ws
anaw
aren
ess
of p
lot.
Uni
que
stor
y th
at s
how
s cr
eativ
ity a
ndfl
uenc
y.
Stor
y re
spon
ds c
reat
ivel
y to
the
prom
pt. D
emon
stra
tes
anaw
aren
ess
of s
ettin
g. H
as a
disc
erni
ble
char
acte
r.
Stor
y re
spon
ds to
the
prom
pt.
Dem
onst
rate
s an
aw
aren
ess
ofch
arac
ter
deve
lopm
ent.
Doe
s no
t res
pond
to th
epr
ompt
.
Org
aniz
atio
nH
as b
egin
ning
sta
tem
ent t
hat
tells
the
mai
n id
ea o
rtop
ic.
Has
det
ails
to s
uppo
rt th
e m
ain
idea
. Has
sev
eral
seq
uent
ial
sent
ence
s th
at e
xpan
d th
e id
ea.
Has
an
appr
opri
ate
endi
ng. H
asa
title
.
Has
a b
egin
ning
that
tells
the
mai
n id
ea o
r to
pic.
Has
det
ails
to s
uppo
rt th
e m
ain
idea
. Mos
tse
nten
ces
are
appr
opri
atel
yse
quen
ced.
Has
an
abru
pten
ding
.
Has
a r
ecog
niza
ble
begi
nnin
gth
at s
tate
s th
e m
ain
idea
or
topi
c. D
emon
stra
tes
abe
ginn
ing
awar
enes
s of
sequ
ence
. Som
e id
eas/
deta
ilsm
ay b
e ir
rele
vant
.
Use
s lis
ts o
f id
eas
not l
inke
dto
geth
er o
r se
quen
ced.
Styl
eU
ses
a va
riet
y of
sen
tenc
ele
ngth
s, s
truc
ture
s an
d ty
pes.
Use
s di
alog
ue to
cre
ate
inte
rest
.U
ses
desc
nptiv
e la
ngua
ge to
enha
nce
imag
ery.
Exp
ress
esid
eas
in a
n or
igin
al m
anne
r.
Use
s va
riet
y of
sen
tenc
ele
ngth
s, s
truc
ture
s an
d ty
pes.
Beg
ins
to u
se d
ialo
gue.
Beg
ins
to u
se s
ome
desc
ript
ive
wor
ds.
Beg
ins
to u
se a
var
iety
of
sent
ence
leng
ths
and
type
s.So
me
sent
ence
s m
ay b
era
mbl
ing.
Use
s sh
ort,
sim
ple
sent
ence
s.
Mec
hani
csC
onsi
sten
tly u
ses
capi
tal l
ette
rsto
beg
in s
ente
nces
, for
pro
per
noun
s, a
nd in
title
s. U
ses
sent
ence
s en
ding
with
per
iods
,ex
clam
atio
n m
arks
, and
ques
tion
mar
ks. U
ses
com
mas
,qu
otat
ion
mar
ks a
ndap
ostr
ophe
s ap
prop
riat
ely
mos
tof
tim
e. U
sual
ly s
pells
wor
dsco
rrec
tly.
Con
sist
ently
use
s ca
pita
Tle
tters
to b
egin
sen
tenc
es a
nd p
rope
rno
uns.
Con
sist
ently
use
sca
pita
ls w
ith n
ames
of
peop
le.
Use
s co
mpl
ete
sent
ence
s w
ithpe
riod
s at
the
end.
Use
sco
mm
as, q
uota
tion
mar
ks, a
ndap
ostr
ophe
s. U
sual
ly s
pells
wor
ds c
orre
ctly
but
mis
spel
led
wor
ds a
re p
hone
tical
ly c
orre
ct.
Dem
onst
rate
s ne
at, l
egib
leha
ndw
ritin
g.
Con
sist
ently
use
s ca
pita
l let
ters
to b
egin
sen
tenc
es. U
ses
capi
tal
I an
d be
gins
to u
se c
apita
lle
tters
with
pro
per
noun
s. U
ses
few
sen
tenc
e fr
agm
ents
and
/or
run-
on s
ente
nces
. Use
sph
onet
ic s
pelli
ngs
whi
ch o
mit
som
e so
unds
. Dem
onst
rate
sle
gibl
e ha
ndw
ritin
g.
Som
e us
e of
cap
ital l
ette
rs to
begi
n se
nten
ces.
Use
s ca
pita
lI.
Use
s m
any
sent
ence
frag
men
ts a
nd r
un-o
nse
nten
ces.
Spe
lling
err
ors
mak
e re
adin
g di
ffic
ult.
Leg
ibili
ty m
akes
rea
ding
diff
icul
t.
154
66
155
- R
EPO
RT
23
TH
E M
AR
IGO
LD
PR
OJE
CT
: A R
EFL
EC
TIV
E C
ON
VE
RSA
TIO
N
Kat
hryn
A. A
hern
and
Suz
anne
Old
ham
AB
STR
AC
T
ASS
ESS
ME
NT
IN
AC
TIO
N
The
pur
pose
of
this
qua
litat
ive
stud
y w
as to
obs
erve
a s
ixth
gra
de te
ache
r as
she
am
ende
d he
r cu
rren
t lan
guag
e ar
ts p
ortf
olio
proj
ect t
o in
clud
e a
scie
nce
rese
arch
pro
ject
. Suz
anne
, the
six
th g
rade
teac
her
aske
d, "
Can
sci
ence
be
inte
grat
ed in
to th
ela
ngua
ge a
rts
port
folio
?" a
s sh
e ex
amin
ed th
e st
uden
ts' l
earn
ing
whi
le c
ondu
ctin
g lo
ng te
rm e
xper
imen
ts w
ith m
arig
old
seed
s.K
athr
yn, t
he u
nive
rsity
res
earc
her,
exa
min
ed S
uzan
ne's
inte
rpre
tatio
n an
d pr
oced
ures
whi
le in
tegr
atin
g m
ore
scie
nce
activ
ities
into
her
cur
ricu
lum
. Kat
hryn
and
Suz
anne
eng
aged
in r
efle
ctiv
e co
nver
satio
ns o
n th
e em
ergi
ng u
nder
stan
ding
of
the
proc
ess.
Scie
nce
was
inte
grat
ed in
to th
e ex
istin
g w
ritin
g pr
oces
s th
roug
h sc
ienc
e re
sear
ch jo
urna
ling,
res
earc
h/w
ritin
g pr
ojec
ts, a
ndre
adin
g m
ater
ials
. Exi
stin
g ev
alua
tion
chec
klis
ts w
ere
rede
sign
ed a
nd d
evel
oped
into
new
rub
rics
. Alth
ough
par
alle
ls w
ere
seen
bet
wee
n sc
ienc
e pr
oble
m-s
olvi
ng s
kills
and
rea
ding
obj
ectiv
es, a
sig
nifi
cant
dif
fere
nce
was
not
ed in
the
read
ing/
wri
ting
editi
ng p
roce
ss. E
ditin
g, b
oth
peer
and
teac
her,
is c
ritic
al in
the
lang
uage
art
s pr
oces
s. H
owev
er, t
his
eval
uatio
n ca
tego
ry f
orth
e sc
ienc
e re
sear
ch jo
urna
l bec
ame
self
-eva
luat
ion/
reth
inki
ng. A
sci
entis
t- w
ould
not
edi
t the
wor
k in
her
sci
ence
jour
nal i
nth
e sa
me
way
as
a lit
erar
y jo
urna
l. St
uden
ts d
emon
stra
ted
they
und
erst
ood
the
sim
ilari
ty b
etw
een
the
liter
atur
e lo
g jo
urna
ling
proc
ess
and
the
scie
nce
rese
arch
jour
nalin
g w
hen
expl
aini
ng th
e pr
oces
s to
a v
isiti
ng te
ache
r-re
sear
cher
, Jul
ia P
olak
. The
stud
ents
exp
lain
ed c
lear
ly a
nd in
gre
at d
etai
l how
the
read
ing/
wri
ting
wor
ksho
p cl
assr
oom
wor
ks a
nd h
ow th
e m
arig
old
proj
ect
and
our
scie
nce
them
es w
ere
inte
grat
ed in
to th
e lit
erat
ure
we
read
. The
stu
dent
s ha
d a
part
in th
e de
sign
and
that
gav
e th
emow
ners
hip.
Thi
s un
ders
tand
ing
faci
litat
ed th
e tr
ansi
tion
from
the
teac
her-
as-l
eade
r to
the
teac
her-
as-f
acili
tato
r.
Kat
hryn
exa
min
ed th
e pr
oces
s of
one
pro
fess
iona
l ass
istin
g an
othe
r to
impl
emen
t new
pra
ctic
es. T
he f
irst
not
ed th
eme
was
the
impo
rtan
ce o
f co
llabo
ratio
n ba
sed
on m
utua
l ben
efit
and
trus
t. T
he r
esea
rche
r w
as a
ccus
tom
ed to
edu
catio
nal r
esea
rch
and
had
acce
ss to
and
exp
erie
nce
with
sci
entif
ic m
ater
ials
and
inst
rum
ents
. The
six
th g
rade
teac
her
had
stud
ents
and
cla
ssro
omex
peri
ence
in li
tera
ture
-bas
ed p
ortf
olio
ass
essm
ent.
The
ref
lect
ive
conv
ersa
tions
bet
wee
n th
e tw
ocal
led
"bug
ging
, in
a go
odso
rt o
f w
ay"s
urfa
ced
the
ratio
nale
for
and
def
initi
ons
of s
cien
ce, r
eadi
ng, a
nd w
ritin
g in
tegr
atio
n. A
cle
arer
vis
ion
of th
eco
nnec
tions
res
ulte
d in
new
rub
rics
. The
unc
erta
inty
in s
cien
ce r
esea
rch
was
obv
ious
. Usi
ng a
who
le-l
angu
age
appr
oach
tosc
ienc
e in
volv
es a
new
way
of
thin
king
that
may
be
mes
sy a
nd u
ncle
ar a
nd in
volv
e tr
ial a
nd e
rror
. The
thir
d th
eme
was
that
colla
bora
tion
is ti
me
cons
umin
g an
d m
oves
in u
neve
n, e
nerg
etic
bur
sts.
How
ever
, the
col
labo
rativ
e pa
rtne
rshi
p w
as b
y fa
r th
em
ost i
mpo
rtan
t way
in w
hich
pro
gres
s w
as m
ade.
The
teac
her
now
has
mor
e ex
peri
ence
with
sci
ence
and
res
earc
h an
d ha
sac
cess
to a
dditi
onal
res
ourc
es. T
he r
esea
rche
r ha
s be
nefi
ted
from
the
qual
itativ
e re
sear
ch e
xper
ienc
e an
d an
insi
der's
vie
w o
f a
sixt
h gr
ade
clas
sroo
m. A
new
way
of
thin
king
abo
ut s
cien
ce e
duca
tion
usin
g w
hole
-lan
guag
e st
rate
gies
was
gai
ned
by b
oth.
156
6715
7
TH
E M
AR
IGO
LD
PR
OJE
CT
: A R
EFL
EC
TIV
E C
ON
VE
RSA
TIO
N
EX
HIB
ITS
- R
epor
t 23
A. R
ubri
c Sa
mpl
es
Cri
teri
a4
Com
men
dabl
e3
Satis
fact
ory
2So
me
Ach
ieve
men
t1
Lea
rnin
g in
Pro
gres
sR
eadi
ngC
ompl
eted
lite
ratu
re lo
gre
ady
for
conf
eren
ce
On
time
All
item
sO
n tim
eO
ne it
em n
ot in
clud
edO
n tim
eT
wo
item
s no
tin
clud
ed
On
time
Mor
e th
an tw
o ite
ms
not i
nclu
ded
Scie
nce
Com
plet
ed r
esea
rch
jour
nal;
eval
uatio
n re
ady
On
time
All
item
sO
n tim
eO
ne it
em n
ot in
clud
edO
n tim
eT
wo
item
s no
tin
clud
ed
On
time
Mor
e th
an tw
o ite
ms
not i
nclu
ded
Rea
ding
Mak
es p
redi
ctio
ns p
rior
tore
adin
g th
e as
sign
ed p
ages
Ver
ifia
ble
pred
ictio
nA
ppro
pria
te to
sto
ryM
akes
sen
seSh
ows
insi
ghtf
ulne
ss
Ver
ifia
ble
Follo
ws
the
read
ing
Pred
ictio
n sh
ows
mis
unde
rsta
ndin
g or
does
not
mak
e se
nse
Not
ver
ifia
ble
Not
ver
ifia
ble
Doe
s no
t fit
the
stor
y
Scie
nce
Mak
es p
redi
ctio
ns a
bout
futu
re o
bser
vatio
ns a
ndne
cess
ary
thin
king
Ver
ifia
ble
pred
ictio
nR
elat
es to
obs
erva
tion
Mak
es s
ense
Ver
ifia
ble
Follo
ws
the
obse
rvat
ions
Pred
ictio
n sh
ows
mis
unde
rsta
ndin
g or
does
not
mak
e se
nse
Not
ver
ifia
ble
Not
Ver
ifia
ble
Doe
s no
t fit
the
obse
rvat
ion
Rea
ding
Sum
mar
izes
the
read
ing
Det
aile
d su
ppor
tw
ithou
t rew
ritin
gH
as a
ll m
ain
even
ts
Mos
t mai
n ev
ents
or
idea
sSu
ppor
t and
det
ail
Err
ors
in th
e ch
arac
ter
info
rmat
ion
Litt
le o
r no
atte
mpt
Err
oneo
us in
form
atio
n
Scie
nce
Mak
es r
egul
arob
serv
atio
ns
Iden
tifie
d si
mila
ritie
san
d di
ffer
ence
sE
xcep
tiona
l det
ails
Iden
tifie
d m
ajor
sim
ilari
ties
and
diff
eren
ces
Err
ors
in m
ajor
sim
ilari
ties
and
diff
eren
ces
Sign
ific
ant e
rror
s
Rea
ding
Res
pond
s/re
acts
to th
ere
adin
g
Res
pons
e sh
ows
unde
rsta
ndin
g an
dex
pres
ses
opin
ion
orid
ea o
n th
e re
adin
g
Res
pons
e an
d/or
reac
tion
with
unde
rsta
ndin
g
Con
fuse
d re
spon
ses
and/
or r
eact
ions
Dra
ws
wro
ngco
nclu
sion
s or
giv
eslit
tle in
form
atio
n
Scie
nce
Mak
es c
ompa
riso
nsD
etai
led;
infe
renc
esor
con
clus
ions
;co
mpa
red
sele
cted
char
acte
rist
ics
Ass
esse
d m
ajor
sim
ilari
ties
and
diff
eren
ces
Err
ors
in m
akin
gco
mpa
riso
nsSi
gnif
ican
t err
ors
158
68
ASS
ESS
ME
NT
IN
AC
TIO
N
EX
HIB
ITS
- R
epor
t 23
A. R
ubri
c Sa
mpl
es C
ontin
ued
Cri
teri
a4
Com
men
dabl
e3
Satis
fact
ory
2So
me
Ach
ieve
men
t1
Lea
rnin
g in
Pro
gres
sR
eadi
ngO
vera
ll ap
pear
ance
Pict
ure
perf
ect,
date
d,si
gned
, sta
mpe
d fo
rco
nfer
ence
,ev
alua
tion
prep
ared
,ne
atly
wri
tten
One
item
or
entr
ym
issi
ngT
wo
item
s or
ent
ries
mis
sing
Mor
e th
an tw
o ite
ms
oren
trie
s m
issi
ng
Scie
nce
Ove
rall
appe
aran
ceE
ntri
es a
re d
ated
,si
gned
, sta
mpe
d fo
rev
alua
tion,
legi
bly
wri
tten,
cle
ar,
orga
nize
d
One
item
or
entr
y no
tco
mpl
ete
Tw
o ite
ms
or e
ntri
esno
t com
plet
eM
ore
than
two
item
sno
t com
plet
e
Rea
ding
Edi
ting
is e
vide
ntPe
er h
as e
dite
d an
dsi
gned
, tea
cher
mak
es0-
2 ed
iting
corr
ectio
ns
Peer
has
edi
ted
and
sign
ed; t
each
er m
akes
3-5
editi
ngco
rrec
tions
Tea
cher
mak
es 6
-9ed
iting
cor
rect
ions
Too
man
y er
rors
Scie
nce
Self
-eva
luat
ion/
reth
inki
ngId
entif
ies
any
erro
rs,
mak
es c
omm
ents
why
ther
e ar
e er
rors
and
mak
es c
orre
ctio
ns
Iden
tifie
s po
ssib
leer
rors
and
com
men
tsFa
ils to
rec
ogni
zeim
port
ant e
rror
s or
mak
e co
rrec
tions
Rec
ogni
zes
insi
gnif
ican
t err
ors
B. E
xam
ple
of S
tude
nt S
cien
ce W
ritin
gs
Sept
embe
r 12
: I th
ink
this
is g
oing
to b
e fu
n.I
hope
we
can
com
mun
icat
e w
ith o
ther
cla
ssro
oms
that
are
doi
ng th
is.
I-t
hink
gro
ups
1, 2
, 3, a
nd 4
's m
arig
olds
will
spr
out.
Sept
embe
r 15
: My
grou
p 2
has
the
stro
nges
t, ta
llest
, and
hea
lthie
st s
prou
ts. E
very
body
els
e ha
s at
fea
st 1
.C
ontr
ol h
ad 5
spro
uts.
The
y lo
oked
hea
lthy.
Gro
up 1
had
4 s
prou
ts. T
hey
look
ed f
airl
y he
alth
y. G
roup
3 h
ad 3
spr
outs
. The
y lo
oked
liked
Gro
up 1
.G
roup
4 h
ad 4
spr
outs
. The
y lo
oked
like
1 a
nd 3
. Gro
up 5
had
1 s
prou
t.It
was
tiny
.I
thin
k G
roup
s1,
2, 3
, and
4's
see
dlin
gs a
re g
oing
to b
e fa
irly
sm
all,
but j
ust t
all e
noug
h to
see
them
.
160
69
161
BIB
LIO
GR
APH
Y
- B
IBL
IOG
RA
PHY
-
Cal
houn
, E. (
1994
) H
ow to
Use
Act
ion
Res
earc
h in
the
Self
-Ren
ewin
g Sc
hool
. Res
ton,
VA
: Ass
ocia
tion
for
Supe
rvis
ion
and
Cur
ricu
lum
Dev
elop
men
t.
Mat
hem
atic
al S
cien
ces
Edu
catio
n B
oard
(19
93).
Mea
suri
ng W
hat C
ount
s. W
ashi
ngto
n, D
C: N
atio
nal A
cade
my
Pres
s.
Sago
r, R
. (19
92).
How
to C
ondu
ct C
olla
bora
tive
Act
ion
Res
earc
h. R
esto
n, V
A: A
ssoc
iatio
n fo
r Su
perv
isio
n an
dC
urri
culu
m D
evel
opm
ent.
162
7016
3
ASS
ESS
ME
NT
IN
AC
TIO
N
- A
PPE
ND
IX A
AC
TIO
N R
ESE
AR
CH
RU
BR
ICS
I.Po
rtfo
lio (
40 %
of
cred
it; f
our
crite
ria,
eac
h w
ith f
our
leve
ls o
f pe
rfor
man
ce)
Purp
ose:
To
prov
ide
stru
ctur
e to
the
inve
stig
atio
n an
d to
ser
ve a
s a
disp
lay
or "
scra
pboo
k" f
or o
ther
s an
d fo
r on
esel
f.T
able
of
Con
tent
sR
atio
nale
for
sel
ectio
n of
item
s in
por
tfol
ioE
vide
nce
of in
vest
igat
ion
focu
sed
on a
sses
smen
t- -
Que
stio
n of
inve
stig
atio
nD
escr
iptio
n of
dat
a co
llect
ion
tech
niqu
esC
oncl
usio
nsE
vide
nce
to s
uppo
rt c
oncl
usio
n(s)
Des
crip
tion
and/
or s
umm
ary
of d
ata
Des
crip
tion
of d
ata
anal
ysis
pro
cess
Evi
denc
e of
ref
lect
ion
on th
e ac
tion
rese
arch
pro
cess
and
res
ults
Cho
ices
may
incl
ude
jour
nal e
ntri
es, a
dia
ry, a
udio
and
/or
vide
o ta
pes,
rec
orde
d co
nver
satio
ns w
ith o
ther
par
ticip
ants
or
othe
r ed
ucat
ors,
flo
w c
hart
s, p
hoto
s, o
ther
Evi
denc
e of
col
labo
ratio
nC
hoic
es m
ay in
clud
e w
ritte
n co
mm
ents
ref
lect
ing
upon
aco
lleag
ue's
inve
stig
atio
n, p
hoto
s, d
iary
of
conv
ersa
tions
with
oth
ers,
tape
s, o
ther
Evi
denc
e of
rev
iew
of
outs
ide
reso
urce
s fo
cuse
d on
ass
essm
ent t
opic
Cho
ices
may
incl
ude
abst
ract
s, jo
urna
l art
icle
s, in
terv
iew
s, o
ther
Plan
of
actio
n af
ter
the
inve
stig
atio
n is
com
plet
edSe
lf-d
esig
ned
self
ass
essm
ent o
f yo
ur p
ortf
olio
A.
Req
uire
d ite
ms
are
incl
uded
in th
e po
rtfo
lio.
4A
ll ite
ms
are
incl
uded
in th
e po
rtfo
lio.
3O
ne it
em is
not
incl
uded
in th
e po
rtfo
lio.
2T
wo
item
s ar
e no
t inc
lude
d in
the
port
folio
.1
Mor
e th
an tw
o ite
ms
are
not i
nclu
ded
in th
e po
rtfo
lio.
B.
Mak
es a
nd a
rtic
ulat
es a
ccur
ate
conc
lusi
ons
from
the
gath
ered
dat
a.4
Dra
ws
conc
lusi
ons
that
ref
lect
cle
ar a
nd lo
gica
l lin
ks b
etw
een
the
gath
ered
info
rmat
ion
and
the
inte
rpre
tatio
ns m
ade
from
them
.3
Pres
ents
con
clus
ions
that
, with
few
exc
eptio
ns, f
ollo
w lo
gica
lly f
rom
the
gath
ered
info
rmat
ion.
2Pr
esen
ts s
ome
conc
lusi
ons
that
ref
lect
err
oneo
us in
terp
reta
tions
mad
e fr
om th
e ga
ther
ed in
form
atio
n.1
Dra
ws
man
y er
rone
ous
conc
lusi
ons
from
the
sele
cted
info
rmat
ion
and
cann
ot s
atis
fact
orily
des
crib
e th
e ra
tiona
lebe
hind
the
conc
lusi
ons.
164
71
165
APP
EN
DIX
A -
AC
TIO
N R
ESE
AR
CH
RU
BR
ICS
APP
EN
DIX
AA
CT
ION
RE
SEA
RC
H R
UB
RIC
S
I.Po
rtfo
lio (
40 %
) C
ontin
ued
C.
Dem
onst
rate
s an
und
erst
andi
ng o
f th
e ac
tion
rese
arch
pro
cess
.4
Evi
denc
e is
pro
vide
d th
at th
e ac
tion
rese
arch
pro
cess
was
con
duct
ed, l
eadi
ng to
a co
nclu
sion
(s)
thor
ough
lysu
ppor
ted
by th
e ga
ther
ed in
form
atio
n.3
Evi
denc
e is
pro
vide
d th
at th
e ac
tion
rese
arch
pro
cess
was
con
duct
ed, l
eadi
ng to
a co
nclu
sion
(s)
adeq
uate
lysu
ppor
ted
by th
e ga
ther
ed in
form
atio
n.2
Ade
quat
e ev
iden
ce is
not
pro
vide
d th
at th
e ac
tion
rese
arch
pro
cess
was
con
duct
ed, l
eadi
ng to
a c
oncl
usio
n(s)
adeq
uate
ly s
uppo
rted
by
the
gath
ered
info
rmat
ion.
1Se
vera
l om
issi
ons
are
mad
e in
the
actio
n re
sear
ch p
roce
ss.
D.
Eff
ectiv
ely
uses
a v
arie
ty o
f m
etho
ds to
dis
play
item
s in
the
port
folio
.4
Use
s se
vera
l eff
ectiv
e m
etho
ds to
pre
sent
dif
fere
nt p
ortf
olio
item
s.3
Use
s at
leas
t tw
o ef
fect
ive
met
hods
to p
rese
nt d
iffe
rent
por
tfol
io it
ems.
2U
ses
only
one
eff
ectiv
e m
etho
d to
pre
sent
item
s.1
Port
folio
item
s ar
e no
t pre
sent
ed in
an
effe
ctiv
e, c
omm
unic
ativ
e m
anne
r.
II.
Perf
orm
ance
Tas
k -
Pres
enta
tion
(20%
of
cred
it; tw
o cr
iteri
a, e
ach
with
fou
r le
vels
of
perf
orm
ance
)Pu
rpos
e:T
o sh
are
rese
arch
fin
ding
s w
ith c
olle
ague
s an
d br
ing
sum
mar
y an
d cl
osur
e to
the
initi
al in
vest
igat
ions
.W
hat:
1 ho
ur p
rese
ntat
ion
on r
esea
rch
and
find
ings
To
Who
m:
Cla
ss p
artic
ipan
ts a
nd in
vite
d gu
ests
A.
Use
s va
riet
y of
met
hods
to p
rese
nt in
form
atio
n in
an
atte
mpt
to in
tere
st th
e au
dien
ce.
4U
ses
a va
riet
y of
met
hods
to p
rese
nt in
form
atio
n.3
Use
s m
ore
than
one
met
hod
to p
rese
nt in
form
atio
n.2
Use
s on
ly o
ne m
etho
d to
pre
sent
info
rmat
ion;
it a
ppea
rs to
gai
n at
tent
ion.
1U
ses
only
one
met
hod
to p
rese
nt in
form
atio
n; it
fai
ls to
gai
n au
dien
ce a
ttent
ion.
B.
Cle
arly
pre
sent
s th
e m
ajor
com
pone
nts
of th
e re
sear
ch.
4T
he r
esea
rch
ques
tion(
s), d
ata
colle
ctio
n m
etho
ds, d
ata
anal
ysis
proc
ess,
res
ults
, and
fut
ure
plan
(s)
of a
ctio
n ar
ecl
earl
y gi
ven
in th
e pr
esen
tatio
n.3
The
res
earc
h qu
estio
n(s)
, dat
a co
llect
ion
met
hods
, dat
a an
alys
is p
roce
ss, r
esul
ts, a
nd f
utur
e pl
an o
f ac
tion
are
reco
gniz
ed in
the
pres
enta
tion.
2T
he r
esea
rch
ques
tion(
s), d
ata
colle
ctio
n m
etho
ds, d
ata
anal
ysis
pro
cess
, res
ults
, and
fut
ure
plan
of
actio
nar
eob
scur
ed in
the
pres
enta
tion.
1T
he r
esea
rch
ques
tion(
s), d
ata
colle
ctio
n m
etho
ds, d
ata
anal
ysis
pro
cess
, res
ults
, and
fut
ure
plan
of
actio
nar
e no
tea
ch c
onta
ined
in th
e pr
esen
tatio
n.
166
167
72
ASS
ESS
ME
NT
IN
AC
TIO
N
APP
EN
DIX
AA
CT
ION
RE
SEA
RC
H R
UB
RIC
S
III.
Part
icip
atio
n in
sem
inar
s (4
0 %
of
cred
it; f
our
crite
ria,
eac
h w
ith f
our
leve
ls o
f pe
rfor
man
ce)
Purp
ose:
To
prov
ide
a su
ppor
tive
envi
ronm
ent i
n w
hich
all
part
icip
ants
ass
ume
resp
onsi
bilit
y fo
r th
aten
viro
nmen
t and
the
prof
essi
onal
gro
wth
of
them
selv
es a
nd th
e ot
her
part
icip
ants
.W
hen:
Aug
ust 2
7, N
ovem
ber
12, F
ebru
ary
11, a
nd M
arch
18
Ass
esse
d by
:D
e T
onac
k an
d U
N-L
sta
ff f
acili
tato
rsA
.Pa
rtic
ipat
es in
sem
inar
s.4
Act
ivel
y in
volv
ed in
all
sess
ions
of
the
sem
inar
s.3
Act
ivel
y in
volv
ed in
mos
t ses
sion
s of
the
sem
inar
s.2
Mod
erat
ely
invo
lved
in m
ost s
essi
ons
of th
e se
min
ars.
1M
oder
atel
y in
volv
ed in
som
e se
ssio
ns o
f th
e se
min
ars.
B.
Ref
lect
ive
(i.e
., ev
alua
tes
the
effe
ctiv
enes
s of
ow
n ac
tions
).4
Rev
iew
s ac
tions
thor
ough
ly a
nd f
rom
as
man
y po
ints
of
view
as
is u
sefu
l.3
Rev
iew
s ac
tions
rea
sona
bly
wel
l and
fro
m s
ever
al p
oint
s of
vie
w.
2R
evie
ws
actio
ns in
freq
uent
ly a
nd f
rom
onl
y on
e po
int o
f vi
ew.
1M
akes
no
effo
rt to
rev
iew
act
ions
.C
.C
ontr
ibut
es to
sem
inar
gro
up m
aint
enan
ce.
4A
ctiv
ely
help
s th
e gr
oup
iden
tify
chan
ges
or m
odif
icat
ions
nec
essa
ry in
the
grou
p pr
oces
s an
d w
orks
tow
ard
carr
ying
out
thos
e ch
ange
s.3
Hel
ps id
entif
y ch
ange
s or
mod
ific
atio
ns n
eces
sary
in th
e gr
oup
proc
ess
and
wor
ks to
war
d ca
rryi
ng o
ut th
ose
chan
ges.
2 W
hen
prom
pted
, hel
ps id
entif
y ch
ange
s or
mod
ific
atio
ns n
eces
sary
in th
e gr
oup
proc
ess,
or
is o
nly
min
imal
lyin
volv
ed in
car
ryin
g ou
t tho
se c
hang
es.
1D
oes
not a
ttem
pt to
iden
tify
chan
ges
or m
odif
icat
ions
nec
essa
ry in
the
grou
p pr
oces
s, e
ven
whe
n pr
ompt
ed, o
rre
fuse
s to
wor
k to
war
d ca
rryi
ng o
ut th
ose
chan
ges.
D.
Wor
ks to
war
d th
e ac
hiev
emen
t of
sem
inar
gro
up g
oals
.4
Act
ivel
y he
lps
iden
tify
grou
p go
als
and
effe
ctiv
ely
carr
ies
them
out
.3
Com
mun
icat
es c
omm
itmen
t to
grou
p go
als
and
stri
ves
to c
arry
them
out
.2
Com
mun
icat
es a
com
mitm
ent t
o th
e gr
oup
goal
s bu
t doe
s no
t str
ive
to c
arry
them
out
.1
Doe
s no
t wor
k to
war
d gr
oup
goal
s or
act
ivel
y w
orks
aga
inst
them
.
168
73
169
APP
EN
DIX
B -
PA
RT
ICIP
AN
TS
Kat
hy A
hern
220
6th
St.
Frie
nd, N
E 6
8359
Uni
vers
ity o
f N
E-L
inco
ln
Kar
en B
arry
534
N. 1
0th,
Apt
#6
Sew
ard,
NE
684
34Se
war
d M
iddl
e Sc
hool
Rod
Die
rcks
633
E. 1
0th,
#10
9Y
ork,
NE
684
67H
ende
rson
Com
mun
ity
Lin
da G
raha
m54
11 C
ente
rbur
y L
ane
Lin
coln
, NE
685
12-1
629
Poun
d M
iddl
e Sc
hool
Stev
e H
amer
sky
5431
Ham
ilton
Om
aha,
NE
681
32D
anie
l J. G
ross
Hig
h Sc
hool
Suza
nne
Old
ham
817
Map
le S
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(9/92)
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